Remember the most IMPORTANT rule during chemical experiments - never lick the spoon... :). Now seriously...
1. Homemade phone
Take 2 plastic cups (or empty and clean cans without cover). Make a thick cake out of plasticine, slightly larger than the bottom, and place a glass on it. Use a sharp knife to make a hole in the bottom. Do the same with the second glass.
Pull one end of the thread (its length should be about 5 meters) through the hole in the bottom and tie a knot.
Repeat the experiment with the second glass. Voila, the phone is ready!
For it to work, you need to tighten the thread and not touch other objects (including your fingers). By placing a glass to your ear, your baby will be able to hear what you say on the other end of the line, even if you whisper or talk from different rooms. In this experiment, the cups serve as a microphone and speaker, and the thread serves as a telephone wire. The sound of your voice travels along a stretched thread in the form of longitudinal sound waves. 
2. Magic avocado
The essence of the experiment:
Stick 4 skewers into the fleshy part of the avocado and place this almost alien structure over a transparent container of water - the sticks will serve as a support for the fruit so that it stays half above the water. Place the container in a secluded place, add water every day and watch what happens. After some time, stems will begin to grow from the bottom of the fruit directly into the water.
3. Unusual flowers
Buy a bouquet of white carnations/roses.
The essence of the experiment: Place each carnation in a transparent vase, after making a cut on the stem. After this, add food coloring to each bowl. different color- be patient and very soon the white flowers will turn into unusual shades.
Which one do we do? conclusion? A flower, like any plant, drinks water that flows along the stem throughout the flower through special tubes.
4. Colored bubbles
For this experiment we will need a plastic bottle, sunflower oil, water, food coloring (Easter egg paint).
The essence of the experiment: Fill the bottle with water and sunflower oil in equal proportions, leaving a third of the bottle empty. Add some food coloring and close the lid tightly.
You will be surprised to see that the liquids do not mix - the water remains at the bottom and becomes colored, and the oil rises to the top because its structure is less heavy and dense. Now try to shake our magic bottle - in a few seconds everything will return to normal. And now the final trick - remove it in freezer and we have another trick in front of us: oil and water have changed places!
5. Dancing grape
For this experiment we will need a glass of sparkling water and a grape.
The essence of the experiment: Throw a berry into the water and watch what happens next. The grapes are slightly heavier than water, so they will sink to the bottom first. But gas bubbles will immediately form on it. Soon there will be so many of them that the grape will float up. But the bubbles on the surface will burst and the gas will escape. The berry will again sink to the bottom and again become covered with gas bubbles and float up again. This will continue several times.
6
. Sieve - sippy cup
Let's do a simple experiment. Take a sieve and grease it with oil. Then shake, pour water into the sieve so that it flows inside sieves And, lo and behold, the sieve is filled!
Conclusion: Why doesn't the water flow out? It is held in place by a surface film; it was formed due to the fact that the cells that were supposed to let water through did not get wet. If you run your finger along the bottom and break the film, water will start to flow out.
7. Salt for creativity
We will need a cup of hot water, salt, thick black paper and a brush.
The essence of the experiment: Add a couple of teaspoons of salt to a cup of hot water and stir the solution with a brush until all the salt has dissolved. Continue adding salt, constantly stirring the solution until crystals form at the bottom of the cup. Paint a picture using a salt solution as paint. Leave the masterpiece overnight in a warm and dry place. When the paper dries, the design will appear. The salt molecules did not evaporate and formed crystals, the pattern from which we see.
8. Magic ball
Take a plastic bottle and balloon.
The essence of the experiment: Put it on the neck and place the bottle in hot water - the ball will inflate. This happened because the warm air, consisting of molecules, expanded, the pressure increased and the balloon inflated.
9. Volcano at home
We will need baking soda, vinegar and a container for the experiment.
The essence of the experiment: Place a tablespoon of baking soda in a bowl and pour in a little vinegar. Baking soda (sodium bicarbonate) is alkaline, while vinegar is acidic. When they come together, they form the sodium salt of acetic acid. At the same time, carbon dioxide and water will be released and you will get a real volcano - the action will impress any kid!
10. Spinning disk
The materials you will need are very simple: glue, a cap from a plastic bottle with a spout, a CD and a balloon.
The essence of the experiment: Glue the bottle cap to the CD so that the center of the hole in the cap matches the center of the hole in the CD. Let the glue dry, then proceed to next stage: inflate the balloon, twist its “neck” so that the air does not escape and pull the balloon onto the spout of the lid. Place the disc on a flat table and release the ball. The structure will “float” on the table. Invisible air bag acts as a lubricant and reduces friction between the disk and the table.
11. The magic of scarlet flowers
To experiment, cut out a flower with long petals from paper, then use a pencil to twist the petal towards the center to make curls. Now place your flowers in a container of water (basin, soup bowl). Flowers come to life before your eyes and begin to bloom.
Which one do we do? conclusion? The paper gets wet and becomes heavier.
12. Cloud in a jar.
You will need a 3-liter jar, a lid, hot water, ice.
The essence of the experiment: Pour hot water into a three-liter jar (level - 3-4 cm), cover the jar with a lid/baking tray on top, and place pieces of ice on it.
The warm air inside the jar will begin to cool, condense, and rise upward as a cloud. Yes, this is how clouds form.
And why it's raining? Drops of heated steam rise upward, there they become cold, they reach out to each other, become heavy, large and... return to their homeland again.
13. Can foil dance?
The essence of the experiment: Cut a piece of foil into thin strips. Then take a comb and comb your hair, then bring the comb closer to the stripes - and they will begin to move.
Conclusion: Particles fly in the air - electric charges, which cannot live without each other; they are attracted to each other, although they are different in nature, like “+” and “-”.
14. Where did the smell go?
You will need: a jar with a lid, corn sticks, perfume.
The essence of the experiment: Take a jar, drop some perfume on the bottom, put corn sticks on top and close with a tight lid. After 10 minutes, open the jar and smell. Where has the smell of perfume gone?
Conclusion: The smell was absorbed by the sticks. How did they do it? Due to the porous structure.
15. Dancing liquid (non-trivial substance)
Prepare simplest option This liquid is a mixture of corn (or regular) starch and water in a 2:1 ratio.
The essence of the experiment: Mix well and start having fun: if you slowly dip your fingers into it, it will be liquid, dripping from your hands, and if you hit it with all your fist, the surface of the liquid will turn into an elastic mass.
Now you can pour this mass onto a baking sheet, place the baking sheet on a subwoofer or speaker and turn on loud dynamic music (or some kind of vibrating noise).
Due to the diversity of sound waves, the mass will behave differently - in some places it becomes denser, in others it does not, which is why a living dancing effect is formed.
Add a few drops of food coloring and you will see how the dancing “worms” are colored in a unique way.
16.
17. Smoke without fire
Place a simple paper napkin on a small saucer, pour a small pile of potassium permanganate on top of it and drop some glycerin there. A few seconds later, smoke will appear and almost immediately you will see a bright blue flash of flame. This occurs when potassium permanganate and glycerin combine to release heat.
18. Can there be fire without matches?
Take a glass and pour some hydrogen peroxide into it. Add a few crystals of potassium permanganate there. Now put the match there. With a slight pop, the match will burst into flames. This occurs due to the active release of oxygen. This way you can explain to your child in practice why windows should not be opened in case of fire. Oxygen will cause the fire to burn even more.
19. Potassium permanganate in combination with water from a puddle
Take water from a standing puddle and add a solution of potassium permanganate there. Instead of the usual purple color, the water will be yellow tint, this occurs due to dead microorganisms in dirty water. In addition, this way the child will more accurately understand why they need to wash their hands before eating.
20. Unusual snakes made of calcium gluconate OR Pharaoh's snake
Buy calcium gluconate at the pharmacy. Carefully take the tablet with tweezers (attention, the child should never do this on their own!), bring it to the fire. When the decomposition of calcium gluconate begins to occur, the release of calcium oxide, carbon dioxide, carbon and water will begin. And it will look as if a black snake will appear from a small white piece.
21. Disappearance of foam in acetone
Polystyrene foam is a gas-filled plastic, and many builders who have come into contact with this material at least once know that acetone cannot be placed next to polystyrene foam. Pour the acetone into a large bowl and begin dropping the foam pieces into the bowl a little at a time. You can see how the liquid will bubble and the foam will disappear as if by magic!
22. 
When choosing a gift for my eleven-year-old nephew, I couldn’t do without a book))). It was decided to search among books aimed at distracting the guy as much as possible from modern gadgets. Since he is very smart and inquisitive, I hope that he will spend his summer holidays not bored without a tablet, but with the help of this book and another gift, but that’s another topic. I settled on "Veselye" scientific experiments for children. thirty exciting experiments at home", Egor Belko, Petersburg publishing house
ISBN 978-5-496-01343-7
Home experiments. There is probably no child who would not be interested and would not want to build an erupting volcano at home or “settle” a cloud in a jar, a rainbow in a glass, push an egg into a bottle or grow a purple daisy. And even more so when everything that is needed for these experiments is at home: on the desktop or in mom’s kitchen, and no special reagents or chemicals are needed. The most “dangerous” means for conducting experiments in this book is perhaps vinegar.
On each spread it is given detailed description experiment: necessary materials, a description of the preparation and progress of the experiment and its scientific explanation, as well as clear and colorful illustrated tips. All experiments are very simple, and everything needed to carry them out can be easily found in every home. From the age of 6-7, I think, you can already give a book to a child for independent study, and before this age you can have a great time with mom, or even better with dad (dads are better able to explain the properties of objects and materials, they somehow it turns out simpler and clearer)))
My daughter is almost 3 years old, but we also love to experiment. For example, we have already done, we built an entire installation of a mountain peak and a volcano erupting in it, and with ice and simply painted with “soda” paints, and then “foamed” the drawing with vinegar or, perhaps, a solution of citric acid. The child’s delight is guaranteed, and even if he does not understand the reason for what is happening, he will certainly remember the impressions of what he saw. The goal and task of such activities with a child is to simply and clearly show that any phenomenon in nature or human life has a simple explanation, and we can understand its components; awaken the child’s interest in everything that has a logical scientific explanation, but does not give impetus to curiosity at first sight; teach the child to seek the truth of what is happening; and just to make it clear that from any object or material found in the kitchen, yard or bathroom, you can make something interesting and exciting with your own hands. We have already sent the book to my nephew, but I photographed all the spreads so that I could repeat the experiments with my daughter. There is a lot of information about such things on the Internet now, and if you try, you can compile your own book of “home experiments,” but if you don’t want to spend a lot of time searching or just have a holiday coming up for your beloved children, then this book is worthy of attention.
My personal experience teaching chemistry showed that a science such as chemistry is very difficult to study without any initial information and practice. Schoolchildren very often neglect this subject. I personally observed how an 8th grade student, when he heard the word “chemistry,” began to wince, as if he had eaten a lemon.
Later it turned out that due to dislike and misunderstanding of the subject, he skipped school secretly from his parents. Of course, the school curriculum is designed in such a way that the teacher must teach a lot of theory in the first chemistry lessons. Practice seems to fade into the background precisely at the moment when the student cannot yet independently realize whether he needs this subject in the future. This is primarily due to the laboratory equipment of schools. In big cities, things are currently better with reagents and instruments. As for the province, just like 10 years ago and now, many schools do not have the opportunity to conduct laboratory classes. But the process of studying and becoming interested in chemistry, as well as other natural sciences, usually begins with experiments. And this is no coincidence. Many famous chemists, such as Lomonosov, Mendeleev, Paracelsus, Robert Boyle, Pierre Curie and Marie Sklodowska-Curie (schoolchildren also study all of these researchers in physics lessons) began experimenting from childhood. The great discoveries of these great people were made precisely in home chemical laboratories, since studying chemistry in institutes was available only to people of means.
And, of course, the most important thing is to interest the child and convey to him that chemistry surrounds us everywhere, so the process of studying it can be very exciting. This is where home chemical experiments come to the rescue. By observing such experiments, one can further look for an explanation of why things happen this way and not otherwise. And when on school lessons the young researcher will encounter similar concepts, the teacher’s explanations will be more understandable to him, since he will already have his own experience of conducting home chemical experiments and the knowledge gained.
It is very important to start learning science with common observations and real-life examples that you think will be most successful for your child. Here are some of them. Water is a chemical substance consisting of two elements, as well as gases dissolved in it. Man also contains water. It is known that where there is no water, there is no life. A person can live without food for about a month, but without water - only a few days.
River sand is nothing more than silicon oxide, and is also the main raw material for glass production.
A person himself does not suspect it and carries out chemical reactions every second. The air we breathe is a mixture of gases - chemical substances. During exhalation, another complex substance is released - carbon dioxide. We can say that we ourselves are a chemical laboratory. You can explain to your child that washing hands with soap is also a chemical process of water and soap.
An older child who, for example, has already started studying chemistry at school, can be explained that almost all elements can be found in the human body periodic table D. I. Mendeleev. Not only are all chemical elements present in a living organism, but each of them performs some biological function.
Chemistry also includes medicines, without which many people nowadays cannot live a day.
Plants also contain the chemical chlorophyll, which gives leaves their green color.
Cooking is complicated chemical processes. Here is an example of how dough rises when yeast is added.
One of the options for getting a child interested in chemistry is to take an individual outstanding researcher and read the story of his life or watch an educational film about him (films about D.I. Mendeleev, Paracelsus, M.V. Lomonosov, Butlerov are now available).
Many people believe that real chemistry is harmful substances, experimenting with them is dangerous, especially at home. There are many very exciting experiences that you can do with your child without harming your health. And these home chemical experiments will be no less exciting and instructive than those that come with explosions, acrid odors and clouds of smoke.
Some parents are also afraid to conduct chemical experiments at home because of their complexity or lack of necessary equipment and reagents. It turns out that you can get by with improvised means and those substances that every housewife has in her kitchen. You can buy them at your local hardware store or pharmacy. Test tubes for conducting home chemical experiments can be replaced with bottles of tablets. To store reagents, you can use glass jars, for example, baby food or mayonnaise.
It is worth remembering that the container with reagents must have a label with the inscription and be tightly closed. Sometimes the test tubes need to be heated. In order not to hold it in your hands when it heats up and not get burned, you can build such a device using a clothespin or a piece of wire.
It is also necessary to allocate several steel and wooden spoons for mixing.
You can make a stand for holding test tubes yourself by drilling through holes in the block.
To filter the resulting substances you will need a paper filter. It is very easy to make according to the diagram given here.
For children who do not yet go to school or are in elementary school, performing chemical experiments at home with their parents will be a kind of game. Most likely, such a young researcher will not yet be able to explain some individual laws and reactions. However, perhaps it is precisely this empirical method of discovering the surrounding world, nature, man, and plants through experiments that will lay the foundation for the study of natural sciences in the future. You can even organize some kind of competitions in the family to see who has the most successful experience and then demonstrate them at family holidays.
Regardless of your child's age or ability to read and write, I recommend keeping a laboratory journal in which you can record experiments or sketch. A real chemist always writes down a work plan, a list of reagents, sketches the instruments and describes the progress of the work.
When you and your child first begin to study this science of substances and conduct home chemical experiments, the first thing you need to remember is safety.
To do this you need to follow following rules security:
2. It is better to allocate a separate table for conducting chemical experiments at home. If you do not have a separate table at home, then it is better to conduct experiments on a steel or iron tray or pallet.
3. You need to get thin and thick gloves (they are sold at a pharmacy or hardware store).
4. For chemical experiments, it is best to buy a lab coat, but you can also use a thick apron instead of a coat.
5. Glassware should not be further used for food.
6. In home chemical experiments there should be no cruelty to animals or disruption of the ecological system. Acidic chemical wastes must be neutralized with soda, and alkaline ones with acetic acid.
7. If you want to check the smell of a gas, liquid or reagent, never bring the container directly to your face, but, holding it at some distance, direct the air above the container towards you by waving your hand and at the same time smell the air.
8. Always use small quantities of reagents in home experiments. Avoid leaving reagents in a container without an appropriate inscription (label) on the bottle, from which it should be clear what is in the bottle.
You should start learning chemistry with simple chemical experiments at home, allowing your child to master the basic concepts. A series of experiments 1-3 allow you to get acquainted with the basic aggregative states of substances and the properties of water. To begin with, you can show your preschooler how sugar and salt dissolve in water, accompanying this with an explanation that water is a universal solvent and is a liquid. Sugar or salt are solids that dissolve in liquid.
Experience No. 1 “Because - without water and neither here nor there”
Water is a liquid chemical substance consisting of two elements as well as gases dissolved in it. Man also contains water. It is known that where there is no water, there is no life. A person can live without food for about a month, and without water - only a few days.
Reagents and equipment: 2 test tubes, soda, citric acid, water
Experiment: Take two test tubes. Pour baking soda and citric acid into them in equal quantities. Then pour water into one of the test tubes, but not into the other. In a test tube in which water was poured, carbon dioxide began to be released. In a test tube without water - nothing has changed
Discussion: This experiment explains the fact that without water many reactions and processes in living organisms are impossible, and water also accelerates many chemical reactions. It can be explained to schoolchildren that an exchange reaction occurred, as a result of which carbon dioxide was released.
Experiment No. 2 “What is dissolved in tap water”
Reagents and equipment: transparent glass, tap water
Experiment: Pour into a transparent glass tap water and put it in a warm place for an hour. After an hour, you will see settled bubbles on the walls of the glass.
Discussion: Bubbles are nothing more than gases dissolved in water. Gases dissolve better in cold water. As soon as the water becomes warm, the gases stop dissolving and settle on the walls. Such a home chemical experiment also allows you to introduce your child to the gaseous state of matter.
Experiment No. 3 “What is dissolved in mineral water or water is a universal solvent”
Reagents and equipment: test tube, mineral water, candle, magnifying glass
Experiment: Pour mineral water into a test tube and slowly evaporate it over a candle flame (the experiment can be done on the stove in a saucepan, but the crystals will be less visible). As the water evaporates, small crystals will remain on the walls of the test tube, all of them of different shapes.
Discussion: Crystals are salts dissolved in mineral water. They have different shapes and sizes, since each crystal has its own chemical formula. With a child who has already started studying chemistry at school, you can read the label on mineral water, where its composition is indicated, and write the formulas of the compounds contained in the mineral water.
Experiment No. 4 “Filtering water mixed with sand”
Reagents and equipment: 2 test tubes, funnel, paper filter, water, river sand
Experiment: Pour water into a test tube and add a little river sand there, mix. Then, according to the scheme described above, make a filter out of paper. Insert a dry, clean test tube into the rack. Slowly pour the sand and water mixture through a funnel with a paper filter. The river sand will remain on the filter, and you will get clean water in the test tube.
Discussion: Chemical experiment allows us to show that there are substances that do not dissolve in water, for example, river sand. The experience also introduces one of the methods for purifying mixtures of substances from impurities. Here you can introduce the concepts of pure substances and mixtures, which are given in the 8th grade chemistry textbook. In this case, the mixture is sand and water, pure substance- filtrate, river sand is sediment.
The filtration process (described in grade 8) is used here to separate a mixture of water and sand. To diversify your study this process, you can delve a little deeper into the history of drinking water purification.
Filtration processes were used as early as the 8th and 7th centuries BC. in the state of Urartu (now the territory of Armenia) to purify drinking water. Its residents built a water supply system using filters. Thick fabric and charcoal. Similar systems of intertwined drainpipes, clay channels equipped with filters were also on the territory of the ancient Nile among the ancient Egyptians, Greeks and Romans. Water was passed through such a filter several times, ultimately many times, ultimately achieving best quality water.
One of the most interesting experiments is growing crystals. The experiment is very visual and gives an idea of many chemical and physical concepts.
Experiment No. 5 “Growing sugar crystals”
Reagents and equipment: two glasses of water; sugar - five glasses; wooden skewers; thin paper; pot; transparent cups; food coloring (the proportions of sugar and water can be reduced).
Experiment: The experiment should begin with the preparation of sugar syrup. Take a saucepan, pour 2 cups of water and 2.5 cups of sugar into it. Place over medium heat and, stirring, dissolve all the sugar. Pour the remaining 2.5 cups of sugar into the resulting syrup and cook until completely dissolved.
Now let's prepare the crystal seeds - rods. Sprinkle a small amount of sugar on a piece of paper, then dip the stick in the resulting syrup and roll it in sugar.
We take the pieces of paper and poke a hole in the middle with a skewer so that the paper fits tightly to the skewer.
Then pour the hot syrup into transparent glasses (it is important that the glasses are transparent - this way the process of crystal ripening will be more exciting and visual). The syrup must be hot, otherwise the crystals will not grow.
You can make colored sugar crystals. To do this, add a little food coloring to the resulting hot syrup and stir it.
The crystals will grow in different ways, some quickly and some may take longer. At the end of the experiment, the child can eat the resulting candies if he is not allergic to sweets.
If you do not have wooden skewers, then the experiment can be carried out with ordinary threads.
Discussion: A crystal is a solid state of matter. He has a certain form and a certain number of faces due to the arrangement of its atoms. Substances whose atoms are arranged regularly so that they form a regular three-dimensional lattice, called crystalline, are considered crystalline. Crystals of a number of chemical elements and their compounds have remarkable mechanical, electrical, magnetic and optical properties. For example, diamond is a natural crystal and the hardest and rarest mineral. Due to its exceptional hardness, diamond plays a huge role in technology. Diamond saws are used to cut stones. There are three ways to form crystals: crystallization from a melt, from a solution and from the gas phase. An example of crystallization from a melt is the formation of ice from water (after all, water is molten ice). An example of crystallization from a solution in nature is the precipitation of hundreds of millions of tons of salt from sea water. In this case, when growing crystals at home, we are dealing with the most common method of artificial growth - crystallization from solution. Sugar crystals grow from a saturated solution with the slow evaporation of the solvent - water or with a slow decrease in temperature.
The following experiment allows you to obtain at home one of the most useful crystalline products for humans - crystalline iodine. Before conducting the experiment, I advise you to watch the short film “The Life of Wonderful Ideas” with your child. Smart iodine." The film gives an idea of the benefits of iodine and the unusual story of its discovery, which the young researcher will remember for a long time. And it is interesting because the discoverer of iodine was an ordinary cat.
During the Napoleonic Wars, the French scientist Bernard Courtois noticed that the products obtained from the ash of seaweed that washed up on the shores of France contained some substance that corroded iron and copper vessels. But neither Courtois himself nor his assistants knew how to isolate this substance from algae ash. An accident helped speed up the discovery.
At his small saltpeter production plant in Dijon, Courtois planned to conduct several experiments. There were vessels on the table, one of which contained a tincture of seaweed in alcohol, and the other a mixture of sulfuric acid and iron. His favorite cat was sitting on the scientist’s shoulders.
There was a knock on the door, and the frightened cat jumped and ran away, brushing away the flasks on the table with her tail. The vessels broke, the contents were mixed, and a violent chemical reaction suddenly began. When a small cloud of vapors and gases settled, the surprised scientist saw some kind of crystalline coating on objects and debris. Courtois began to investigate it. The crystals of this previously unknown substance were called “iodine”.
Thus, a new element was discovered, and Bernard Courtois’s domestic cat went down in history.
Experiment No. 6 “Obtaining iodine crystals”
Reagents and equipment: tincture of pharmaceutical iodine, water, glass or cylinder, napkin.
Experiment: Mix water with iodine tincture in the proportion: 10 ml iodine and 10 ml water. And put everything in the refrigerator for 3 hours. During the cooling process, iodine will precipitate at the bottom of the glass. Drain the liquid, remove the iodine precipitate and place it on a napkin. Squeeze with napkins until the iodine begins to crumble.
Discussion: This chemical experiment is called extraction or extraction of one component from another. In this case, water extracts iodine from the alcohol solution. Thus, the young researcher will repeat the experiment of Courtois the cat without smoke and breaking of dishes.
Your child will already learn about the benefits of iodine for disinfecting wounds from the film. Thus, you will show that there is an inextricable connection between chemistry and medicine. However, it turns out that iodine can be used as an indicator or analyzer of the content of other useful substance– starch. The following experiment will introduce the young experimenter to a separate, very useful chemistry - analytical.
Experiment No. 7 “Iodine-indicator of starch content”
Reagents and equipment: fresh potatoes, pieces of banana, apple, bread, a glass of diluted starch, a glass of diluted iodine, a pipette.
Experiment: We cut the potatoes into two parts and drip diluted iodine on it - the potatoes turn blue. Then drop a few drops of iodine into a glass with diluted starch. The liquid also turns blue.
Using a pipette, drop iodine dissolved in water onto an apple, banana, bread, one at a time.
We observe:
The apple did not turn blue at all. Banana - slightly blue. The bread turned very blue. This part of the experiment shows the presence of starch in various foods.
Discussion: Starch reacts with iodine to give a blue color. This property allows us to detect the presence of starch in various products. Thus, iodine is like an indicator or analyzer of starch content.
As you know, starch can be converted into sugar; if you take an unripe apple and drop iodine, it will turn blue, since the apple is not yet ripe. As soon as the apple is ripe, all the starch contained will turn into sugar and the apple, when treated with iodine, will not turn blue at all.
The following experience will be useful for children who have already started studying chemistry at school. It introduces concepts such as chemical reaction, compound reaction, and qualitative reaction.
Experiment No. 8 “Flame coloring or compound reaction”
Reagents and equipment: tweezers, table salt, alcohol lamp
Experiment: Using tweezers, take a few crystals of coarse table salt. Let's hold them over the flame of the burner. The flame will turn yellow.
Discussion: This experiment allows us to conduct chemical reaction combustion, which is an example of a compound reaction. Due to the presence of sodium in table salt, during combustion it reacts with oxygen. As a result, a new substance is formed - sodium oxide. Appearance yellow flame indicates that the reaction has passed. Such reactions are qualitative reactions to compounds containing sodium, that is, they can be used to determine whether a substance contains sodium or not.
In a Montessori group, learning is conducted from the concrete to the abstract. Experiments in a Montessori environment are therefore the first introduction to science. Distinctive feature Montessori experiments - children must participate in the conduct, and not just watch from the sidelines. Therefore, all experiments for children from three to six years old are understandable and easy to perform. They can be done at home and in the classroom.
Experiments with children 3–4 years old
- What attracts a magnet?
A large magnet is placed on the tray and a basket with metal and non-metal objects is placed.
An adult takes a magnet and checks what it will attract. They start with a metal object: they bring it to a magnet, it is attracted, and it is put aside. They take a non-metallic thing: it is not attracted, it is put aside in the other direction. Then the child is asked to sort on his own.
Older children may conclude that a magnet attracts metal.
- Floats or sinks.
A box with 12 objects, half of which sink, half of which float, a bowl and a jug of water is placed on the tray.
Fill the bowl with water. Take a thing from the box, name it, look at it with your child. Discuss whether it is big or small, heavy or light. Gently lower the object into the liquid to see if it floats or sinks. Depending on the result, set it aside. Now do the same with the “contrasting” item and put it aside. Sort out all the contents of the box, asking your child to guess in advance whether this or that item will sink. Finally, ask why some things sink while others float. Lead to the conclusion that the material is important.
You can do this exercise with plasticine: in the form of a ball it will sink, and the plasticine cake will stay afloat. Conclusion: shape is also important.
- Experiment with salt and fresh water.
Two identical containers are filled two-thirds full with water. Place a spoonful of salt in one, stirring each time, until it stops dissolving and begins to settle as a sediment.
Take two eggs. One is placed in a container of fresh water - it sinks. The second egg is placed in a container with salted water - it floats near the surface.
Conclusion: salt makes water denser. This density prevents objects from sinking. It is easier for us to swim in the sea than in fresh water.
- How do plants drink?
Pour water into a glass and add food coloring to create a rich color. Place a stalk of celery in a glass and leave overnight. In the morning, cut off part of the stem. You will see that the stem has absorbed the paint and is colored when cut.
If you replace the celery with white flowers, children can clearly see how the plants drink.
Experiments for children 4–5 years old
- How to raise the water level.
Fill the glass to the very top. Tell the children that without adding a drop you can make the liquid overflow. Take the stone and carefully lower it into the glass. Invite your child to lower the stones. Pay his attention to how the liquid rises above the edge of the container, as if forming a bubble. Continue until the glass is overflowing.
Conclude that a solid body displaces water, raising its level.
- Mixing colors.
You will need six small glasses, water, a pipette, blue, yellow and red paint, and stir sticks.
Pour some water into a glass, add a few drops of blue paint, and stir. Repeat with the other two cups, adding yellow paint to one and red paint to the other.
Take a glass with blue liquid and pour some into the empty one, pour the other part from the glass with yellow. Mix and create this way green color. Repeat with yellow and red, and then with red and blue.
Invite the children to record the results of the experiment on paper. Draw three circles on the sheet: two next to each other are the colors being mixed, one below them is the result.
- Condensation.
Fill the shiny tin can half water, add ice cubes or snow. Place in a warm place and watch: small droplets appear on the walls.
A similar experiment can be done by heating water in a pan and then filling it with ice cubes. Take the lid and hold it over the pan. Water vapor will rise and condense on the lid and then flow back into the pan.
- Monitoring the rate of evaporation.
Pour water into a bottle with markings and place in a warm place. Mark the level for the next day. Conclude that the level has decreased. Fill two bottles with the same amount of liquid and place one in a warm place, the other in a cold place. Offer to measure the fluid amount the next day. Draw a conclusion about the effect of temperature on evaporation.
Experiments for children 5–6 years old
- Fireproof ball.
You will need two balls. Inflate the first balloon and ask your child to bring it to a burning candle. The ball will burst. Pour water into another ball. It will absorb the heat of the candle, and nothing will happen to the ball.
- What burns and what doesn't.
This experience is always carried out under the guidance of an adult. Take a large bowl, a thin long candle and various materials: paper, wood, iron, wax. The child puts an object in a bowl and sets it on fire, watching what happens to the material: it burns, melts, or simply heats up. Carry out the experiment with an ice cube - it will put out the candle. Make a conclusion about what materials burn.
These fun, Montessori-inspired experiences introduce children ages three to six to the basics of science.
A small selection of entertaining experiences and experiments for children.
Chemical and physical experiments
Solvent
For example, try dissolving everything around with your child! Take a saucepan or bowl 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 creatures from being thrown into the water, look in surprise into the container with your baby to find out if spoons, pencils, handkerchiefs, erasers, and toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will happily start dissolving them too and, believe me, will be very surprised when he realizes that they are dissolving!
Water changes color when exposed to other chemicals. The substances themselves, interacting with water, also change, in our case they dissolve. The following two experiments are devoted to this property of water and some substances.
Magic water
Show your child how, as if by magic, water in an ordinary jar changes its color. IN glass jar or pour a glass of water and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as “Purgen”). The liquid will be clear. Then add a solution of baking soda - it will turn an intense pink-raspberry color. Having enjoyed this transformation, add vinegar or citric acid - the solution will become discolored again.
"Live" fish
First, prepare a solution: add 10 g of dry gelatin to a quarter glass of cold water and let it swell well. Heat the water to 50 degrees in a water bath and make sure that the gelatin is completely dissolved. Pour the solution in a thin layer onto plastic film and let air dry. From the resulting thin leaf you can cut out the silhouette of a fish. Place the fish on a napkin and breathe on it. Breathing will moisten the jelly, it will increase in volume, and the fish will begin to bend.
Lotus flowers
Cut out flowers with long petals from colored paper. Using a pencil, curl the petals towards the center. Now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, flower petals will begin to bloom. This happens because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be observed with ordinary spruce or pine cones. You can invite children to leave one cone in the bathroom (a damp place) and later be surprised that the scales of the cone have closed and they have become dense, and put the other one on the radiator - the cone will open its scales.
Islands
Water can not only dissolve certain substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will not only help you understand this, but will 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 bluish-greenish or any other color. This is the Sea. Then we take a candle and, as soon as the paraffin in it melts, we turn it over the saucer so that it drips into the water. By changing the height of the candle above the saucer, we get different shapes. Then these “islands” can be connected to each other, you can see what they look like, or you can take them out and glue them onto paper with a drawn sea.
In search of fresh water
How to get drinking water from salt water? Pour water into a deep basin with your child, add two tablespoons of salt there, stir until the salt dissolves. To the bottom of the empty plastic glass place washed pebbles so that it does not float, but its edges should be above the water level in the basin. Pull the film over the top, tying it around the pelvis. Squeeze the film in the center above the cup and place another pebble in the recess. Place the basin in the sun. After a few hours, clean, unsalted drinking water will accumulate in the glass. This is explained simply: water in the sun begins to evaporate, condensation settles on the film and flows into empty glass. The salt does not evaporate and remains in the basin.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.
Making a cloud
Pour hot water into a three-liter jar (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar will begin to cool as it rises. The water vapor it contains will condense to form a cloud.
Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain.
Vulcan on the table
Mom and dad can be wizards too. They can even do it. a real volcano! Arm yourself with a “magic wand,” cast a spell, and the “eruption” will begin. Here is a simple recipe for witchcraft: add vinegar to baking soda as we do for the dough. Only there should be more soda, say 2 tablespoons. Place it in a saucer and pour vinegar straight from the bottle. A violent neutralization reaction will occur, the contents of the saucer will begin to foam and boil with large bubbles (be careful not to bend over!). For greater effect, you can fashion a “volcano” (a cone with a hole at the top) out of plasticine, place it on a saucer with soda, and pour vinegar into the hole from above. At some point, foam will begin to splash out of the “volcano” - the sight is simply fantastic!
This experiment clearly shows the interaction of alkali with acid, the neutralization reaction. By preparing and carrying out an experiment, you can tell your child about the existence of acidic and alkaline environments. The “Homemade Carbonated Water” experiment, which is described below, is devoted to the same topic. And older kids can continue to study them with the following exciting experience.
Table of natural indicators
Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. From available material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral environment, water). A solution of vinegar or citric acid is suitable as an acidic medium, and a soda solution is suitable for an alkaline medium. You just need to cook them immediately before the experiment: they will spoil over time. Tests can be carried out as follows: pour, say, a solution of soda and vinegar into empty egg cells (each in its own row, so that opposite each cell with acid there is a cell with alkali). Drop (or better yet, pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Enter the results into a table. The color change can be recorded, or you can paint it with paints: they are easier to achieve the desired shade.
If your child is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (available in stores chemical reagents and in gardening stores) and offer to moisten it with any liquid: saliva, tea, soup, water - whatever. The moistened area will color, and using the scale on the box you can determine whether it is acidic or acidic. alkaline environment you have researched. Usually this experience causes a storm of delight in children and gives parents a lot of free time.
Salt miracles
Have you already grown crystals with your baby? It's not difficult at all, but it will take a few days. Prepare a supersaturated salt solution (one in which the salt does not dissolve when adding a new portion) and carefully lower a seed into it, say, a wire with a small loop at the end. After some time, crystals will appear on the seed. You can experiment and dip not a wire, but a woolen thread, into the salt solution. The result will be the same, but the crystals will be distributed differently. For those who are especially keen, I recommend making wire crafts, such as a Christmas tree or a spider, and also placing them in a salt solution.
Secret letter
This experience can be combined with popular game“Find the treasure,” or you can just write to someone at home. There are two ways to make such a letter at home: 1. Dip a pen or brush in milk and write a message on white paper. Be sure to let it dry. You can read such a letter by holding it over steam (don’t get burned!) or ironing it. 2. Write a letter with lemon juice or citric acid solution. To read it, dissolve a few drops of pharmaceutical iodine in water and lightly moisten the text.
Is your child already grown up or have you gained the taste yourself? Then the following experiments are for you. They are somewhat more complicated than those previously described, but it is quite possible to cope with them at home. Still be very careful with reagents!
Coca-Cola fountain
Coca-Cola (a solution of phosphoric acid with sugar and dye) reacts very interestingly when Mentos lozenges are placed in it. The reaction is expressed in a fountain literally gushing out of the bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. It’s better to crush Mentos a little, and take a liter of Coca-Cola. The effect exceeds all expectations! After this experience, I don’t really want to take all this stuff internally. I recommend conducting this experiment with children who love chemical drinks and sweets.
Drown and eat
Wash two oranges. Place one of them in a saucepan filled with water. He will float. Try to drown him - it will never work!
Peel the second orange and place it in water. Are you surprised? The orange drowned. Why? Two identical oranges, but one drowns and the other floats? Explain to your child: “There are a lot of air bubbles in an orange peel. They push the orange to the surface of the water. Without the peel, the orange sinks because it is heavier than the water it displaces.”
Live yeast
Tell children that yeast is made up of tiny living organisms called microbes (which means that microbes can be beneficial as well as harmful). As they feed, they emit carbon dioxide, which, when mixed with flour, sugar and water, “raises” the dough, making it fluffy and tasty. Dry yeast looks like small lifeless balls. But this is only until millions of tiny microbes that lie dormant in a cold and dry state come to life. But they can be revived! Pour two tablespoons of warm water into a jug, add two teaspoons of yeast, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, placing a balloon over the neck of the bottle. Place the bottle in a bowl of warm water. And then a miracle will happen before the eyes of the children.
The yeast will come to life and begin to eat sugar, the mixture will be filled with bubbles of carbon dioxide, already familiar to children, which they begin to emit. The bubbles burst and the gas inflates the balloon.
"Bait" for ice
1. Place the ice in the water.
2. Place the thread on the edge of the glass so that one end of it lies on an ice cube floating on the surface of the water.
3. Sprinkle some salt on the ice and wait 5-10 minutes.
4. Take the free end of the thread and pull out the ice cube from the glass.
Salt, once on the ice, slightly melts a small area of it. Within 5-10 minutes, the salt dissolves in water, and clean water on the surface of the ice freezes along with the thread.
physics.
If you make several holes in a plastic bottle, it will become even more interesting to study its behavior in water. First, make a hole in the side of the bottle just above the bottom. Fill a bottle with water and watch with your baby how it pours out. Then poke a few more holes, one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain comes out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and explain to older children that water pressure increases with depth. That’s why the bottom fountain hits the hardest.
Why does an empty bottle float and a full one sink? And what are these funny bubbles that pop out of the neck of an empty bottle if you remove the cap and put it under water? What will happen to water if you first pour it into a glass, then into a bottle, and then pour it into a rubber glove? Draw your child's attention to the fact that the water takes the shape of the vessel into which it was poured.
Does your baby already determine the water temperature by touch? It’s great if, by lowering the handle into the water, he can tell whether the water is warm, cold or hot. But not everything is so simple; pens can be easily deceived. For this trick you will need three bowls. Pour cold water into the first, hot water into the second (but such that you can safely put your hand in it), and room temperature water into the third. Now suggest baby Place one hand in a bowl of hot water, the other in a bowl of cold water. Let him hold his hands there for about a minute, and then plunge them into the third bowl, which contains room water. Ask baby what he feels. Even though your hands are in the same bowl, the sensations will be completely different. Now you can no longer say for sure whether it is hot or cold water.
Soap bubbles in the cold
To experiment with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which a small amount of pure glycerin has been added, and a plastic tube from ballpoint pen. It is easier to blow bubbles in a closed, cold room, since winds almost always blow outside. Large bubbles are easily blown out using a plastic funnel for pouring liquids.
When cooled slowly, the bubble freezes at approximately –7°C. The surface tension coefficient of the soap solution increases slightly when cooled to 0°C, and with further cooling below 0°C it decreases and becomes equal to zero at the moment of freezing. The spherical film will not shrink, even though the air inside the bubble is compressed. Theoretically, the diameter of the bubble should decrease during cooling to 0°C, but by such a small amount that in practice this change is very difficult to determine.
The film turns out to be not fragile, as it would seem that a thin crust of ice should be. If you allow a crystallized soap bubble to fall to the floor, it will not break or turn into ringing fragments, like a glass ball used to decorate a Christmas tree. Dents will appear on it, and individual fragments will twist into tubes. The film turns out to be not brittle, it exhibits plasticity. The plasticity of the film turns out to be a consequence of its small thickness.
We present to your attention four entertaining experiments with soap bubbles. The first three experiments should be carried out at a temperature of –15...–25°C, and the last one at –3...–7°C.
Experience 1
Take the jar of soap solution out into the extreme cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which quickly grow and finally merge. As soon as the bubble freezes completely, a dent will form in its upper part, near the end of the tube.
The air in the bubble and the bubble shell are cooler in the lower part, since there is a less cooled tube at the top of the bubble. Crystallization spreads from bottom to top. Less chilled and thinner (due to swelling of the solution) top part the shell of the bubble bends under the influence of atmospheric pressure. The more the air inside the bubble cools, the larger the dent becomes.
Experience 2
Dip the end of the tube into the soapy solution and then remove it. At the lower end of the tube there will be a column of solution about 4 mm high. Place the end of the tube against the surface of your palm. The column will decrease greatly. Now blow the bubble until a rainbow color appears. The bubble turned out to have very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So it is never possible to get a frozen bubble with very thin walls.
The thickness of the bubble wall can be considered equal to the thickness of the monomolecular layer. Crystallization begins at individual points on the film surface. The water molecules at these points must come closer to each other and arrange themselves in a certain order. Rearrangements in the arrangement of water molecules and relatively thick films do not lead to disruption of the bonds between water and soap molecules, but the thinnest films are destroyed.
Experience 3
Pour equal amounts of soap solution into two jars. Add a few drops of pure glycerin to one. Now blow two approximately equal bubbles from these solutions one after the other and place them on a glass plate. Freezing of a bubble with glycerin proceeds a little differently than a bubble from a shampoo solution: the onset is delayed, and the freezing itself is slower. Please note: a frozen bubble from a shampoo solution will remain in the cold longer than a frozen bubble with glycerin.
The walls of a frozen bubble from a shampoo solution are a monolithic crystalline structure. Intermolecular bonds anywhere are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, the strong bonds between water molecules are weakened. In addition, these bonds are disrupted by the thermal movement of glycerol molecules, so the crystal lattice quickly sublimates, which means it collapses faster.
Glass bottle and ball.
Warm the bottle well, put the ball on the neck. Now let's put the bottle in a basin with cold water- the ball will be “swallowed” by the bottle!
Match training.
We put a few matches in a bowl of water, drop a piece of refined sugar into the center of the bowl and - lo and behold! The matches will gather in the center. Perhaps our matches have a sweet tooth!? Now let’s remove the sugar and drop a little liquid soap into the center of the bowl: the matches don’t like this - they “scatter” in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement towards the center, and soap, on the contrary, spreads over the water and carries matches along with it.
Cinderella. static voltage.
We need a balloon again, only already inflated. Place a teaspoon of salt and ground pepper on the table. Mix well. Now let's imagine ourselves as Cinderellas and try to separate the pepper from the salt. It doesn’t work... Now let’s rub our ball on something woolen and bring it to the table: all the pepper, as if by magic, will end up on the ball! We enjoy the miracle, and whisper to older young physicists that the ball becomes negatively charged from friction with the wool, and the peppercorns, or rather the electrons of the pepper, acquire a positive charge and are attracted to the ball. But in salt electrons they move poorly, so it remains neutral, does not acquire a charge from the ball, and therefore does not stick to it!
Pipette straw
1. Place 2 glasses next to each other: one with water, the other empty.
2. Place the straw in the water.
3. Pinch the straw on top with your index finger and transfer it to the empty glass.
4. Remove your finger from the straw - the water will flow into the empty glass. By doing the same thing several times, we will be able to transfer all the water from one glass to another.
A pipette, which you probably have in your home medicine cabinet, works on the same principle.
Straw-flute
1. Flatten the end of the straw about 15 mm long and trim its edges with scissors2. At the other end of the straw, cut 3 small holes at the same distance from each other.
So we got a “flute”. If you blow lightly into a straw, slightly squeezing it with your teeth, the “flute” will begin to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. Now let's try to find some melody.
Additionally.
Entertaining experiences and experiments for kids.
1. Smell, taste, touch, listen
Task: to consolidate children’s ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, structure of the surface; tongue - to determine the taste).
Materials: a screen with three round slits (for hands and nose), newspaper, bell, hammer, two stones, rattle, whistle, talking doll, Kinder surprise cases with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar.
Description. There are newspapers, a bell, a hammer, two stones, a rattle, a whistle, and a talking doll laid out on the table. Grandfather Know invites the children to play with him. Children are given the opportunity to explore subjects independently. During this acquaintance, grandfather Know talks with the children, asking questions, for example: “What do these objects sound like?”, “How were you able to hear these sounds?” etc.
The game “Guess what sounds” - a child behind a screen chooses an object with which he then makes a sound, other children guess. They name the object that produced the sound and say that they heard it with their ears.
The game “Guess by Smell” - children put their noses to the window of the screen, and the teacher offers to guess by smell what is in his hands. What is this? How did you find out? (The nose helped us.)
Game “Guess the taste” - the teacher asks the children to guess the taste of lemon and sugar.
Game “Guess by touch” - children put their hand into the hole in the screen, guess the object and then take it out.
Name our assistants who help us recognize an object by sound, smell, taste. What would happen if we didn't have them?
2. Why does everything sound?
Task: to lead children to understand the causes of sound: vibration of an object.
Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, metallophone
Description: Game "What does it sound like?" - the teacher invites the children to close their eyes, and he makes sounds using known objects. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice: what does a mosquito call? (Z-z-z.)
How does a fly buzz? (Zh-zh.) How does a bumblebee buzz? (Uh-uh.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears.
Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end of the ruler to the table, and clap the free end with our palm. What happens to the ruler? (Trembles, hesitates.) How to stop the sound? (Stop the vibration of the ruler with your hand.) Extract the sound from the glass glass using a stick, stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? What other objects can you name that will sound?
3. Clear water
Task: to identify the properties of water (transparent, odorless, pours, has weight).
Materials: two opaque jars (one filled with water), a glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures.
Description. Droplet came to visit. Who is Droplet? What does she like to play with?
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?
An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?
4. Water takes shape
Task: to reveal that water takes the shape of the vessel into which it is poured.
Materials, funnels, a narrow tall glass, a round vessel, a wide bowl, a rubber glove, ladles of the same size, an inflatable ball, a plastic bag, a bowl of water, trays, worksheets with sketched shapes of the vessels, colored pencils.
Description. In front of the children is a basin of water and various vessels. Little Chick Curiosity tells how he was walking, swimming in puddles, and he had a question: “Can water have some kind of shape?” How can I check this? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Use a ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider the shape of water in different vessels. It turns out that water takes the shape of the vessel into which it is poured. The worksheet sketches the results obtained - children paint over various vessels
5. Foam pillow
Objective: to develop in children an idea of the buoyancy of objects in soap suds(buoyancy does not depend on the size of the object, but on its weight).
Materials: on a tray there is a bowl of water, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items for testing buoyancy.
Description. Misha the bear says that he learned how to make not only soap bubbles, but also soap foam. And today he wants to find out whether all objects sink in soap suds? How to make soap foam?
Children use a pipette to collect liquid soap and release it into a bowl of water. Then try to beat the mixture with chopsticks and a whisk. What is more convenient for whipping foam? What kind of foam did you get? They try to dip various objects into the foam. What floats? What's sinking? Do all objects float equally on water?
Are all objects that float the same size? What determines the buoyancy of objects?
6. Air is everywhere
The task is to detect air in the surrounding space and identify its property - invisibility.
Materials, balloons, basin with water, empty plastic bottle, sheets of paper.
Description. Little Chick Curious asks the children a riddle about air.
It goes through the nose into the chest and goes back. He is invisible, and yet we cannot live without him. (Air)
What do we inhale through our nose? What is air? What is it for? Can we see it? Where is the air? How do you know if there is air around?
Game exercise “Feel the air” - children wave a sheet of paper near their face. What do we feel? We don't see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear empty are actually filled with air.
Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with?
Air fills every space, so nothing is empty.
7. Air works
Objective: to give children the idea that air can move objects ( sailing ships, balloons, etc.).
Materials: plastic bath, basin with water, sheet of paper; a piece of plasticine, a stick, balloons.
Description. Grandfather Know invites children to look at the balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a sail? There is more air pressing on the sail, so the bath moves faster.
What other objects can we make move? How can you make a balloon move? The balls are inflated and released, and the children watch their movement. Why is the ball moving? Air escapes from the ball and causes it to move.
Children play independently with a boat and a ball
8. Every pebble has its own home
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); Show children the possibility of using stones for play purposes.
Materials: various stones, four boxes, trays with sand, a model for examining an object, pictures and diagrams, a path of pebbles.
Description. The bunny gives the children a chest with various pebbles that he collected in the forest, near the lake. The children look at them. How are these stones similar? They act in accordance with the model: they press on the stones, knock. All stones are hard. How do the stones differ from each other? Then he draws the children’s attention to the color and shape of the stones and invites them to feel them. He notes that some stones are smooth and some are rough. The bunny asks you to help him arrange the stones into four boxes according to the following characteristics: first - smooth and round; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone looks together at how the stones are laid out and counts the number of stones.
Game with pebbles “Lay out a picture” - the bunny hands out picture diagrams to the children (Fig. 3) and invites them to lay them out from pebbles. Children take trays with sand and lay out a picture in the sand according to the diagram, then lay out the picture as they wish.
Children walk along a path made of pebbles. How do you feel? What pebbles?
9. Is it possible to change the shape of stone and clay?
Task: to identify the properties of clay (wet, soft, viscous, you can change its shape, divide it into parts, sculpt) and stone (dry, hard, you cannot sculpt from it, it cannot be divided into parts).
Materials: boards for modeling, clay, river stone, model of examining the object.
Description. Using the model of examining an object, grandfather Znay invites children to find out whether it is possible to change the shape of the proposed natural materials. To do this, he invites the children to press their finger on the clay or stone. Where is the finger hole left? What stone? (Dry, hard.) What kind of clay? (Wet, soft, holes remain.) Children take turns taking the stone in their hands: crushing it, rolling it in their palms, pulling it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, you cannot mold anything from it with your hands, it cannot be divided into parts.) Children take turns crushing the clay, pulling in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not like stone, it is soft, it can be divided into parts, clay changes shape, you can sculpt from it.)
Children sculpt various figures from clay. Why don't the figures fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?
10. Light is everywhere
Objectives: show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).
Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, candle, desk lamp, chest with a slot.
Description. Grandfather Know invites children to determine whether it is dark or light now and explain their answer. What's shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (a flashlight inside). The children look through the slot and note that it is dark and nothing can be seen. How can I make the box lighter? (Open the chest, then light will come in and illuminate everything inside it.) Open the chest, light will come in, and everyone will see a flashlight.
And if we don’t open the chest, how can we make it light? He lights a flashlight and puts it in the chest. Children look at the light through the slot.
The game “Light can be different” - grandfather Znay invites children to sort the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from the brightest).
11. Light and shadow
Objectives: to introduce the formation of shadows from objects, to establish the similarity between a shadow and an object, to create images using shadows.
Materials: equipment for shadow theater, lantern.
Description. Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and examine various items. Why do we see everything clearly when a flashlight is shining? Misha places his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is a shadow formed? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny or dog. Children repeat. Misha gives the children a gift.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children examine equipment for a shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, for example “Kolobok”, or any other.
12. Frozen water
Task: to reveal that ice is 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 it is, what shape it is. Water changes shape because
she is liquid. Can water be solid? What happens to water if it is cooled too much? (The water will turn into ice.)
Examine the pieces of ice. How is ice different from water? Can ice be poured like water? The children are trying to do this. Which
ice shapes? Ice retains its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. How much ice floats? (Top.)
Huge blocks of ice float in the cold seas. They are called icebergs (show picture). Above the surface
Only the tip of the iceberg is visible. And if the ship's captain does not notice and stumbles upon the underwater part of the iceberg, the ship may sink.
The teacher draws the children's attention to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“Playing with ice floes” is a free activity for children: they choose plates, examine and observe what happens to the ice floes.
13. Melting Ice
Task: determine that ice melts from heat, from pressure; that it melts faster in hot water; that water freezes in the cold and also takes the shape of the container in which it is located.
Materials: plate, bowl of hot water, bowl of cold water, ice cubes, spoon, watercolor paints, strings, various molds.
Description. Grandfather Know suggests guessing where ice grows faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why does the string hold on? (Frozen to a piece of ice.)
How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.
14. Multi-colored balls
Task: to obtain new shades by mixing primary colors: orange, green, purple, blue.
Materials: palette, gouache paints: blue, red, (blue, yellow; rags, water in glasses, sheets of paper with an outline image (4-5 balls for each child), models - colored circles and half circles (corresponding to the colors of the paints) , worksheets.
Description. The bunny brings the children sheets with pictures of balls and asks them to help him color them. Let's find out from him what color balls he likes best. What if we don’t have blue, orange, green and purple paints?
How can we make them?
Children and the bunny mix two colors each. If it works desired color, the mixing method is fixed using models (circles). Then the children use the resulting paint to paint the ball. So children experiment until they get all the necessary colors. Conclusion: by mixing red and yellow paint, you can get orange; blue with yellow - green, red with blue - purple, blue with white - blue. The results of the experiment are recorded in the worksheet
15. Mysterious pictures
Task: show children that surrounding objects change color if you look at them through colored glasses.
Materials: colored glasses, worksheets, colored pencils.
Description. The teacher invites the children to look around them and name what color objects they see. Everyone together counts how many colors the children named. Do you believe that the turtle sees everything only in green? This is true. Would you like to look at everything around you through the eyes of a turtle? How can I do that? The teacher hands out green glasses to the children. What do you see? How else would you like to see the world? Children look at objects. How to get colors if we don't have the right pieces of glass? Children get new shades by placing glasses - one on top of the other.
Children sketch “mysterious pictures” on a worksheet
16. We will see everything, we will know everything
Task: to introduce the assistant device - the magnifying glass and its purpose.
Materials: magnifying glasses, small buttons, beads, zucchini seeds, sunflower seeds, small pebbles and other objects for examination, worksheets, colored pencils.
Description. The children receive a “gift” from their grandfather. Knowing it, they look at it. What is this? (Bead, button.) What does it consist of? What is it for? Grandfather Know suggests looking at a small button or bead. How can you see better - with your eyes or with the help of this piece of glass? What is the secret of the glass? (Magnifies objects so they can be seen better.) This assistant device is called a “magnifying glass.” Why does a person need a magnifying glass? Where do you think adults use magnifying glasses? (When repairing and making watches.)
Children are invited to independently examine the objects at their request, and then sketch on the worksheet what
the object actually is and what it is like if you look through a magnifying glass
17. Sand Country
Objectives: highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a picture from sand.
Materials: sand, water, magnifying glasses, sheets of thick colored paper, glue sticks.
Description. Grandfather Znay invites children to look at the sand: what color it is, try it by touch (loose, dry). What is sand made of? What do grains of sand look like? How can we look at grains of sand? (Using a magnifying glass.) The grains of sand are small, translucent, round, and do not stick to each other. Is it possible to sculpt from sand? Why can't we change anything from dry sand? Let's try to mold it from wet. How can you play with dry sand? Is it possible to paint with dry sand?
Children are asked to draw something on thick paper with a glue stick (or trace a finished drawing),
and then pour sand onto the glue. Shake off excess sand and see what happens. Everyone looks at children's drawings together
18. Where is the water?
Objectives: to identify that sand and clay absorb water differently, to highlight their properties: flowability, friability.
Materials: transparent containers with dry sand, dry clay, measuring cups with water, magnifying glass.
Description. Grandfather Znay invites children to fill cups with sand and clay as follows: first pour
dry clay (half), and fill the second half of the glass with sand on top. After this, the children examine the filled glasses and tell what they see. Then the children are asked to close their eyes and guess by the sound what Grandfather Know is pouring out. Which fell better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (A sand slide is smooth, a clay slide is uneven.) Why are the slides different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains of sand are small, translucent, round, and do not stick to each other.) What does clay consist of? (The clay particles are small, pressed closely together.) What happens if you pour water into cups with sand and clay? Children try to do this and observe. (All the water has gone into the sand, but stands on the surface of the clay.)
Why doesn't clay absorb water? (In clay, the particles are closer to each other and do not allow water to pass through.) Everyone remembers together where more puddles after rain - on sand, on asphalt, on clay soil. Why are paths in the garden sprinkled with sand? (To absorb water.)
19. Water mill
Objective: to give an idea that water can set other objects in motion.
Materials: toy water mill, basin, jug with water, rag, aprons according to the number of children.
Description. Grandfather Znay talks with children about why water is needed for people. During the conversation, the children remember it in their own way. Can water make other things work? After the children’s answers, grandfather Znay shows them a water mill. What is this? How to make the mill work? Children hum their aprons and roll up their sleeves; take a jug of water right hand, and with the left they support it near the spout and pour water onto the blades of the mill, directing the stream of water to the center of the fall. What do we see? Why is the mill moving? What sets her in motion? Water drives the mill.
Children play with a mill.
It is noted that if you pour water in a small stream, the mill works slowly, and if you pour it in a large stream, the mill works faster.
20. Ringing water
Task: show children that the amount of water in a glass affects the sound made.
Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” with a thread with a plastic ball attached to the end.
Description. There are two glasses filled with water in front of the children. How to make glasses sound? All the children’s options are checked (knock with a finger, objects that the children offer). How to make the sound louder?
A stick with a ball at the end is offered. Everyone listens to the clinking of glasses of water. Are we hearing the same sounds? Then grandfather Znay pours and adds water to the glasses. What affects the ringing? (The amount of water affects the ringing, the sounds are different.) Children try to compose a melody
21. "Guessing Game"
Task: show children that objects have weight, which depends on the material.
Materials: objects of the same shape and size from different materials: wood, metal, foam rubber, plastic;
container with water; container with sand; balls of different materials of the same color, sensory box.
Description. In front of the children are various pairs of objects. Children look at them and determine how they are similar and how they differ. (Similar in size, different in weight.)
They take objects in their hands and check the difference in weight!
Guessing game - children select objects from the sensory box by touch, explaining how they guessed whether it is heavy or light. What determines the lightness or heaviness of an object? (Depending on what material it is made of.) With their eyes closed, children are asked to determine by the sound of an object falling on the floor whether it is light or heavy. (A heavy object makes a louder impact sound.)
They also determine 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 whether the object was carried by the depression left after the fall in the sand. (A heavy object makes a larger depression in the sand.
22. Catch, little fish, both small and great
Task: find out the ability of a magnet to attract certain objects.
Materials: magnetic game “Fishing”, magnets, small objects from different materials, a bowl of water, worksheets.
Description. The fishing cat offers children the game “Fishing”. What can you use to catch fish? They try to catch with a fishing rod. They tell whether any of the children have seen real fishing rods, what they look like, and what kind of bait the fish are caught with. What do we use to catch fish? Why does she hold on and not fall?
They examine the fish and fishing rod and discover metal plates and magnets.
What objects does a magnet attract? Children are offered magnets, various objects, and two boxes. They put objects that are attracted by a magnet into one box, and objects that are not attracted into another box. A magnet only attracts metal objects.
What other games have you seen magnets in? Why does a person need a magnet? How does he help him?
Children are given worksheets in which they complete the task “Draw a line to the magnet from the object that is attracted to it.”
23. Tricks with magnets
Task: identify objects that interact with a magnet.
Materials: magnets, a goose cut out of foam plastic with a metal one inserted into its beak. rod; a bowl of water, a jar of jam, and mustard; wooden stick with a cat on one edge. a magnet is attached and covered with cotton wool on top, and only cotton wool on the other end; animal figurines on cardboard stands; a shoe box with one side cut off; paper clips; a magnet attached with tape to a pencil; a glass of water, small metal rods or a needle.
Description. The children are greeted by a magician and shown the “picky goose” trick.
Magician: Many people think the goose is a stupid bird. But that's not true. Even a little gosling understands what is good and what is bad for him. At least this baby. He had just hatched from the egg, but he had already reached the water and swam. This means that he understands that walking will be difficult for him, but swimming will be easy. And he knows about food. Here I have two cotton wool tied, dip it in mustard and offer the gosling to taste it (a stick without a magnet is brought up) Eat, little one! Look, he turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let’s try dipping another cotton ball into the jam (a stick with a magnet is brought up). Aha, I reached for the sweet one. Not a stupid bird
Why does our little gosling reach for jam with its beak, but turns away from mustard? What is his secret? Children look at a stick with a magnet at the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in its beak.
The magician shows the children pictures of animals and asks: “Can my animals move on their own?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edges. Places the figures on the box and moves the magnet inside the box. Why did the animals start moving? Children look at the figures and see that there are paper clips attached to the stands. Children try to control animals. A magician “accidentally” drops a needle into a glass of water. How to get it out without getting your hands wet? (Bring the magnet to the glass.)
The children get the various things themselves. objects made from water with pom. magnet.
24. Sunny bunnies
Objectives: understand the reason for the appearance of sunbeams, teach how to let in sunbeams (reflect light with a mirror).
Material: mirrors.
Description. Grandfather Know helps children remember a poem about a sunny bunny. When does it work? (In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and itself becomes a source of light.) Invites children to make sunbeams (to do this, you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with a sunny bunny: chase, catch, hide it.
Children find out that playing with a bunny is difficult: a small movement of the mirror causes it to move a long distance.
Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear? (No bright light.)
25. What is reflected in the mirror?
Objectives: introduce children to the concept of “reflection”, find objects that can reflect.
Materials: mirrors, spoons, glass bowl, aluminum foil, new balloon, frying pan, working PITS.
Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those you saw in the mirror? (No, they are the same.) The image in the mirror is called reflection. A mirror reflects an object as it really is.
In front of the children are various objects (spoons, foil, frying pan, vases, balloon). The monkey asks them to find everything
objects in which you can see your face. What did you pay attention to when choosing a subject? Try the object to the touch, is it smooth or rough? Are all objects shiny? See if your reflection is the same on all these objects? Is it always the same shape! do you get a better reflection? The best reflection is obtained in flat, shiny and smooth objects, from which good mirrors. Next, children are asked to remember where on the street they can see their reflection. (In a puddle, in a store window.)
In the worksheets, children complete the task “Find all the objects in which you can see a reflection.
26. What dissolves in water?
Task: show children the solubility and insolubility of various substances in water.
Materials: flour, granulated sugar, river sand, food coloring, washing powder, glasses of clean water, spoons or sticks, trays, pictures depicting the presented substances.
Description. In front of the children on trays are glasses of water, chopsticks, spoons and substances in various containers. Children look at water and remember its properties. What do you think will happen if granulated sugar is added to water? Grandfather Know adds sugar, mixes, and everyone observes together what has changed. What happens if we add river sand to the water? Adds river sand to the water and mixes. Has the water changed? Did it become cloudy or remain clear? Has the river sand dissolved?
What will happen to water if we add food coloring to it? Adds paint and mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint dissolved and changed the color of the water, the water became opaque.)
Will flour dissolve in water? Children add flour to the water and mix. What did the water become? Cloudy or clear? Has the flour dissolved in the water?
Will washing powder dissolve in water? Add washing powder and mix. Did the powder dissolve in water? What did you notice that was unusual? Dip your fingers into the mixture and check if it still feels the same as clean water? (The water has become soapy.) What substances have dissolved in our water? What substances do not dissolve in water?
27. Magic sieve
Objectives: to introduce children to the method of separating k; coves from sand, small grains from large grains, with the help of developing independence.
Materials: scoops, various sieves, buckets, bowls, semolina and rice, sand, small pebbles.
Description. Little Red Riding Hood comes to the children and tells them that she is going to visit her grandmother - to take her a mountain of semolina porridge. But she had a misfortune. She did not drop the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
Children try to separate with their fingers. They note that it turns out slowly. How can you do this faster? Look
Are there any items in the laboratory that can help us? We notice that there is a sieve next to Grandfather Knowing? Why is it necessary? How to use it? What pours out of the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, and asks: “What else can you call this magic sieve?”
We'll find substances in our laboratory that we can sift through. We find that there are a lot of pebbles in the sand. How can we separate the sand from the pebbles? Children sift the sand themselves. What's in our bowl? What's left. Why do large substances remain in the sieve, while small substances immediately fall into the bowl? Why is a sieve needed? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.
28. Colored sand
Objectives: introduce children to the method of making colored sand (mixed with colored chalk); teach how to use a grater.
Materials: colored crayons, sand, transparent container, small objects, 2 bags, fine graters, bowls, spoons (sticks,) small jars with lids.
Description. The little jackdaw, Curiosity, flew to the children. He asks the children to guess what he has in his bags. The children try to determine by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check their guesses. The teacher and the children examine the contents of the bags. What is this? What kind of sand, what can you do with it? What color is chalk? What does it feel like? Can it be broken? What is it for? Little Gal asks: “Can sand be colored? How to make it colored? What happens if we mix sand with chalk? How can you make chalk as free-flowing as sand?” Little Gal boasts that he has a tool for turning chalk into fine powder.
Shows the children a grater. What is this? How to use it? Children, following the example of the little jackdaw, take bowls, graters and rub chalk. What happened? What color is your powder? (The little pebble asks each child) How can I make the sand colored now? Children pour sand into a bowl and mix it with spoons or chopsticks. Children look at colored sand. How can we use this sand? (make beautiful pictures.) The little pebble offers to play. Shows a transparent container filled with multi-colored layers of sand and asks the children: “How can you quickly find a hidden object?” Children offer their own options. The teacher explains that you cannot mix sand with your hands, a stick or a spoon, and shows how to push it out of the sand
29. Fountains
Objectives: develop curiosity, independence, create a joyful mood.
Materials: plastic bottles, nails, matches, water.
Description. Children go for a walk. Parsley brings the children pictures of different fountains. What is a fountain? Where have you seen fountains? Why do people install fountains in cities? Is it possible to make a fountain yourself? What can it be made from? The teacher draws the children's attention to the bottles, nails, and matches brought by Parsley. Is it possible to make a fountain using these materials? What's the best way to do this?
Children poke holes in the bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and it turns out to be a fountain. How did we get the fountain? Why doesn't water pour out when there are matches in the holes? Children play with fountains.
object by shaking the vessel.
What happened to the colorful sand? The children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of multi-colored sand, close the jars with lids and show the little girl how they quickly find the hidden object and mix the sand. Little Galchon gives the children a box of colored chalk as a farewell gift.
30. Playing with sand
Objectives: to consolidate children’s ideas about the properties of sand, to develop curiosity and observation, to activate children’s speech, and to develop constructive skills.
Materials: a large children's sandbox, in which traces of plastic animals are left, animal toys, scoops, children's rakes, watering cans, a plan of the area for walks of this group.
Description. Children go outside and explore the walking area. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose tracks are these? Why do you think so?
Children find plastic animals and test their guesses: they take toys, place their paws on the sand and look for the same print. What trace will be left from the palm? Children leave their marks. Whose palm is bigger? Whose is smaller? Check by applying.
The teacher finds a letter in the bear cub's paws and takes out a site plan from it. What is shown? Which place is circled in red? (Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, plunging their hands into the sand, look for toys. Who is this?
Each animal has its own home. The fox has... (hole), the bear has... (den), the dog has... (kennel). Let's build a sand house for each animal. What sand is best for building with? How to make it wet?
Children take watering cans and water the sand. Where does the water go? Why did the sand become wet? Children build houses and play with animals.
