Summer experiences for children with sunlight. Summer experiences and experiments in kindergarten
Card file of experiments on ecology
Experiments with soil and wind
Experience #1
Purpose of experience: Show that there is air in the soil.
Experience content: Remind that in the Underground Kingdom - the soil - there are many residents (earthworms, moles, beetles, etc.). What do they breathe? Like all animals, air. Offer to check if there is air in the soil. Dip a sample of soil into a jar of water and offer to observe if air bubbles appear in the water. Then each child repeats the experience independently and draws the appropriate conclusions. Together they find out: who has more air bubbles in the water.
Experience #2
Purpose of experience: Show that as a result of trampling the soil (for example, on paths, playgrounds), the living conditions of underground inhabitants worsen, which means that there are fewer of them. Help children to independently come to the conclusion about the need to comply with the rules of behavior on vacation.
Content of experience: Remind the children where the soil samples were taken from (it is better to take them with the children in areas that are familiar to them). Offer to express your hypotheses (where there is more air in the soil - in places that people like to visit, or where a person’s foot rarely sets foot), justify them. Listen to everyone who wants to, generalize their statements, but do not evaluate them, because the children must be convinced of the correctness (or incorrectness) of their assumptions in the process of conducting the experiment. At the same time, dip the soil samples into jars of water and observe which one has more air bubbles (loose soil sample). Ask the children where it is easier for underground dwellers to breathe? Why is there less air "under the path"? (It may not be easy for children to answer this question, but at least let them try to do it. It is important that they learn to draw conclusions based on experiments.) When we walk on the earth, we “press” on its particles, they seem to compressed, there is less and less air between them.
Experience #3
Experience content: Show that when a lump of earth is compressed, air seems to “leave” it. (It is carried out as an additional to the previous one.) Distribute lumps of earth to the children. Have them look at them and remember what they look like. Draw their attention to the fact that there are “empty places” inside the lumps - the air “hides” there. Then offer to squeeze a lump of earth in your hand. What happened to him? What has he become? Has it increased or decreased? Why has it decreased? The lump became smaller, because there were fewer “empty places” between the particles of the earth, they “clung” to each other, and the air “left”: there was no room left for it. In the same way, under the weight of our body, the earth on paths and roads is compressed, and the air “leaves”.
Experience No. 4
Experience content: Show how soil pollution occurs; discuss the possible implications of this. Have the children look at the water in both containers. What is the difference? Say that one has pure rainwater; in the other dirty water, which remained after washing. At home, we pour such water into the sink, and outside the city we simply splash it on the ground. Invite the children to express their hypotheses: what will happen to the earth if it is poured with clean water? What if it's dirty? Pour the soil in one jar with clean water, in the other with dirty water. What changed? In the first jar, the soil became wet, but remained clean: it will be able to water a tree, a blade of grass. What about the other bank? The soil became not only wet, but also dirty: soap bubbles and streaks appeared. Place the jars side by side and offer to compare soil samples after watering.
Experience No. 5
Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Load without being pressed? in the sand a pencil. Put some heavy object (for example, a key) on the surface of the sand. Pay attention to the depth of the trace left on the ... sand from the object. Now shake the tray. Do the same with the key and pencil. In the typed sand, the pencil will sink about twice as deep as in the scattered one. The imprint of a heavy object will be noticeably more distinct on thrown sand than on scattered sand.
Scattered sand is noticeably denser. This property is well known to builders.
Experience No. 6
Experience No. 7
Experience No. 8
Experience content: To consolidate with children the concept of wind - the movement of air. To carry it out, you will need two candles. Testing should be done in cold weather. Open the door to the street. Light the candles (don't forget to be safe!) Keep one candle at the bottom and the other at the top of the gap. Let the children determine where the flame of the candles “leans” (the flame of the lower one is directed into the room, the upper flame is directed outward). Why it happens? We have warm air in our room. He travels easily, loves to fly. In a room, such air rises and escapes through a crack at the top. He wants to get out as soon as possible and walk free. And the cold air is creeping in from the street. He is cold and wants to warm up. Cold air is heavy, clumsy (because it is frozen), so it prefers to stay near the ground. Where does he enter our room from - from above or from below? This means that at the top of the door gap the flame of the candle “bends with warm air (after all, he runs away from the room, flies into the street), and below - with cold air (he crawls to meet us). It turns out that "one" air, warm, moves above, and towards it, below, creeps "another", cold. Where warm and cold air move and meet, wind appears. Wind is the movement of air.
Experience No. 9
Experience content: To consolidate with children the concept of wind - the movement of air. Attach thin strips of paper or lightweight cloth over the batteries. Listen to the children's suggestions of what will happen to these strips when you open the window. Will they move? Have the children touch the batteries to make sure they are warm. What kind of air above the batteries - warm or cold? We already know that warm air tends to rise. We open the window and let in cold air from the street (you can call him). The cold air of their window will go down (to the battery to warm up), and the warm air from the battery will rise up. So they will meet. What will appear then? Wind. And this wind makes the strips of paper move.
Experience No. 10
Experience content: Reinforce the concept of wind with children. Lower the sailboats (it's good if they have multi-colored sails) on the water. Children blow on the sails, the boats sail. Likewise, large sailing ships move due to the wind. What happens to a boat if there is no wind? What if the wind is very strong? A storm begins and the boat can suffer a real wreck (children can demonstrate all this)
Experience No. 11
Experience content: Reinforce the concept of wind with children. For this experience, use the fans made in advance by the guys themselves. You can also take real fans, which you, for example, prepared for costumed dances. Children wave a fan over the water. Why did the waves appear? The fan moves and, as it were, pushes the air. The air also starts to move. And the guys already know that the wind is the movement of air (try to have the children draw as many independent conclusions as possible during the experiments, because you have already discussed the question of where the wind comes from)
Experience No. 12
Experiments with water
Experience #1
1. Bring children to understanding and meaning for all living water and air.
2. Consolidation and generalization of knowledge about water, air.
Take a deep tray of any shape. Gather the children around the table and prepare the soil: sand, clay, rotted leaves. It would be nice to put earthworms there. Then plant a seed of a fast-growing plant (vegetable or flower) there. Pour water and put in a warm place. Together with the children, take care of the crop, and after a while a sprout will appear.
Experience #2
1. Show the children that water has no shape. Water has no form and takes the form of the vessel in which it is poured. Show this to the children by pouring it into vessels of various shapes. Recall with children where and how puddles spill.
Experience #3
1. Bring children to the understanding that water has no taste. Water has no taste. Ask before experimenting what the water tastes like. After that, let the children try plain boiled water. Then put salt in one glass, sugar in another, stir and let the children try. What is the taste of the water now?
Experience No. 4
1. Bring children to the understanding that water has no color. Water has no color.
Have the children put crystals of different colors into the glasses and stir to dissolve. What color is the water now?
Experience No. 5
1. Bring children to the understanding that water has no smell. Water has no smell. Ask the children what the water smells like? After answering, ask them to smell the water in the glasses containing the solutions (sugar and salt).
Then drop into one of the glasses (but so that the children do not see) the odorous solution. Now what does the water smell like?
Experience No. 6
1. Bring children to understand and value the life-giving property of water. Life-giving property of water. Cut off a branch of fast-growing trees in advance. Take a vessel, stick the label "Living Water" on it. Look at the branches with the children. After that, put the branches in the water and explain to the children that one of the important properties of water is to give life to all living things. Put the branches in a prominent place. Time will pass and they will come to life.
Experience No. 7
1. Lead the children to understand the evaporation of water. Boil water, cover the vessel
lid and show how the condensed vapor turns back into drops and falls down.
Experience No. 8
Encourage children to understand surface tension. The jar is filled to the top with water. What happens when a paper clip is carefully placed in a jar? The paperclip will displace a small amount of water, the water will rise above the edge of the jar. However, due to surface tension, water will not overflow the edge, only its surface will bend slightly.
Experience No. 9
1. Bring children to understand the relationship between air temperature and the state of water (water turns into ice at low temperatures). Pour the same amount of water from the tap into the same cups. Take one outside. Measure the temperature of the air outside and in the room. Determine the causes of freezing water.
Experience No. 10
1. Bring children to the understanding that snow melts from exposure to any source of heat. Watch the snow melt on your hand on a frosty day. Watch the snow melt on your hand in a mitten.
Experience No. 11
If the experiment is conducted in winter, invite the children to choose their favorite icicle during the walk. Bring the icicles indoors, placing each in a separate bowl for the child to watch their icicle. If the experiment is carried out during the warm season, make ice cubes by freezing water in the refrigerator. Instead of icicles, you can take balls of snow. Children should monitor the condition of icicles and ice cubes in a warm room. Pay attention to how icicles and ice cubes gradually decrease. What happens to them? Recall the experience from the previous topic. Take one large icicle (one large ice cube) and a few small ones. Watch which one melts faster - large or small.
It is important that children pay attention to the fact that pieces of ice of different sizes will completely melt in different periods of time.
In the same way, follow the melting of snow. Conclusion: ice, snow is also water.
Experience No. 12
Let the children make their guesses: what will happen to the ice cube if it is placed in a glass of water? Will it sink, will it float, maybe it will immediately dissolve? Listen to the children and then do the experiment. Ice floats on water. Tell the children that it is lighter than water and therefore does not sink. Leave the ice in the cups and see what happens to it.
Experience No. 13
In order to show children another state of water, take a thermos of boiling water. Open it up so the kids can see the steam. But we still need to prove that steam is also water. Place a glass or mirror over the steam. Droplets of water will appear on it, show them to the children. If there is no thermos at hand, take an electric kettle or a boiler and boil water in the presence of children, drawing their attention to how more and more steam appears as the water boils.
Experience No. 14
Give the children two cups, one with water and one empty, and ask them to carefully pour the water from one to the other. Is water pouring? Why? Because it is liquid. If water were not liquid, it would not be able to flow in rivers and streams, would not flow from a tap.
In order for the children to better understand what “liquid” is, invite them to remember that jelly can be liquid and thick. If the jelly is flowing, we can pour it from glass to glass, and we say that it is ... (children determine) liquid. If we cannot pour it from glass to glass, because it does not flow, but pours out in pieces, then we say that jelly ... (children's answer) is thick. Since water is liquid and can flow, it is called a liquid.
Experience No. 15
Take two glasses of water. In one of them, children will put ordinary sand and try to stir it with a spoon. What happens? Has the sand dissolved or not? Take another glass and pour a spoonful of granulated sugar into it, stir it. What happened now? In which of the cups did the sand dissolve? Remind the children that they stir sugar in their tea all the time. If it did not dissolve in water, then people would have to drink unsweetened tea.
We put sand at the bottom of the aquarium. Does it dissolve or not? What would happen if not ordinary, but granulated sugar was placed at the bottom of the aquarium? What if there was sugar at the bottom of the river? (Children noted that in this case, it would dissolve in water and then it would be impossible to stand on the bottom of the river.) Invite the children to stir the watercolor paint in a glass of water. It is desirable that each child has his own paint, then you will get a whole set of colorful water. Why is the water colored? The paint has melted into it.
Experience No. 16
Give the children cups of water at different temperatures (you showed them hot water when you studied steam). Let them try with their finger and determine in which glass the water is the coldest, in which the warmest (of course, safety rules must be observed). If the children are already familiar with the principle of the thermometer, measure the temperature of the water in different cups with them.
You can continue the previous experiment (No. 8) by comparing the temperature of the water before the ice was put into it and after it melted. Why did the water get colder?
Emphasize that in rivers, lakes, seas there is also water with different temperatures - both warm and cold. Some fish, animals, plants, snails can only live in warm water, others only in cold water. If children were fish, would they choose warm or cold water? What do they think, where are there more different plants and animals - in warm seas or in cold ones? Fewer different animals live in cold seas and rivers.
In nature, there are such unusual places where very hot water comes out of the ground to the surface. These are geysers. From them, as well as from a thermos with hot water, steam also comes out. How do children think, can anyone live in such a hot "house"? There are very few residents there, but they are there - for example, some algae.
It is important that preschoolers understand that in water bodies there are different temperatures, which means that different plants and animals live in them.
Experience No. 17
Have the children look at the ice cube (remind that ice is solid water). What shape is this piece of ice? Will it change its shape if we drop it into a glass, into a bowl, put it on the table or on the palm of our hand? No, it remains a cube anywhere (until it melts). What about liquid water? Let the guys pour water into a jug, plate, glass (any vessels), on the surface of the table. What's happening? Water takes the form of the object in which it is located, and on level ground it spreads like a puddle. So liquid water has no shape.
The experiment can be supplemented by the following observations: an ice cube, having a shape, turns into a liquid when it melts and spreads over the surface of the saucer.
Experience No. 18
1. Lead the children to the understanding and meaning of air We need air to breathe. We inhale and exhale air.
We take a glass of water, insert a straw and exhale air. Bubbles appear in the glass.
Experience No. 19
1. Bring children to the understanding and meaning of air. Make a small parachute. Show that when the parachute descends, the air below it expands the canopy, supporting it, so the descent is smooth.
Experience No. 20
Experience No. 21
Encourage children to understand the weight of air Air has weight. Put the inflated and not inflated balls on the scales: the bowl with the inflated ball will outweigh
Experience No. 22
Place an open plastic bottle in the refrigerator. When it is cool enough, put an uninflated balloon on its neck. Then, put the bottle in a bowl of hot water. Watch the balloon inflate on its own. This is because air expands when heated. Now put the bottle back in the fridge. The ball will then descend as the air contracts as it cools.
Experiments with a magnet and sunlight.
Experience #1
1. Show the children that sunlight consists of a spectrum, consolidate the idea of \u200b\u200bthe seven colors of the rainbow. Equipment: a basin filled to the brim with water, a mirror placed in the water at an angle of 25 degrees; light source (sun or table lamp)
On a sunny day, place a basin of water near the window and lower the mirror into it. The mirror needs a stand, as the angle between it and the surface of the water should be 25 degrees. If the mirror "catch" a beam of light, then as a result of the refraction of the beam in the water and its reflection from the mirror on the wall or ceiling, a rainbow will appear.
This experiment can also be carried out in the evening: then a table lamp will act as a light source. The spectrum will be obtained in a darkened room.
Experience #2
1. Show the children that sunlight consists of a spectrum, consolidate the idea of \u200b\u200bthe seven colors of the rainbow.
2. Equipment: trihedral transparent prism. When viewed through a prism, white objects appear colored.
Using a prism, you can get an image of a rainbow on the wall.
Experience #3
1. Show the children that sunlight consists of a spectrum, consolidate the idea of \u200b\u200bthe seven colors of the rainbow. Equipment: a plate of water, nail polish, a "fishing rod" for film. Drop a drop of varnish into the water. A thin film forms on the surface of the water. It must be carefully removed using a special device - "fishing rods". The lacquer film will play with all colors, resembling the wings of a dragonfly. A beam of white light, falling on a thin film, is partly reflected from it, and partly passes deep into, reflecting from its inner surface.
Experience No. 4
1. Show the children that sunlight consists of a spectrum, consolidate the idea of \u200b\u200bthe seven colors of the rainbow. Equipment: a sheet of paper, a crystal glass.
Place the crystal glass on a white sheet of paper. Try to catch sunlight with your glass. Colored rainbow stripes will appear on a piece of paper.
Experience No. 5
1. Lead the children to understand how a rainbow is formed. You can show the children a rainbow in the room. Place the mirror in the water at a slight angle. Catch a sunbeam with a mirror and point it at the wall. Turn the mirror until you see a spectrum on the wall. Water acts as a prism that separates light into its components. At the end of the activity, ask the children what the word “ra-du-ga” looks like? What is she? Show the rainbow with your hands. From the ground, a rainbow looks like an arc, but from an airplane, it looks like a circle.
Experience No. 6
Find out the ability of a magnet to attract certain objects. An adult demonstrates a trick: metal objects do not fall out of the mitten when the hand is opened. Together with the children finds out why. Invites children to take objects from other materials (wood, plastic, fur, fabric, paper) - the mitten ceases to be magical. Determine why (there is “something” in the mitten that prevents metal objects from falling). Children examine the mitten, find a magnet, try to apply it.
Experience No. 7
Identify the feature of the interaction of two magnets: attraction and repulsion. An adult sets a task for the children: to determine how two magnets will behave if they are brought to each other. Assumptions are checked by bringing one magnet to another, suspended on a thread (they are attracted). Find out what happens if you bring the magnet to the other side (they will repel; magnets can attract or repel, depending on which poles bring them to each other).
Experience No. 8
Identify the properties of a magnet: the passage of magnetic forces through various materials and substances. An adult suggests finding out if magnetic forces can act at a distance, how to check (slowly bring the magnet and observe the object; the action of the magnet stops at a great distance). They clarify whether magnetic forces can pass through different materials, what needs to be done for this (put an object on one side, a magnet on the other and move it). Choose any material, check the action of magnetic forces through it; cover small objects with something, bring a magnet, lift it; small objects are poured onto the test material and a magnet is brought from below. They conclude that magnetic forces pass through many materials. An adult invites children to think about how to find a lost watch in the sand on the beach, a needle on the floor. Children's assumptions are checked: placing small objects in the sand, they bring a magnet to the sand.
Experience No. 9
Find objects interacting with a magnet; identify materials that are not attracted to a magnet. Children consider all objects, determine materials. They make assumptions about what will happen to objects if a magnet is brought to them (some of them will be attracted to the magnet). The adult invites the children to select all the objects they named that will not be attracted to the magnet, and name the material. Consider the remaining objects, naming the material (metals) and checking their interaction with the magnet. They check whether all metals are attracted by a magnet (not all; copper, gold, silver, aluminum are not attracted by a magnet).
Experience No. 10
Select objects that interact with a magnet. An adult, together with the children, examines the paper, makes an airplane out of it, ties it to a thread. Unbeknownst to the children, he replaces it with a plane with a metal plate, hangs it up and, holding up the “magic” mitten, controls it in the air. Children conclude: if an object interacts with a magnet, then it contains metal. Then the children examine small wooden balls. Find out if they can move on their own (no). An adult replaces them with objects with metal plates, brings a “magic” mitten, makes them move. Determine why this happened (there must be something metallic inside, otherwise the mitten will not work). Then the adult “accidentally” drops the needle into a glass of water and invites the children to think about how to get it without getting their hands wet (bring a glove with a magnet to the glass).
Experience No. 11
Determine the ability of metal objects to be magnetized. An adult invites children to bring a magnet to a paper clip, tell what happened to it (it was attracted), why (magnetic forces act on it). Carefully bring the paper clip to smaller metal objects, find out what is happening to them (they are attracted to the paper clip), why (the paper clip has become “magnetic”). Carefully disconnect the first paper clip from the magnet, the second holds, find out why (the paper clip has become magnetized). Children make a chain of small objects, carefully bringing them one at a time to a previously magnetized object.
Experience No. 12
Show the magnetic field around the magnets. Children cover the magnets with cardboard, bring paper clips. Find out how the magnet works: it sets the paper clips in motion, they move under the influence of magnetic forces. Determine the distance at which the paperclip begins to be attracted to the magnet, slowly, from afar, bringing the paperclip to the magnet. Metal filings are slowly poured from a small height. The resulting "magnetic" patterns are considered, which are located more at the poles and diverge in the middle. Children find out that a combination of several magnets can "paint" an interesting "magnetic" picture.
Experience No. 13
Reveal the effects of the earth's magnetic forces. An adult asks the children what will happen to the pin if you bring a magnet to it (it will be attracted, since it is metal). They check the action of the magnet on the pin, bringing it with different poles, explain what they saw. Children find out how the needle will behave near the magnet, performing the experiment according to the algorithm: lubricate the needle with vegetable oil, carefully lower it to the surface of the water. From a distance, slowly at the level of the surface of the water, a magnet is brought up: the needle turns with its end to the magnet. Children lubricate the magnetized needle with fat, gently lower it to the surface of the water. Notice the direction, gently rotate the glass (the needle returns to its original position). Children explain what is happening by the action of the magnetic forces of the Earth. Then they consider the compass, its device, compare the direction of the compass needle and the needle in the glass.
Experience No. 14
Understand that the aurora is a manifestation of the magnetic forces of the Earth Children put a magnet under a sheet of paper. From another sheet at a distance of 15 cm, metal filings are blown through a tube onto paper. Find out what is happening (the filings are arranged in accordance with the poles of the magnet). The adult explains that the magnetic forces of the Earth act in the same way, delaying the solar wind, the particles of which, moving towards the poles, collide with particles of air and glow. Children, together with an adult, observe the attraction of small pieces of paper to a balloon electrified by friction against hair (pieces of paper are particles of the solar wind, the ball is the Earth).
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First you just need to tell the kid that the Earth rotates around its axis and around the Sun, and this is very important. If suddenly it would stop, then life on it would stop: in one hemisphere it would become unbearably hot, and in the other everything would freeze, since the Sun would remain only on one side. In nature, there is a saving pattern - a daily 24-hour cycle of rotation around its axis. At night, the planet has time to cool down a little, and during the day it warms up. Therefore, animals, plants and people can live peacefully and rejoice.
Let's try to reproduce the daily cycle at home, with the help of experience for children. We need a tangerine, a long stick and a candle. The time for the experiment is not earlier than 21.00, so that twilight thickens and it is more interesting.
Experiments for children: tangerine planet Earth
1. We take a tangerine, it will play the role of our planet. In shape, it even looks a bit like the Earth, as if flattened at the poles, that is, having the shape of an ellipse. We draw a man on the skin of a mandarin. It will conditionally indicate the place where the child is located.
2. Turn off the light and light a candle - our "Sun". We put the candle on the table - steadily, preferably in a candlestick or a special stand.
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3. We pierce the tangerine with a long stick, trying not to damage the slices. The wand is an imaginary earthly axis.
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4. We bring the tangerine to the candle. Does the flame illuminate only one half of the fruit? So the sun illuminates one hemisphere. You can slightly tilt the wand - the earth's axis is also tilted. Light falls on the drawn man. And where it's dark, it's night.
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5. And now turn the tangerine stick so that the other half is lit up with flames. So the Earth turns around its axis, and the day is replaced by night. And now let the baby, if he wants, repeat the experience from beginning to end on his own.
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Explanation of the experiment for children
The earth is constantly spinning around its axis (as we turned our tangerine). Therefore, sunlight either falls on the planet or it does not. The mandarin turned around its "axis", and the light from the flame fell on it selectively: first one half was illuminated, then the other. Everything is like in nature.
A small selection of entertaining experiments and experiments for children.
Chemical and physical experiments
solvent
For example, try to dissolve everything around with your child! We take a pot or a basin with warm water, and the child begins to put there everything that, in his opinion, can dissolve. Your task is to prevent valuable things and living beings from being thrown into the water, look in surprise into the container with the baby to find out if spoons, pencils, handkerchiefs, erasers, toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will gladly begin to dissolve them too and, believe me, will be very surprised when he realizes that they dissolve!
Water under the influence of other chemicals changes its color. The substances themselves, interacting with water, also change, in our case they dissolve. The following two experiments are devoted to this property of water and some substances.
magic water
Show your child how, as if by magic, water in an ordinary jar changes its color. Pour water into a glass jar or glass and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as Purgen). The liquid will be clear. Then add a solution of baking soda - it will turn into an intense pink-raspberry color. Having enjoyed such a transformation, add vinegar or citric acid there too - the solution will discolor again.
"Live" fish
First, prepare the solution: add 10 g of dry gelatin to a quarter cup of cold water and let it swell well. Heat the water to 50 degrees in a water bath and make sure that the gelatin is completely dissolved. Pour the solution in a thin layer onto plastic wrap and allow to air dry. From the resulting thin leaf, you can cut out the silhouette of a fish. Put the fish on a napkin and breathe on it. Breathing will moisten the jelly, it will increase in volume, and the fish will begin to bend.
lotus flowers
Cut flowers with long petals from colored paper. Using a pencil, twist the petals towards the center. And now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, the flower petals will begin to bloom. This is because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be observed on the example of ordinary spruce or pine cones. You can invite children to leave one cone in the bathroom (wet place) and later be surprised that the scales of the cone closed and they became dense, and put the other on the battery - the cone will open its scales.
Islands
Water can not only dissolve certain substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will help not only to understand this, but also allow your little one to create his own world with mountains and seas.
Take a saucer and pour water into it. We paint with paints in a bluish-greenish or any other color. This is the Sea. Then we take a candle and, as soon as the paraffin melts in it, we turn it over the saucer so that it drips into the water. By changing the height of the candle above the saucer, we get different shapes. Then these "islands" can be connected to each other, you can see what they look like, or you can take them out and stick them on paper with a painted sea.
In search of fresh water
How to get drinking water from salt water? Pour water with your child into a deep basin, add two tablespoons of salt there, stir until the salt dissolves. Place washed pebbles on the bottom of an empty plastic cup so that it does not float up, but its edges should be above the water level in the basin. Stretch the film from above, tying it around the pelvis. Squeeze the film in the center over the glass and put another pebble in the recess. Place your basin in the sun. After a few hours, clean, unsalted drinking water will accumulate in the glass. This is explained simply: the water begins to evaporate in the sun, the condensate settles on the film and flows into an empty glass. Salt does not evaporate and remains in the pelvis.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.
Making a cloud
Pour into a three-liter jar of hot water (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud.
And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.
Volcano on the table
Mom and dad can be wizards too. They can even do. real volcano! Arm yourself with a "magic wand", cast a spell, and the "eruption" will begin. Here is a simple recipe for witchcraft: add vinegar to baking soda as we do for dough. Only soda should be more, say, 2 tablespoons. Put it in a saucer and pour the vinegar directly from the bottle. A violent neutralization reaction will begin, the contents of the saucer will begin to foam and boil in large bubbles (carefully, do not bend over!). For greater effect, you can fashion a “volcano” from plasticine (a cone with a hole at the top), place it on a saucer with soda, and pour vinegar into the hole from above. At some point, the foam will begin to splash out of the "volcano" - the sight is simply fantastic!
This experience clearly shows the interaction of alkali with acid, the neutralization reaction. By preparing and carrying out the experiment, you can tell the child about the existence of an acidic and alkaline environment. The experiment "Home Sparkling Water", which is described below, is devoted to the same topic. And older children can continue their study with the following exciting experience.
Table of natural indicators
Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. From improvised material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral medium, water). A solution of vinegar or citric acid is suitable as an acidic medium, a solution of soda is suitable as an alkaline medium. Only you need to cook them immediately before the experiment: they deteriorate over time. Tests can be carried out as follows: in empty cells from under eggs, pour, say, a solution of soda and vinegar (each in its own row, so that there is a cell with alkali opposite each cell with acid). Drip (or rather pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Record the results in a table. Color changes can be recorded, or you can paint with paints: it is easier to achieve the desired shade with them.
If your baby is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (available at chemical stores and gardening stores) and suggest moistening it with any liquid: saliva, tea, soup, water, whatever. The humidified place will be colored, and the scale on the box will indicate whether you have studied an acidic or alkaline environment. Usually this experience causes a storm of enthusiasm in children and gives parents a lot of free time.
Salt 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 salt does not dissolve when a new portion is added) and carefully dip a seed into it, say, a wire with a small loop at the end. After some time, crystals will appear on the seed. You can experiment and lower not a wire, but a woolen thread into a saline solution. The result will be the same, but the crystals will be distributed differently. For those who are especially keen, I recommend making wire crafts, such as a Christmas tree or a spider, and also placing them in a salt solution.
Secret letter
This experience can be combined with the popular game "Find the Treasure", or you can simply write to someone from home. There are two ways to make such a letter at home: 1. Dip a pen or brush in milk and write a message on white paper. Be sure to let dry. You can read such a letter by holding it over the steam (do not burn yourself!) or by ironing it. 2. Write a letter with lemon juice or citric acid solution. To read it, dissolve a few drops of pharmacy iodine in water and lightly moisten the text.
Is your child already grown up or did you get a taste of it yourself? Then the following experiences are for you. They are somewhat more complicated than previously described, but it is quite possible to cope with them at home. Still be very careful with reagents!
Coke fountain
Coca-Cola (a solution of phosphoric acid with sugar and dye) reacts very interestingly to the placement of Mentos lozenges in it. The reaction is expressed in a fountain, literally beating from a bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. "Mentos" is better to crush a little, and take a liter Coca-Cola. The effect exceeds all expectations! After this experience, I do not want to use all this inside. I recommend conducting this experiment with children who love chemical drinks and sweets.
Drown and eat
Wash two oranges. Put one of them in a saucepan filled with water. He will swim. Try to drown him - it will never work!
Peel the second orange and put it in the water. Are you surprised? The orange has sunk. Why? Two identical oranges, but one drowned and the other floated? Explain to your child: “There are a lot of air bubbles in an orange peel. They push the orange to the surface of the water. Without the peel, the orange sinks because it is heavier than the water it displaces.
live yeast
Tell the children that yeast is made up of tiny living organisms called microbes (meaning that microbes can be beneficial as well as harmful). When they feed, they release carbon dioxide, which, mixed with flour, sugar and water, “raises” the dough, making it lush and tasty. Dry yeast is like little lifeless balls. But this is only until the millions of tiny microbes that dormant in a cold and dry form come to life. But they can be revived! Pour two tablespoons of warm water into a pitcher, add two teaspoons of yeast to it, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, pulling a balloon over its neck. Place the bottle in a bowl of warm water. And then a miracle will happen in front of the children's eyes.
The yeast will come to life and begin to eat sugar, the mixture will fill with bubbles of carbon dioxide already familiar to children, which they begin to release. The bubbles burst and the gas inflates the balloon.
"Bait" for ice
1. Dip the ice into the water.
2. Put the thread on the edge of the glass so that it lies at one end on an ice cube floating on the surface of the water.
3. Pour a little salt on the ice and wait 5-10 minutes.
4. Take the free end of the thread and pull the ice cube out of the glass.
Salt, hitting the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and pure water on the surface of the ice freezes along with the thread.
physics.
If you make several holes in a plastic bottle, it will become even more interesting to study its behavior in water. First, make a hole in the wall of the bottle just above the bottom. Fill the bottle with water and watch with your baby how it pours out. Then pierce a few more holes, located one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain breaks out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and older children can be explained that the water pressure increases with depth. That is why the lower fountain beats the most.
Why does an empty bottle float and a full one sink? And what are these funny bubbles that pop out of the neck of an empty bottle, if you remove the cap from it and lower it under water? And what will happen to water if you first pour it into a glass, then into a bottle, and then pour it into a rubber glove? Pay attention to the fact that the water takes the form of the vessel into which it was poured.
Does your baby already determine the temperature of the water by touch? It’s great if, by dipping the pen into the water, he can tell if the water is warm, cold or hot. But not everything is so simple, pens can be easily fooled. For this trick, you will need three bowls. In the first we pour cold water, in the second - hot (but such that you can safely lower your hand into it), in the third - water at room temperature. Now offer baby dip one hand into a bowl of hot water, the other into a bowl of cold. Let him hold his hands there for about a minute, and then plunge them into the third bowl, where there is room water. Ask child what he feels. Although the hands are in the same bowl, the sensations will be completely different. Now you can’t tell for sure if it’s hot or cold water.
Soap bubbles in the cold
For experiments with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which a small amount of pure glycerin is added, and a plastic tube from a ballpoint pen. Bubbles are easier to blow indoors in a cold room, as winds almost always blow outside. Large bubbles are easily blown out with a plastic pouring funnel.
The bubble freezes at about –7°C upon slow cooling. The surface tension coefficient of a soap solution slightly increases upon cooling to 0°C, and upon further cooling below 0°C, it decreases and becomes equal to zero at the moment of freezing. The spherical film will not contract even though the air inside the bubble is compressed. Theoretically, the bubble diameter should decrease during cooling to 0°C, but by such a small amount that it is very difficult to determine this change in practice.
The film turns out to be not fragile, which, it would seem, should be a thin crust of ice. If you let a crystallized soap bubble fall to the floor, it will not break, will not turn into jingling fragments, like a glass ball, which is used to decorate a Christmas tree. Dents will appear on it, individual fragments will twist into tubes. The film is not brittle, it exhibits plasticity. The plasticity of the film turns out to be a consequence of its small thickness.
We bring to your attention four entertaining experiments with soap bubbles. The first three experiments should be carried out at –15...–25°C, and the last one at –3...–7°C.
Experience 1
Take the jar of soapy water out into the cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which grow rapidly and finally merge. As soon as the bubble is completely frozen, a dent forms in its upper part, near the end of the tube.
The air in the bubble and the shell of the bubble are cooler at the bottom, since there is a less cooled tube at the top of the bubble. Crystallization spreads from bottom to top. The less cooled and thinner (due to solution flow) upper part of the bubble shell sags under atmospheric pressure. The more the air inside the bubble is cooled, the larger the dent becomes.
Experience 2
Dip the end of the tube into the soapy water, and then remove it. A column of solution about 4 mm high will remain at the lower end of the tube. Place the end of the tube on the palm of your hand. The column will be greatly reduced. Now blow the bubble until a rainbow color appears. The bubble turned out with very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So getting a frozen bubble with very thin walls is never possible.
The thickness of the bubble wall can be considered equal to the thickness of the monomolecular layer. Crystallization begins at individual points on the film surface. The water molecules at these points should approach each other and arrange themselves in a certain order. The rearrangement in the arrangement of water molecules and relatively thick films does not lead to the disruption of bonds between water and soap molecules, while the thinnest films are destroyed.
Experience 3
Pour an equal amount of soap solution into two jars. Add a few drops of pure glycerin to one. Now from these solutions blow out two approximately equal bubbles one by one and put them on a glass plate. The freezing of a bubble with glycerin proceeds a little differently than a bubble from a shampoo solution: the onset is delayed, and the freezing itself is slower. Please note: a frozen bubble from a shampoo solution lasts longer in the cold than a frozen bubble with glycerin.
The walls of a frozen bubble from a shampoo solution are a monolithic crystalline structure. Intermolecular bonds in any place are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, strong bonds between water molecules are weakened. In addition, these bonds are broken by the thermal movement of glycerol molecules, so the crystal lattice quickly sublimates, and therefore, is destroyed faster.
Glass bottle and ball.
We warm the bottle well, put the ball on the neck. And now let's put the bottle in a bowl of cold water - the ball will be "swallowed" by the bottle!
Match dressing.
We put several matches in a bowl of water, put a piece of refined sugar in the center of the bowl and - lo and behold! Matches will gather in the center. Perhaps our matches are sweet!? And now let's remove the sugar and drop a little liquid soap into the center of the bowl: matches don't like it - they "scatter" in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement to the center, and soap, on the contrary, spreads over the water and drags the matches with it.
Cinderella. static voltage.
We need the balloon again, only already inflated. Sprinkle a teaspoon of salt and ground pepper on the table. Mix well. Now let's imagine ourselves as Cinderellas and try to separate the pepper from the salt. It doesn’t work out ... Now let's rub our ball on something woolen and bring it to the table: all the pepper, as if by magic, will be on the ball! We enjoy the miracle, and we whisper to older young physicists that the ball becomes negatively charged from friction with wool, and peppercorns, or rather, pepper electrons, acquire a positive charge and are attracted to the ball. But in salt electrons move poorly, so it remains neutral, does not acquire a charge from the ball, so it does not stick to it!
Straw pipette
1. Put 2 glasses side by side: one with water, the other empty.
2. Dip the straw into the water.
3. Hold the straw on top with your index finger and transfer it to an empty glass.
4. Remove your finger from the straw - water will flow into an empty glass. By doing the same several times, we can transfer all the water from one glass to another.
The pipette, which is probably in your home first aid kit, works on the same principle.
straw flute
1. Flatten the end of a straw about 15 mm long and cut its edges with scissors2. From the other end of the straw, cut 3 small holes at the same distance from each other.
This is how the "flute" turned out. If you lightly blow into the straw, slightly squeezing it with your teeth, the "flute" will start to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. And now let's try to pick up some melody.
Additionally.
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1. Smell, taste, touch, listen
Task: to consolidate children's ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, surface structure; tongue - to determine the taste).
Materials: a screen with three round slots (for hands and nose), a newspaper, a bell, a hammer, two stones, a rattle, a whistle, a talking doll, cases from kinder surprises with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar.
Description. Newspapers, a bell, a hammer, two stones, a rattle, a whistle, a talking doll are laid out on the table. Grandfather Know invites children to play with him. Children are given the opportunity to explore subjects on their own. During this acquaintance, Grandfather Know talks with the children, asking questions, for example: “How do these objects sound?”, “With what help were you able to hear these sounds?” etc.
The game "Guess what sounds" - a child behind a screen chooses an object with which he then makes a sound, other children guess. They name the object with which the sound is made, and say that they heard it with their ears.
The game "Guess by smell" - the children put their noses to the window of the screen, and the teacher offers to guess by the smell what is in his hands. What's this? How did you know? (The nose helped us.)
The game "Guess the taste" - the teacher invites children to guess the taste of lemon, sugar.
The game "Guess by touch" - the children put their hand into the opening of the screen, guess the object and then take it out.
Name our assistants who help us to recognize an object by sound, by smell, by taste. What would happen if we didn't have them?
2. Why does everything sound?
Task: to bring children to an understanding of the causes of sound: the vibration of an object.
Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel
Description: Game "What sounds?" - the teacher invites the children to close their eyes, and he himself makes sounds with the help of known im-objects. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray with their voice: how does a mosquito ring? (Z-z-z.)
How does a fly buzz? (F-f-f.) How does the bumblebee buzz? (Woo.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.
Does the wooden ruler have a voice? Children are invited to extract the sound with a ruler. We press one end of the ruler to the table, and clap our palm on the free end. What happens to the line? (Shakes, hesitates.) How to stop the sound? (Stop the vibrations of the ruler with your hand.) We extract the sound from the glass with a stick, stop. When does sound occur? Sound occurs when there is a very rapid forward and backward movement of air. This is called oscillation. Why does everything sound? What other items can you name that will sound?
3. Clear water
Task: to identify the properties of water (transparent, odorless, pours, has weight).
Materials: two opaque jars (one filled with water), a glass jar with a wide mouth, spoons, small dippers, a basin of water, a tray, subject pictures.
Description. Drop came to visit. Who is Droplet? What does she like to play with?
On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is she? What does water smell like?
An adult invites children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing? (Pour, pour water.) What does the water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, the children are invited to play the game "Find out and name" (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?
4. Water takes shape
Task: to reveal that water takes the form of a vessel in which it is poured.
Materials, funnels, narrow tall glass, round vessel, wide bowl, rubber glove, equally sized dippers, balloon, plastic bag, basin of water, trays, worksheets with sketched shapes of vessels, colored pencils.
Description. In front of the children - a basin of water and various vessels. The Curious Little Gal tells how he walked, swam in puddles, and he had a question: “Can water have any form?” How to check it? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider what shape the water is in different vessels. It turns out that water takes the form of the vessel in which it is poured. The results obtained are sketched in the worksheets - children paint over various vessels
5. Foam pillow
Task: to develop in children the idea of the buoyancy of objects in soap suds (buoyancy does not depend on the size of the object, but on its weight).
Materials: on a tray, a bowl of water, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items for testing buoyancy.
Description. Bear cub Misha says that he learned how to make not only soap bubbles, but also soap foam. And today he wants to know if all objects sink in soap suds? How to make soap foam?
Children pick up liquid soap with a pipette and release it into a bowl of water. Then they try to beat the mixture with chopsticks, a whisk. What is more convenient to whip the foam? What is the foam like? They try to lower various objects into the foam. What is floating? What is sinking? Do all objects float in the same way?
Are all objects that float the same size? What determines the buoyancy of objects?
6. Air is everywhere
Tasks, to detect air in the surrounding space and to reveal its property - invisibility.
Materials, balloons, a basin of water, an empty plastic bottle, sheets of paper.
Description. Curious Little Gal makes a riddle to the children about the air.
Passes through the nose to the chest and back keeps the way. He is invisible, and yet we cannot live without him. (Air)
What do we breathe in through our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?
Game exercise "Feel the air" - children wave a piece of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.
Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with?
Air fills any space, so nothing is empty.
7. Air running
Task: to give children an idea that air can move objects (sailing ships, balloons, etc.).
Materials: a plastic bath, a basin of water, a sheet of paper; a piece of plasticine, a stick, balloons.
Description. Grandfather Know invites children to consider balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bath into the water and suggests to the children: "Try to make it swim." Children blow on her. What can you think of to make the boat swim faster? Attaches the sail, makes the boat move again. Why does a boat move faster with a sail? More air presses on the sail, so the bath moves faster.
What other items can we make move? How can you make a balloon move? Balloons are inflated, released, children watch their movement. Why is the ball moving? The air escapes from the balloon and makes it move.
Children independently play with a boat, a ball
8. Each stone has its own house
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); show children the possibility of using stones for play purposes.
Materials: various stones, four boxes, sand trays, a model for examining an object, pictures-schemes, a path of pebbles.
Description. The bunny gives the children a chest with different pebbles, which he collected in the forest, near the lake. The children are looking at them. How are these stones similar? They act in accordance with the model: they press on the stones, they knock. All stones are hard. How are stones different from each other? Then draws the attention of children to the color, shape of the stones, offers to feel them. Notes that there are smooth stones, there are rough ones. The bunny asks to help him arrange the stones into four boxes according to the following criteria: in the first - smooth and rounded; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone together consider how the stones are laid out, count the number of pebbles.
Playing with pebbles “Lay out the picture” - the bunny distributes pictures-schemes to the children (Fig. 3) and offers to lay them out of the pebbles. Children take trays of sand and lay out a picture in the sand according to the scheme, then lay out the picture as they wish.
Children walk along the path of pebbles. What do you feel? What kind of pebbles?
9. Is it possible to change the shape of stone and clay
Task: to identify the properties of clay (wet, soft, viscous, you can change its shape, divide it into parts, sculpt) and stone (dry, hard, you cannot sculpt it, it cannot be divided into parts).
Materials: modeling boards, clay, river stone, a model for examining an object.
Description. According to the model of examining the subject, Grandfather Know invites children to find out whether it is possible to change the shape of the proposed natural materials. To do this, he invites children to press a finger on clay, a stone. Where is the finger hole? What stone? (Dry, hard.) What kind of clay? (Wet, soft, pits remain.) Children take turns taking a stone in their hands: they crush it, roll it in their palms, pull it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, nothing can be molded from it with hands, it cannot be divided into parts.) Children take turns crushing clay, pulling it in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not the same as stone, it is soft, it can be divided into parts, clay changes shape, it can be sculpted.)
Children sculpt various clay figurines. Why don't the figurines fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?
10. Light is everywhere
Tasks: show the meaning of light, explain that light sources can be natural (sun, moon, bonfire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events taking place at different times of the day; pictures with images of light sources; several objects that do not give light; a flashlight, a candle, a table lamp, a chest with a slot.
Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (inside a flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light will hit and illuminate everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light inside? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
The game “Light is different” - grandfather Know invites children to decompose the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these objects, compare, arrange pictures with the image of these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare the pictures and sort them according to the degree of brightness of the light (from the brightest).
11. Light and shadow
Tasks: to introduce the formation of shadows from objects, to establish the similarity of the shadow and the object, to create images using shadows.
Materials: shadow theater equipment, lantern.
Description. Bear cub Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines? Misha puts his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is there a shadow? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny, a dog. Children repeat. Misha gives the children a gift.
Game "Shadow theater". The teacher takes out a shadow theater from the box. Children are considering equipment for the shadow theater. What is special about this theatre? Why are all the figurines black? What is a flashlight for? Why is this theater called shadow? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, such as "Kolobok", or any other.
12. Frozen water
Task: to reveal that ice is a solid, floats, melts, consists of water.
Materials, pieces of ice, cold water, plates, a picture of an iceberg.
Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because
she is liquid. Can water be hard? What happens to water if it is very cold? (The water will turn to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. Which
ice shapes? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.)
Huge blocks of ice float in the cold seas. They are called icebergs (image display). above the surface
only the tip of the iceberg is visible. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“Playing with ice floes” is a free activity for children: they choose plates, examine and observe what happens to ice floes.
13. Melting ice
Task: to determine that ice melts from heat, from pressure; that in hot water it melts faster; that water freezes in the cold, and also takes the shape of the container in which it is located.
Materials: a plate, a bowl of hot water, a bowl of cold water, ice cubes, a spoon, watercolors, strings, various molds.
Description. Grandfather Know offers to guess where ice grows faster - in a bowl of cold water or in a bowl of hot water. He spreads the ice, and the children observe the changes taking place. Time is fixed with the help of numbers that are laid out near the bowls, the children draw conclusions. Children are invited to consider colored ice. What ice? How is this ice cube made? Why is the rope holding? (She froze to the ice.)
How can you get colored water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and put them on trays in the cold
14. Multi-colored balls
Task: to get new shades by mixing the primary colors: orange, green, purple, blue.
Materials: palette, gouache paints: blue, red, (wishing, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), models - colored circles and halves of circles (corresponding to the colors of the paints) , worksheets.
Description. The bunny brings the children sheets with images of balloons and asks to help him color them. Let's find out from him what color balls he likes best. What if we do not have blue, orange, green and purple colors?
How can we make them?
Children together with a bunny mix two paints. If the desired color is obtained, the mixing method is fixed using models (circles). Then the children paint the ball with the resulting paint. So children experiment until they get all the necessary colors. Conclusion: mixing red and yellow paint, you can get an orange color; blue with yellow - green, red with blue - violet, blue with white - blue. The results of the experiment are recorded in the worksheet.
15. Mysterious Pictures
Task: show the children that the surrounding objects change color when you look at them through colored glasses.
Materials: colored glasses, worksheets, colored pencils.
Description. The teacher invites the children to look around them and name the color of the objects they see. Together they count how many flowers the children named. Do you believe that the turtle sees everything only in green? It really is. Would you like to see everything around through the eyes of a turtle? How can I do that? The teacher distributes green glasses to the children. What do you see? How else would you like to see the world? Children look at things. How to get colors if we don't have the right glass pieces? Children get new shades by applying glasses - one on top of the other.
Children draw "mysterious pictures" on a worksheet
16. We will see everything, we will know everything
Task: to introduce the assistant device - a magnifying glass and its purpose.
Materials: magnifiers, small buttons, beads, zucchini seeds, sunflower seeds, small stones and other objects for examination, worksheets, colored pencils.
Description. Children receive a "gift" from their grandfather Knowing, considering it. What's this? (Bead, button.) What does it consist of? What is it for? Grandfather Know offers to consider a small button, a bead. How can you see better - with your eyes or with the help of this glass? What is the secret of glass? (Enlarges objects, they are better seen.) This assistant device is called a "magnifying glass". Why does a person need a magnifying glass? Where do you think adults use magnifiers? (When repairing and making watches.)
Children are invited to independently examine the objects of their choice, and then draw on the worksheet what
the object actually and what it is, if you look through a magnifying glass
17. Sand country
Tasks, highlight the properties of sand: flowability, friability, wet can be sculpted; Learn how to make a sand painting.
Materials: sand, water, magnifiers, sheets of thick colored paper, glue sticks.
Description. Grandfather Know invites children to consider the sand: what color, try to touch (loose, dry). What is sand made of? What do sand grains look like? How can we see grains of sand? (With the help of a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Can you sculpt with sand? Why can't we change anything from dry sand? We try to blind from the wet. How can you play with dry sand? Can you paint with dry sand?
On thick paper with a glue stick, children are invited to draw something (or circle the finished drawing),
and then pour sand on the glue. Shake off excess sand and see what happens. Together they look at children's drawings
18. Where is the water?
Tasks: to reveal that sand and clay absorb water differently, to highlight their properties: flowability, friability.
Materials: transparent containers with dry sand, dry clay, measuring cups with water, a magnifying glass.
Description. Grandfather Know invites children to fill the cups with sand and clay as follows: first pour
dry clay (half), and on top the second half of the glass is filled with sand. After that, the children examine the filled glasses and tell what they see. Then the children are invited to close their eyes and guess by the sound what grandfather Know is sleeping. What rolled better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (A sand hill is even, clay is uneven.) Why are the hills different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains of sand are small, translucent, round, do not stick to each other.) And what does clay consist of? (Particles of clay are small, closely pressed to each other.) What will happen if water is poured into cups with sand and clay? Children try to do it and observe. (All the water has gone into the sand, but it stands on the surface of the clay.)
Why doesn't clay absorb water? (In clay, the particles are closer to each other, they do not let water through.) Everyone together remembers where there are more puddles after the rain - on sand, on asphalt, on clay soil. Why are the paths in the garden sprinkled with sand? (To absorb water.)
19. Water mill
Task: to give an idea that water can set other objects in motion.
Materials: a toy water mill, a basin, a jug with a code, a rag, aprons according to the number of children.
Description. Grandfather Know conducts a conversation with children about what water is for a person. During the conversation, the children remember her in their own way. Can water make other things work? After the children's answers, grandfather Know shows them a water mill. What's this? How to make the mill work? The children hum their aprons and roll up their sleeves; they take a jug of water in their right hand, and with their left they support it near the spout and pour water on the blades of the mill, directing the stream of water to the center of the hole. What do we see? Why is the mill moving? What sets her in motion? The water drives the mill.
Children play with a windmill.
It is noted that if water is poured in a small stream, the mill runs slowly, and if it is poured in a large stream, the mill runs faster.
20. Ringing water
Task: show children that the amount of water in a glass affects the sound produced.
Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” sticks with a thread, at the end of which a plastic ball is fixed.
Description. There are two glasses filled with water in front of the children. How to make glasses sound? All options for children are checked (tap with a finger, objects that the children will offer). How to make sound louder?
A stick with a ball on the end is offered. Everyone listens to the clink of glasses of water. Do we hear the same sounds? Then grandfather Know pours and adds water to the glasses. What affects ringing? (The amount of water affects the ringing, the sounds are different.) Children try to compose a melody
21. "Guess"
Task: show children that objects have weight, which depends on the material.
Materials: objects of the same shape and size from different materials: wood, metal, foam rubber, plastic;
container with water; sand container; balls of different material of the same color, sensory box.
Description. In front of the children are various pairs of objects. Children examine them and determine how they are similar and how they differ. (Similar in size, different in weight.)
Take objects in hand, check the difference in weight!
The game "Guessing" - from the sensory box, children select objects by touch, explaining, as they guessed, whether it is heavy or light. What determines the lightness or heaviness of an object? (It depends on what material it is made of.) Children are invited to determine, with their eyes closed, by the sound of an object that has fallen on the floor, whether it is light or heavy. (A heavy object has a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (The splash is stronger from a heavy object.) Then they throw the objects into a basin of sand and determine the carrying of the object by the depression left in the sand after the fall. (From a heavy object, the depression in the sand is larger.
22. Catch, fish, both small and large
Task: to find out the ability of a magnet to attract certain objects.
Materials: magnetic game "Fishing", magnets, small objects from different materials, a basin of water, worksheets.
Description. Cat-fisherman offers children the game "Fishing". What can you fish with? Trying to fish with a rod. They tell if any of the children saw real fishing rods, how they look, what kind of bait the fish is caught on. What are we fishing for? Why is she holding on and not falling?
They examine fish, a fishing rod and find metal plates, magnets.
What objects are attracted by a magnet? Children are offered magnets, various items, two boxes. They put in one box the objects that are attracted by the magnet, and in the other - those that are not attracted. The magnet only attracts metal objects.
What other games have you seen magnets in? Why does a person need a magnet? How does he help him?
Children are given worksheets in which they complete the task "Draw a line to a magnet from an object that is attracted to it"
23. Tricks with magnets
Task: to select objects interacting with a magnet.
Materials: magnets, a goose cut out of foam plastic with a metal piece inserted into its beak. rod; a bowl of water, a jar of jam, and mustard; wooden stick, cat on one end. a magnet is attached and covered with cotton wool on top, and on the other end only cotton wool; animal figurines on cardboard stands; a shoe box with a wall cut off on one side; paperclips; a magnet attached with adhesive tape to a pencil; a glass of water, small metal rods or a needle.
Description. The children are met by a magician who performs the "picky goose" trick.
Magician: Many consider the goose a stupid bird. But it's not. Even a little gosling understands what is good for him, what is bad. At least this kid. Just hatched from an egg, and already got to the water and swam. So, he understands that it will be difficult for him to walk, but it will be easy to swim. And understands food. Here I have two cotton wool tied, I dip it in mustard and offer the caterpillar to taste it (a wand without a magnet is brought) Eat, little one! Look, it turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let's try to dip another cotton wool into the jam (a stick with a magnet is brought up). Yeah, I reached for a sweet one. Not a stupid bird
Why does our gosling reach for the jam with its beak, but turns away from the mustard? What is his secret? Children look at a stick with a magnet on the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in the beak.
The magician shows the children pictures of animals and asks: “Can my animals move by themselves?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edge. Puts the figures on the box and moves the magnet inside the box. Why did the animals move? Children look at the figures and see that paper clips are attached to the stands. Children try to control animals. The magician “accidentally” drops the needle into a glass of water. How to get it without getting your hands wet? (Bring the magnet to the glass.)
Children themselves get different. objects from water with pom. magnet.
24. Sunbeams
Tasks: to understand the reason for the appearance of sunbeams, to teach how to let sunbeams (reflect light with a mirror).
Material: mirror.
Description. Grandfather Know helps children remember a poem about a sunny bunny. When is it available? (In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and becomes a source of light itself.) Invites children to let out sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with a sunny bunny: catch up, catch, hide it.
Children find out that playing with a bunny is difficult: from a small movement of the mirror, it moves a long distance.
Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear? (No bright light.)
25. What is reflected in the mirror?
Tasks: to introduce children to the concept of "reflection", to find objects that can reflect.
Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, working PITs.
Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those that you saw in the mirror? (No, they are the same.) The image in a mirror is called a reflection. The mirror reflects the object as it really is.
There are various objects in front of the children (spoons, foil, frying pan, vases, balloon). The monkey asks them to find everything
objects in which you can see your face. What did you pay attention to when choosing a subject? Try to touch the object, is it smooth or rough? Are all items shiny? See if your reflection is the same on all these objects? Is it always the same form! get the best reflection? The best reflection is obtained in flat, shiny and smooth objects, they make good mirrors. Next, the children are invited to remember where on the street you can see their reflection. (In a puddle, in a shop window.)
In the worksheets, the children complete the task “Find all the objects in which you can see the reflection.
26. What dissolves in water?
Task: show children the solubility and insolubility of various substances in water.
Materials: flour, granulated sugar, river sand, food coloring, washing powder, glasses of clean water, spoons or chopsticks, trays, pictures of the presented substances.
Description. In front of the children on trays are glasses of water, sticks, spoons and substances in various containers. Children examine water, remember its properties. What do you think will happen if sugar is added to water? Grandfather Know adds sugar, stirs, and together they observe what has changed. What happens if we add river sand to the water? Adds river sand to water, mixes. Has the water changed? Did it become cloudy or remain clear? Did the river sand dissolve?
What happens to water if we add food coloring to it? Adds paint, mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint has dissolved and changed the color of the water, the water has become opaque.)
Will flour dissolve in water? Children add flour to the water, mix. What has the water become? Cloudy or transparent? Does flour dissolve in water?
Will washing powder dissolve in water? Washing powder is added, mixed. Does the powder dissolve in water? What did you notice unusual? Dip your fingers in the mixture and see if it feels like pure water to the touch? (The water became soapy.) What substances have dissolved in our water? What substances do not dissolve in water?
27. Magic sieve
Tasks: to acquaint children with the method of separation to; kov from sand, small grains from large ones with the help of developing independence.
Materials: scoops, various sieves, buckets, bowls, semolina and rice, sand, small stones.
Description. Little Red Riding Hood comes to the children and tells that she is going to visit her grandmother - to bring her mountains of semolina. But she had an accident. She did not drop the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
Children try to separate with their fingers. Note that it is slow. How can this be done faster? Look
those, are there any objects in the laboratory that can help us? We notice that there is a sieve near grandfather Knowing? Why is it necessary? How to use it? What is poured from the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, asks: “What else can you call this magic sieve?”
We will find the substances in our laboratory, which we will sift. We find that there are a lot of pebbles in the sand to separate the sand from the pebbles? Children sift the sand on their own. What do we have in the bowl? What's left. Why do large substances remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.
28. Colored sand
Tasks: to introduce children to the method of making colored sand (mixing with colored chalk); learn how to use a grater.
Materials: colored crayons, sand, transparent container, small objects, 2 bags, small graters, bowls, spoons (sticks), small jars with lids.
Description. The little jackdaw Curiosity flew to the children. He asks the children to guess what is in his bags. Children try to identify by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check the assumptions. The teacher with the children examine the contents of the bags. What's this? What kind of sand, what can be done with it? What color is the chalk? What does it feel like? Can it be broken? What is it for? The little gal asks: “Can sand be colored? How to color it? What happens if we mix sand with chalk? How to make chalk be as free-flowing as sand? The little jackdaw boasts that he has a tool for turning chalk into a fine powder.
Shows the grater to the children. What's this? How to use it? Children, following the example of a galchonka, take bowls, graters and rub chalk. What happened? What color is your powder? (Galchon asks each child) How can I make the sand colored now? Children pour sand into a bowl and mix it with spoons or chopsticks. Children are looking at colored sand. How can we use this sand? (make beautiful pictures.) Galchonok offers to play. Shows a transparent container filled with multi-colored layers of sand, and asks the children: “How can I quickly find a hidden object?” The children offer their options. The teacher explains that it is impossible to mix the sand with your hands, a stick or a spoon, and shows a way to push it out of the sand
29. Fountains
Tasks: to develop curiosity, independence, create a joyful mood.
Materials: plastic bottles, nails, matches, water.
Description. Children go for a walk. Parsley brings pictures of different fountains to the children. What is a fountain? Where did you see fountains? Why do people install fountains in cities? Can you make your own fountain? What can it be made from? The teacher draws the attention of the children to the bottles, nails, and matches brought by Petrushka. Is it possible to make a fountain with these materials? What is the best way to do this?
Children pierce holes in bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and it turns out to be a fountain. How did we get the fountain? Why does water not pour out when there are matches in the holes? Children play with fountains.
object by shaking the container.
What happened to the colored sand? Children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of multi-colored sand, close the jars with lids and show a checkmark how they quickly find the hidden object and mix the sand. The little jackdaw gives the children a box of colored chalk in parting.
30. Sand games
Tasks: to consolidate children's ideas about the properties of sand, develop curiosity, observation, activate children's speech, develop constructive skills.
Materials: a large children's sandbox with traces of plastic animals, animal toys, scoops, children's rakes, watering cans, a site plan for walking this group.
Description. Children go outside and inspect the playground. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose footprints are these? Why do you think so?
Children find plastic animals and test their assumptions: they take toys, put their paws on the sand and look for the same print. And what trace will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose less? Check by applying.
The teacher in the paws of a bear cub discovers a letter, takes out a site plan from it. What is shown? Which place is circled in red? (Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, immersing their hands in the sand, look for toys. Who is it?
Each animal has its own home. At the fox ... (burrow), at the bear ... (lair), at the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build with? How to make it wet?
Children take watering cans, pour sand. Where does the water go? Why did the sand get wet? Children build houses and play with animals.
Experiences and experiments with sun rays, air and sand with children 3-7 years old
Experiments with preschoolers on a walk in the preschool educational institution
Proshina Vera Ivanovna - educator MADOU CRR kindergarten No. 60 "Fairy Tale", Likino-Dulyovo, Moscow region.Summer is the best time of the year for experiments with sunlight, air, water, sand. I want to bring to your attention the experiments that we conducted together with the children on the site of the kindergarten. Children by nature are researchers and it is necessary to help them make discoveries, give them the opportunity to try, search, study, think, reflect, analyze, draw conclusions, experiment, and most importantly, express themselves.
Experiments are available for children 3-7 years old.
The published material will be of interest to educators, teachers of additional education, and parents.
Target: development of search and cognitive activity of children during experiments and research with air, sunlight, sand.
Tasks:
1. Expand the horizons of children.
2. To promote the development of creative thinking and activity, independence in conducting research activities.
3. To teach to establish the simplest patterns and connections in the phenomena of the surrounding world, to draw independent conclusions and conclusions when conducting experimental research activities.
The world around us is amazing and infinitely diverse. Every day, children encounter interesting and sometimes incomprehensible phenomena in animate and inanimate nature, comprehend knowledge about their relationships. Before the educator there is a task - to expand the horizons of children, to develop their cognitive activity. One of the most effective ways in this direction is experimentation, during which preschoolers get the opportunity to satisfy their inherent curiosity, to feel like scientists, researchers, and discoverers. In the process of comprehending new knowledge, children develop the ability to analyze, generalize their observations, think logically and form their own opinion about everything observed, delving into the meaning of what is happening. When forming the foundations of natural-scientific and ecological concepts, experimentation can be considered as a method close to ideal. Knowledge obtained independently is always conscious and more durable.
Air experiments.
"Feel the Air"
A task: to detect air in the surrounding space and to reveal its property - invisibility.
Make your own paper fans. Wave a fan near your face.
Output: The air is not visible, but palpable.
"Air is everywhere."
A task: check if there is air in the empty vessel.
Slowly lower the bowl into the water upside down, then turn it over.
Output: you need to make an effort to lower the bowl into the water - water pushes air out, air fills any space, so nothing is empty.
« Air works"
A task: give children the idea that air can move objects
1. Independently make boats first without a sail, lower them into the water and blow, then insert the sails and blow again.
Output: air presses on the sail, so the boat with the sail moves faster.
2. Blow on a feather.
3. Blow on a raft with a dog.
Output: air moves things.
"Why is the rocket flying?"
A task: introduce children to the principle of rocket flight.
Blow up balloons and release them.
Output: When we release an inflated balloon, the air tends to escape. The action of the air jet caused a counter reaction, and the ball flew in the opposite direction from the outgoing air jet. A rocket flies according to the same principle, only the rocket tanks are filled with fuel. The fuel flares up on the command "Ignition" and turns into a hot gas. The gas bursts out with great force through a narrow hole in the bottom of the rocket. A jet of gas flies in one direction, and a rocket from its shocks in the other. With the help of the steering wheel, the jet of exhaust gases is controlled, and the rocket flies in the right direction. This is how a rocket engine works.
"I see air"
A task: give children an idea that air can be seen in water.
Exhale air through a cocktail tube into a container of water.
Output: if you exhale air into the water, it accumulates in the form of balloons and rises up. Air is lighter than water. The water pushes the balloons upwards.
"Catching Air"
A task: give children an idea that air is everywhere around us.
Open a transparent plastic bag, as if to "scoop" air into it, twist the edges. The bag puffed up and became tight because there was air in it. Conclusion: the air is transparent, invisible, light.
"Pinwheel"
A task: making a spinner for children to determine the direction of the wind. Teach children to determine the direction of the wind.
Make a do-it-yourself spinner out of paper.
Output: the wind blows on the turntable and it spins.
"The Emergence of Sound"
A task: create sound with a balloon.
Inflate the balloon, stretch its neck until a sound appears.
Output: sound is the vibration of air that passes through a thin gap and creates sound waves.
Experiments with sunbeams.
"Light and shadow"
A task: to acquaint children with the formation of a shadow from objects, to establish the similarity of a shadow and an object.
Show the shadow of the sun on the ground using shadow theater.
Output: with the help of natural light - the sun, we can create a shadow.
"Mysterious glasses"
A task: show the children that the surrounding objects change color when you look at them through colored glasses.
Look around you in colored glasses (I used strips from plastic bottles, sunglasses).
Output: everything around us changes color when viewed through colored glass. The colors change when the stripes overlap.
"Getting to Know the Magnifier"
A task: introduce children to the magnifying glass assistant and its purpose.
1. Examine the grains of sand through a magnifying glass.
2.Free research.
Output: A magnifying glass magnifies objects several times.
Independent study of objects through a magnifying glass.
"Sun Bunnies"
A task: understand the cause of the appearance of sunbeams, teach how to let sunbeams (reflect light with a mirror and shiny objects).
Catch a beam of light and direct it in the right direction, hide them by covering them with your palm.
Output: A mirror reflects a ray of light and becomes a light source itself. From a small movement of the mirror, the sunbeam moves a long distance. A smooth shiny surface can also reflect the sun's rays (disc, foil, glass on a phone, on a watch, etc.)
Sand experiments.
Natural sand is a loose mixture of hard grains of sand 0.10-5 mm in size, formed as a result of the destruction of solid rocks. Sand is loose, opaque, loose, well passes water and poorly retains its shape. Most often we can meet him on the beaches, in the desert, at the bottom of reservoirs. Sand appears as a result of the destruction of stones or seashells. Depending on what stone the sand is made of, it can have different colors: if from shells, then gray, if from quartz, then light yellow, etc. Gray, yellow, white, red sand is found in nature. Sand is made up of individual grains of sand that can move relative to each other. Between grains of sand in dry sand there is air, and in wet sand there is water. Water sticks together grains of sand. That is why dry sand can be poured, but wet sand cannot, but wet sand can be sculpted. For the same reason, objects sink deeper into dry sand than into wet sand.
"Magic Sieve"
A task: introduce children to the method of separating pebbles from sand.
Sift the sand through a sieve and see what remains on the sieve.
Output: Large items remain on the sieve, while small items pass through the holes.
"Whose footprints?"
A task: to consolidate children's ideas about the properties of sand, to develop observation skills.
Children take toys and pick up imprinted footprints in the wet sand for their toy.
Output: the imprint is obtained on wet sand. Make the sand wet, leave an imprint of your palm. From wet sand you can build (make a building).
"Properties of dry sand"
A task: Introduce children to the properties of dry sand.
1. Take the sand in your palms and pour it in a thin stream onto a tray.
2. Examine the grains of sand through a loupe or magnifying glass.
3. Blow through the straw on the dry sand in the tray.
4. Pour sand on a hill - the sand rolls down.
Output: sand consists of individual grains of sand, and between them there is air, so the sand can flow down in a thin stream and each grain of sand can independently roll down an inclined hill.
"Properties of wet sand"
A task: know that wet sand cannot be poured in a stream, but it can take any desired shape until it dries, you can sculpt from wet sand.
If, however, cement is added to wet sand, then even after drying, the sand will not lose its shape and become hard, like a stone. This is how sand is used in the construction of houses.
Conclusion: wet sand cannot be poured, but it can be sculpted. It takes any form. When the sand gets wet, the air between the edges of each grain of sand disappears, the wet edges stick together and hold each other.
"Which sand is easier to draw on?"
A task: reveal that on a flat surface of wet sand it is easier to draw with a stick. This happens because in wet sand the grains of sand are glued together by water, and in dry sand there is air between the grains of sand and it crumbles.
Try to draw on dry, and then on wet sand with sticks.
Output: on wet sand, the pattern is brighter, clearer, more visible.
"Sand Cone"
On fine 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. Lay them out in a place lit by the sun so that they warm up (you can pre-cut little men from these sheets so that it is more interesting for the baby to lay them “on the beach” to sunbathe). Now touch the sheets, which leaf is the hottest? And the coldest? And all because dark-colored objects trap heat from the sun, and 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 right on the ground (in an open space).
Insert a pencil into the hole made in the center of the plate with the sharpened end down and put 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 the numbers on the edge of the plate indicating the time.
It would be correct to make such hours during the whole 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 abruptly to fool your shadow, hide behind a hill and suddenly jump out to catch it. Happened?
To better understand why shadows move, find an unshaded sunny spot in the morning. Place the baby with his 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 again mark the shadow. The result will help to understand why the shadows run first in front, then behind.
PORTRAIT IN THE SHADOW
Circle the outline of the child's shadow with chalk on the pavement, and let him finish the details himself: face, hair, clothes. It will turn out a very funny self-portrait.
GETTING FIRE
The sun can be used to make fire. Imagine yourself as primitive people, though armed with a magnifying glass and a sheet of black paper. Focus the sun's rays with a magnifying glass so that they form a small dot. Very soon your leaf will smoke!
BURNING
It is even more interesting to try yourself in pyrography - drawings with the help of fire. The same principle is used as with burning paper, just take a wooden plank as a basis. The magnifying glass will need to be moved so that the point of light moves across the surface of the board, leaving a scorched trail.
It's not so easy, you need a lot of patience to paint a picture, and besides, you must be lucky with the weather - a minimum of clouds and the sun at its zenith.
HARE HUNTING
A favorite partner in summer games is a sunbeam. Arm yourself with several mirrors for a walk and launch sunbeams on any surface. Try using foil and shiny candy wrappers in addition to mirrors.
CREATING A RAINBOW
When sunlight is split into individual colors, we see a rainbow. This happens when the sun works together with the water. For example, when the clouds parted, and the sun shone, and the rain is still coming. Or on a fine day at the fountain. Try to create a rainbow yourself with a spray bottle - at the same time and freshen up. Pay attention to the baby that soap bubbles in the sun play with all the colors of the rainbow.
SALT PRODUCERS
Offer little pirates to get salt from the "sea" water. Pre-make a saturated saline solution at home, and in hot sunny weather outside, try to evaporate the water.
SOLAR STARS
At home, you can also play a little with sunlight by making a night in the middle of the day in a single room. 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 the starry sky.
DRAWING WITH WATER
On a sunny day, you can paint with ordinary water on asphalt or on wooden surfaces. Different shapes, numbers and letters will dry out quickly, and children love this disappearance, as well as the appearance of wet brush marks.