Summary of the lesson "amazing stones". Fun experiences and experiments for toddlers

Topic: "Amazing stones"
Direction. Cognitive.
Age: children 4 years old, middle group
Integration of educational areas: "Cognition", "Communication", "Reading fiction", "Artistic creation".
Types of children's activities: play, cognitive research, communicative, productive.
Goals:
Give an idea about stones and their properties.
Develop children's cognitive abilities and voluntary attention through experimental activities.
involve children in research activities to determine the signs and quality of the stone (multi-colored, round, oval, sharp, smooth, rough, prickly, cold, warm, thundering, durable, strong, hard) and its benefits;
fix the safety rule (throwing stones is dangerous);
Teach children to independently draw conclusions based on the results of the experiment, based on previously received ideas and their own assumptions.
Foster the desire to achieve a good result; develop speech
Expected results: Independently draw conclusions based on the results of the experiment, based on previously obtained ideas and their own assumptions. Methodical techniques:
visual (using pictures, didactic games);
verbal (reminder, indication, questions, individual answers of children);
encouragement, analysis of the lesson
Visual teaching aids. Cards for the games "Nature is not nature", "Living is not wildlife" hoops,
Materials and equipment: a collection of stones, containers for experiments with water, multi-colored stones according to the number of children.
Individual work. To develop attention, the ability to bring the experience to the end with Danil Sh, Leva Sh, Timur K.
Vocabulary work: stones, clay, rough, wet.
Structure
1.Conversation about nature, the game "Nature is not nature"
2. Game "Living - not living nature"
3. Laboratory of researchers.
4 Lesson summary

GCD move.
The teacher and children enter the group and stand in a circle on the carpet.
Educator. Guys, look around, what surrounds us? (items)
And if you and I were in the forest, what would surround us? (trees, grass, flowers, insects) How do you call it all in one word? (nature)
Look, I have objects made by human hands and objects of nature on my cards
-And how can we distinguish what is nature and what is not? (In nature, everything grows, develops, and appears from another plant or animal, and things are made by man, and they no longer change themselves)
We will put pictures with nature on a picture with a butterfly, and pictures of things made by a person on a picture with a person. (children complete the task)
Game "Nature is not nature"
Guys, but nature is also different, is the Grass nature? And the sun? Is the grass alive? Yes, that's right, alive, because it grows, breathes, gives seeds for new herbs. Is the sun alive? No, it's a hot star. This means that nature is alive and inanimate. Let's expand pictures with nature - we put pictures with wildlife in a green hoop, and pictures with inanimate nature in a yellow one.
Game "Wildlife and inanimate nature"
That's right, are stones living or not living nature? They do not grow, do not move, so this is inanimate nature. And in what places are there a lot of stones? (in the sea, in the river, in the mountains)

We will go to the laboratory again today. Let's remember what rules must be followed in the laboratory? (work carefully, do not rush, do not interfere with each other) That's right, go to the tables.
Educator: Guys, what are we going to do experiments with? Yes, with stones. I ask you to sit comfortably at the tables. Let's look at the stones that each of you have on the trays.

Experience number 1. Determination of color and shape.
Children share their observations of the color of their stones (gray, brown, white, red, blue, etc.).
Conclusion: stones are different in color and shape (the teacher shows an exclamation mark and a diagram - a drawing, attaches it to the board.)

Experience number 2 Determination of the size.
Are all stones the same size? - No.
Find and show me your largest stone, smallest, medium. Who will make an important conclusion about the size of the stones?
Conclusion: stones come in different sizes.

Experience No. 3. Determination of the nature of the surface.
We will now stroke each pebble in turn. Are the stones the same or different? Which? (Children share their discoveries.) The teacher asks the children to show the smoothest stone and the roughest.
Conclusion: the stone can be smooth and rough.

Experience No. 4. Examination of stones through a magnifying glass.
To see the surface of the stones even better, we will use loupes.
(Children look at all their stones.)

Educator: what interesting things did you guys see? (Specks, paths, indentations, dimples, patterns, etc.). Well done, very attentive children.

Experience No. 5. Determination of weight.
Guys, I have an interesting proposal for you to become weights for a minute. What do weights do? Yes, they are weighed.
Children take turns holding stones in their palms and determine the heaviest and lightest stone.
Conclusion: stones by weight are different: light, heavy.
Experience No. 6 Determination of temperature
Guys, now put your palms on the table and quickly on your cheeks. What table? And the cheeks? Our skin can quickly detect temperature.
Now we will have a very interesting, very difficult experience. Among your stones, you need to find the warmest and coldest stone. Guys, how and what will you do? (Children offer ways of action, conduct an experiment. The teacher asks to show a warm, then cold stone and offers to warm a cold stone.)
Breathing exercises. Children take all the stones, put them on their palms, inhale with their nose, and exhale through their mouths and lips with a tube (3 times).
Conclusion: stones can be warm or cold.

Experience No. 7 Stones sink in water.
The teacher asks: “Guys, what do you think will happen to a stone if you put it in water? (Children's versions.) Why do you think so? (Children's arguments.) And what needs to be done to find out the truth - the truth? (Children's suggestions.)
The children take a glass of water and carefully place one stone in the water. They are watching. Share the result of the experience. The teacher draws attention to additional phenomena - circles went through the water, the color of the stone changed, became brighter.
Conclusion: stones sink in water because they are heavy and dense.
(The children take out a stone and wipe it off with a small napkin.)

Educator. Let us be builders with you now. And we will build walls from stone for the house. Children try to build walls out of stones, but they crumble.
Educator. The stone is so hard that it is very difficult to shape the walls and hold the stones together. Clay came to the rescue. You can build and sculpt from raw clay, fasten stones together
Lesson summary: What did we do today? What do you remember the most? Would you like to do some more work in the laboratory?
Educator: Guys! Please look at the board. We got an unusual letter about stones. Writing in pictures and diagrams. Who wants to become a scientist, put on a bachelor's hat and make an important conclusion about the properties of stones?

MKDOU SOSH d / garden "Sun" der. Middle Shuni

EXPERIENCES

WITH STONES AND MINERALS

Educator: Abdullina G.N.

EXPERIENCE WITH SALT AND RIVER SAND

Material: 2 teaspoons of salt, 2 teaspoons of river sand, filter (funnel, napkin, cotton wool)

Mix salt with river sand and put in a glass of hot water. While stirring this mixture, wait until the white crystals of salt have completely disappeared.

To draw the child's attention to the fact that the salt has "disappeared", dissolved. The sand settled to the bottom of the vessel.

One of the children can pour water into another vessel.

Then tell the children how to make a simple filter, explain why.

Put a piece of blotting paper (napkin) or a piece of cotton wool folded in four into the funnel. Now you need to drain the solution into another container. Passing through the filter. Draw the attention of children to a dirty filter that has trapped particulate matter and allowed water to pass through. Explain why this happened.

Children should make sure that the salt has not disappeared anywhere, but has traveled all the time from vessel to vessel with water.

After pouring a little solution into another glass, give the children a try and see for themselves that the salt is "in place".

If possible, you can complete the experiment by slowly heating our solution over low heat (in a metal vessel, but not in an enamel one). The evaporating water will go away, leaving the salt that has become stone again on the walls of the vessel.

WINTER BRANCHES

Take a bowl of concentrated salt solution. Dip the twigs there, let them lie there for two hours. Then take them out into the cold.

By morning, the twigs will be covered with shiny crystals of salt.

GROWING CRYSTALS

Material: 2 cups, 4 tablespoons of salt, silk thread, black stick.

Dissolve table salt in a glass of hot water, stirring it. The moment comes when the salt no longer wants to dissolve. It just sinks to the bottom. Draw the attention of children to this moment and explain that water cannot absorb an unlimited amount of matter. The water was saturated with salt.

Carefully pour the solution into another vessel, leaving undissolved crystals in the first vessel, they are no longer needed.

Make a fishing rod from a silk thread and a stick (pencil), lower the end of the thread into a glass.

To draw the attention of children to the fact that the experiment requires cleanliness and accuracy; dust and dirt should not get into the vessel. Cover the glass with a napkin, put it in any place where there are no temperature changes.

The next day "frost" will appear on the walls of the vessel, and "white flies" will appear on the thread. Have the children examine them under a magnifying glass to make sure the cubes are salt crystals.

Then, removing the fishing rod from the solution, remove the small crystals, leaving only the large ones on the thread.

Drain the solution from the sediment into a clean glass and lower the fishing rod.

Then the children themselves can monitor the growth of crystals, from time to time cleaning the solution from excess crystals that precipitate. And the salt cubes on the strings will grow.

CRYSTAL TREATMENT

Prepare a supersaturated salt solution by dissolving excess salt in boiling water.

Cool this solution and drain from the sediment so that not a single crystal of salt that has precipitated from the solution remains in the vessel.

Dip the "wounded" crystal into a clean solution with tweezers. If the experiment is carried out in a wide vessel and with not very large amount of water, the crystal will be "healthy" in an hour.

CONVERSION OF LARGE SALT INTO FINE SALT

If you only have coarse salt at home, you can recrystallize it into fine table salt.

To do this, you need to dissolve the salt in water, filter the solution through a cloth and evaporate it over low heat.

Small crystals will settle out of the solution.

STUDY OF THREE SOLIDS:

SUGAR, SALT AND STARCH

Material: 3 jars: with sugar, salt and starch, three scoops, three sheets of thick paper.

Take a small amount of the substance from each jar in turn and rub gently between your fingers over a sheet of paper. Your fingers will immediately feel the difference in the shape and size of the sugar and salt crystals. Starch also has a crystalline structure. You cannot tell by the appearance alone: ​​the crystals are very small, almost invisible. But when you rubbed the starch between your fingers, you heard a characteristic crunch: these are crystals rubbing against each other.

Do your fingers have a memory? Did they remember the differences between sugar, salt, and starch? Check yourself. Blindfold with a tight kerchief and test by touch.

EXPERIENCE WITH SALT AND RIVER SAND

Material: salt, river sand, water, glass, bottle, piece of cotton wool.

Guys, I want to tell you a story that happened with two friends: Ramil and Marat. One day, she and her parents went on a hike and dropped a jar of salt at a tourist stop. The sprinkled salt was collected. But it turned out to be mixed with river sand. How do you split this mixture? You can't cook porridge without salt! Do not leave your family without dinner! Please help Ramil and Marat. What do they need to do? (Pour water into the mixture of river sand and salt, stir well. Pour the mixture into a bottle with a filter. The sand will remain on a piece of cotton wool, and in the bottle - salt water. Add salt water from a bottle to the porridge. And the porridge will turn out salty.).

Sketch the experience in your diary

EXPERIENCE WITH SALT AND SNOW

Material: 2 cans, salt, scoop, snow or ice.

For the experiment, ice must be crushed, or it can be replaced with snow. Place an equal amount of ice or snow in each jar. Pour some salt into one of the jars with a scoop and mix ice (snow) with salt.

Which ice will melt faster: with or without salt?

The experience will be more interesting if you use a clock (you can use a sand one).

Draw in your diary what you have done.

EXPERIENCE WITH SALT AND FRESH WATER

Material: molds, salt and fresh water

Target: Find out which water will freeze more quickly: salty or fresh.

Let's continue the experiment - let's try to freeze the water obtained as a result of the experiment.

Do you think it is worth putting the jars in the cold? Of course not. You already know that when it freezes, water expands and can break them apart. This means that the water must be poured into molds, and then put out in the cold. Think how not to confuse in which of the molds the salt water is poured.

250 years ago Mikhail Vasilyevich Lomonosov also set up a similar experiment, and then wrote: “ Frosts of salty brine cannot conveniently turn into ice, as they overwhelm fresh water. "

The results of our experience and that of Lomonosov turned out to be the same. If someone finds our diary after 500 years and decides to repeat the experiment, do you think they will get the same results?

Sketch the experience in your journal.

10. POTATO TRANSFORMATIONS

Material: 2 cans, salt, potatoes.

Many people say that it is easier to learn to swim in seawater than in fresh water. This can also be verified empirically. Sea water is a solution of various salts. But most of all in it is ordinary table salt.

In our experience, a small potato will "learn to swim". For the experiment, prepare 2 jars and fill them halfway with water. Add 5 teaspoons of table salt to one of the jars. Let it be "sea water". Dip the potato in a jar of fresh water. The potato falls to the bottom. Transfer it to a jar of "sea water". What happens to the potato?

Transfer the potato to fresh water again and add salt water to this jar.

It is easy to see that the more salt there is in the water, the easier it is for a small potato to swim. You can achieve that the potato learns not only to swim, but also to dive. It all depends on the amount of salt.

You can cut a fish, boat, etc. from a potato.

Sketch in your journal.

11. EVAPORATION OF WATER AND BIRTH OF SALT

Material: 3 cans, salt, water.

Prepare 3 identical jars and pour equal amounts of water into them. Add table salt to the jars. In the first a little, in the second - twice as much, and in the third - even more. Stir the salt thoroughly with a clean wooden stick. A week or two will pass, and the water will evaporate. What happens to the salt? Compare the amount of salt that will remain after evaporation of the water in each of the jars.

12. EXPERIENCE WITH STONES, BRANCHES AND SALT

NEW YEAR WONDERS

Material: a deep plate, several different pebbles, plasticine, bizarre dry twigs, salt, water, petroleum jelly.

You need to start preparing this gift 15 days before the onset of the holiday.

Put pebbles at the bottom of the plate, and between them, as beautifully as possible, strengthen the twigs with plasticine. After 15 days, all this will be covered with "artificial snow", which we will make from ordinary table salt.

Pour 12 tablespoons of table salt on the pebbles and on the bottom of the plate. Grease the edges of the plate with Vaseline. After that, gently moisten the salt with 6 tablespoons of water. Put the plate in a warm place. Every day, add 2 tablespoons of water to the plate. On the second day, "snow" will appear on the stones. After 15 days, it will cover the twigs with a thin bloom.

13. EXPERIENCE WITH SALT AND SOAP

Material: 2 cans, water, salt, soap.

Fill the jars with water at room temperature a little less than half. Add a tablespoon of salt to one jar. Prepare shavings of soap (you can grate the soap or scrape it with a teaspoon). Pour approximately the same amount of soap shavings into each jar, and then try to beat the lather.

In what water did the soap suds appear?

What can be observed in the jar in which the foam is not formed?

How were the conditions of the experiment different?

How are the results different?

Output: soap foams in fresh water, but not in salt water.

14. EXPERIENCE WITH SALT AND CARBONATED WATER

Target: Observe how the salt particles push the gas bubbles out of the soda water.

Material: a jar, any sparkling water, 2 teaspoons of salt.

Fill the jar halfway with sparkling water. Add salt. Observe.

Bubbles form in the liquid, and then foam appears on top of the soda. Why it happens? Each soda bottle is made up of carbon dioxide. Salt and carbon dioxide are substances and therefore occupy a certain amount of space. When salt is added to lemonade, bubbles of carbon dioxide adhere to its crystals. The largest bubbles rise to the surface, taking some soda with them. Due to these movements of the gas, foam is formed on the surface of the liquid.

15. HOW THE SALT DEPOSITS ARE FORMED

Material: a glass bowl with a capacity of about 2 liters, a measuring glass or a regular glass (250 ml), a tablespoon, salt.

Pour a glass (250 ml) of water into a bowl and dissolve four tablespoons of salt in it. Leave the open bowl in a secluded place where no one will touch it until the water has evaporated. This can take 3-4 weeks.

After completing the experiment, cubic crystals will be visible at the bottom of the bowl, and white bloom resembling frost on the walls. Salt deposits are believed to have formed in the place of shallow water bodies located near the sea. The water in them evaporated, and salt crystals were deposited at the bottom, as in the bowl. The frost-like salt sediment around the edges was formed by the rapid evaporation of salt water, which moistened the edges of the bowl. Due to the high evaporation rate, salt molecules do not have time to form crystals, and the random precipitation of salt leads only to the appearance of a white powder, similar to frost.

16. EXPERIENCE WITH AMBER

Target: Show children the electrical properties of amber

Material: amber, woolen cloth, strings, straws, small pieces of paper.

Invite the children to rub a piece of amber on a woolen cloth and bring it to finely chopped pieces of paper, threads, etc. What happened? Yes, amber begins to attract various light little things. This means that it has electrical properties. The ancient Greeks called amber - "electr", which means "shining". This is where the word "electricity" comes from.

17 EXPERIENCE WITH AMBER

Target: Show children how amber behaves in fresh and salt water.

Material: amber, a jar of water, salt, a spoon.

Pour water into a jar and lower amber there. What happened? Why did the stone sink?

Suggest that the children put 3 teaspoons of salt in the water? What changed? Why doesn't amber sink?

18 EXPERIENCE WITH AMBER

Target: Show the flammable properties of amber.

Material: amber, candle, matches, tweezers, tray.

Light a candle, hold the amber over the candle flame. Show the children how it burns. To draw the attention of children to the fact that when amber burns, a rather pleasant smell comes from it.

EXPERIENCE WITH QUARTZ

Target: with the help of experience, show children how quartz and glass conduct heat.

Material: glass and rock crystal glass (or a piece of quartz), candle, cold water.

Asking the children what happens to a cold glass if boiling water is poured into it?

Suggest an experiment with quartz. Heat it in a candle flame and throw it into cold water. Has the stone shattered? No. Because quartz, unlike glass, conducts heat well, everything heats up at once, therefore it does not crack. And if you pour boiling water into a cold glass of glass, it will crack. Imagine that we have poured boiling water into a glass. Have you presented? And the glass of the glass, scalded with hot water, began to expand, be heard to the sides. There is such a law of nature - from heating all substances expand, become larger. But heat does not immediately penetrate the entire thickness of the glass, as it happens with rock crystal. Inside, where we poured boiling water, the glass is already hot, but outside it did not have time to warm up and was still cold. This means that the glass inside the glass expands from the heat. It gets cramped and rips open the cold jacket of the outer glass. After all, the outer glass has not yet had time to warm up and also expand, did not have time to give way to the already heated glass. That's why the glass of glass burst.

Output: A quartz glass will not crack, as it conducts heat well.

EXPERIENCE WITH SOIL

Look at the soil with a magnifying glass. To draw the attention of children to the fact that in the ground, in addition to roots and traces of plants, there are grains of sand, pebbles, clay.

Dip a pinch of earth into a clear glass. Remnants of plants will float up, and small pebbles and sand will quickly settle to the bottom. The smallest particles of clay "hang" in the water.

We will remove everything that has surfaced from the surface.

Leaving the sand and pebbles at the bottom, let the muddy water pour into another vessel and wait for the clay to settle to the bottom.

Draw the attention of the children to the fact that the ground is basically stone. It is a mixture of sands, clays and crushed minerals.

So all plants, flowers, trees grow on stone.

A small selection of entertaining experiences and experiments for children.

Chemical and physical experiments

Solvent

For example, try to dissolve everything around with your child! We take a saucepan or bowl of warm water, and the child begins to put in there everything that, in his opinion, can dissolve. Your task is to prevent valuable things and living beings from being thrown into the water, to look in surprise into the container with the baby to find out if spoons, pencils, handkerchiefs, erasers, toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will gladly begin to dissolve them too and, believe me, will be very surprised to understand that they dissolve!
Water changes color under the influence of other chemicals. The substances themselves, interacting with water, also change, in our case they dissolve. The next two experiments are devoted to this property of water and some substances.

Magic water

Show your child how, as if by magic, the water in an ordinary jar changes color. Pour water into a glass jar or glass and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as "Purgen"). The liquid will be clear. Then add the baking soda solution - it turns into an intense pink-raspberry color. Having enjoyed this transformation, add vinegar or citric acid to the same place - the solution will become discolored again.

"Live" fish

First, prepare a solution: add 10 g of dry gelatin to a quarter glass of cold water and let it swell well. Heat the water to 50 degrees in a water bath and make sure that the gelatin is completely dissolved. Pour the solution in a thin layer onto plastic wrap and air dry. From the resulting thin leaf, you can cut the silhouette of a fish. Place the fish on a napkin and breathe on it. The breath will moisten the jelly, it will increase in volume, and the fish will begin to bend.

Lotus flowers

Cut flowers with long petals out of colored paper. Using a pencil, twist the petals towards the center. Now put the multi-colored lotuses on the water poured into the basin. Before your very eyes, flower petals will begin to bloom. This is because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be seen with common spruce or pine cones. You can invite the children to leave one bump in the bathroom (a damp place) and later be surprised that the scales at the bump have closed and they have become dense, and put the other on the battery - the bump will reveal its scales.

Islands

Water can not only dissolve some substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will help not only understand this, but also allow your little one to create his own world with mountains and seas.
We take a saucer and pour water into it. We paint with paints in 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 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 look at what they look like, or you can take them out and stick them on paper with a painted sea.

In search of fresh water

How to get drinking water from salt water? Pour water with your child into a deep basin, add two tablespoons of salt there, stir until the salt dissolves. Place rinsed pebbles on the bottom of an empty plastic glass so that it does not float, but its edges should be higher than the water level in the basin. Stretch the film from above, tying it around the pelvis. Press the plastic over the center of the glass 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. The explanation is simple: water begins to evaporate in the sun, condensate settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.

Making the cloud

Pour into a 3-liter can of hot water (about 2.5 cm). Place some ice cubes on a baking sheet and place them on the jar. The air inside the can, rising up, will begin to cool. The water vapor contained in it will condense to form a cloud.

Where does the rain come from? It turns out that the drops, when heated on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they enlarge, become heavy and fall to the ground in the form of rain.

Volcano on the table

Mom and Dad can be wizards too. They can even do. a real volcano! Arm yourself with a "magic wand", cast a spell, and the "eruption" will begin. Here's a simple recipe for witchcraft: Add vinegar to baking soda just like we do for the dough. Only soda should be more, say, 2 tablespoons. Place it in a saucer and pour the vinegar straight from the bottle. A violent neutralization reaction will begin, the contents of the saucer will begin to foam and boil in large bubbles (be careful not to bend over!). For greater effect, you can sculpt a "volcano" from plasticine (a cone with a hole at the top), place it on a saucer with soda, and pour vinegar into the hole from above. At some point, foam will start to splash out of the "volcano" - a fantastic sight!
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 an acidic and alkaline environment. The experiment "Home Sparkling Water", which is described below, is devoted to the same topic. And the older guys can continue their study with the next exciting experience.

Natural Indicator Table

Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. Prepare a decoction from an improvised material (fresh, dried or ice cream) and test it in an acidic and alkaline environment (the broth itself is a neutral medium, water). As an acidic medium, a solution of vinegar or citric acid is suitable, as an alkaline medium, a solution of soda. Only they must be prepared immediately before the experiment: over time they deteriorate. The tests can be carried out as follows: pour, say, a solution of soda and vinegar into empty cells from under the eggs (each in its own row, so that opposite each cell with acid there is a cell with alkali). You drip (or rather pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Enter the results in the table. The color change can be recorded, or you can paint with paints: it is easier to achieve the desired shade with them.
If your baby is older, he will most likely want to take part in the experiments himself. Give him a strip of all-purpose test paper (available at chemical and gardening stores) and suggest moistening it with any liquid: saliva, tea, soup, water, whatever. The wetted area will be colored, and the scale on the box will indicate whether you have tested acidic or alkaline. Usually this experience causes a storm of delight among 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 dip a seed into it, say, a wire with a small loop at the end. After some time, crystals will appear on the seed. You can experiment and dip the wire into the brine, not the wire, but the woolen thread. The result will be the same, but the crystals will be distributed differently. For those who are especially keen, I recommend making wire crafts, such as a Christmas tree or a spider, and also placing them in a salt solution.

Secret letter

This experience can be combined with the popular game "Find the Treasure", or you can just write to someone from your family. There are two ways to make such a letter at home: 1. Dip a pen or brush in milk and write a message on white paper. Be sure to let dry. You can read such a letter by holding it over the steam (do not burn yourself!) Or iron it. 2. Write your letter with lemon juice or citric acid solution. To read it, dissolve a few drops of pharmaceutical iodine in water and slightly moisten the text.
Has your child grown up already or have you gotten a taste for yourself? Then the following experiences 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 your 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 this experience on the street, as the reaction is poorly controlled. It is better to crush "Mentos" a little, and take a liter Coca-Cola. The effect exceeds all expectations! After this experience, I do not want to take it all inside at all. I recommend carrying out this experiment with children who are fond of chemical drinks and sweets.

Drown and eat

Wash two oranges. Place one of them in a saucepan filled with water. He will swim. Try to drown it - it will never work!
Peel the second orange and put it in the water. Are you surprised? The orange drowned. Why? Two identical oranges, but one drowned and the other floats? Explain to your child, “There are a lot of air bubbles in the orange peel. They push the orange to the surface of the water. An orange sinks without a peel, because it is heavier than the water it displaces. "

Live yeast

Tell the children that yeast is made up of tiny living organisms called microbes (which means that microbes can be beneficial as well as harmful). While eating, they emit carbon dioxide, which, mixing with flour, sugar and water, "raises" the dough, making it fluffy and tasty. Dry yeast looks like little, lifeless balls. But this is only until millions of tiny microbes come to life, which are dormant in a cold and dry form. But they can be brought to life! 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 by pulling a balloon over its neck. Place the bottle in a bowl of warm water. And then a miracle will happen in front of the children.
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. Let's put 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. Put some salt on ice and wait 5-10 minutes.

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

Salt, when it gets on the ice, slightly melts a small part of it. Within 5-10 minutes, the salt dissolves in water, and pure water on the ice surface is frozen together with the thread.

physics.

Making several holes in a plastic bottle makes it even more interesting to study its behavior in water. First, punch 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 breaks out of it? Let the little ones experiment with the pressure of the jets for their own pleasure, and for older children it can be explained that the water pressure increases with depth. That is why the lower fountain beats the hardest of all.

Why does an empty bottle float and a full one sinks? And what are these funny bubbles popping out of the neck of an empty bottle if you remove the cap from it and put it under water? And what happens to water if you first pour it into a glass, then into a bottle, and then pour it into a rubber glove? Pay attention to the baby that the water takes the form of the vessel in which it was poured.

Does your baby already feel the temperature of the water by touch? It's great if, by lowering the pen into the water, he can tell whether it is warm water, cold or hot. But not everything is so simple, pens can be easily deceived. You will need three bowls for this trick. In the first we pour cold water, in the second - hot (but such that you can safely lower your hand into it), in the third - water at room temperature. Now suggest baby put 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 immerse them in the third bowl, where the water is room water. Ask baby how he feels. Although the hands are in the same bowl, the sensations will be completely different. Now you cannot say for sure whether it is hot or cold water.

Soap bubbles in the cold

For experiments with soap bubbles in the cold, you need to prepare shampoo or soap diluted in snow water, to which a small amount of pure glycerin is added, and a plastic tube from a ballpoint pen. Bubbles are easier to blow out in a closed, cold room, as winds almost always blow outside. Large bubbles are easily blown out with a plastic funnel for pouring out liquids.

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

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

Here are four fun bubble experiences. The first three tests should be carried out at –15 ...– 25 ° C, and the last one at –3 ...– 7 ° C.

Test 1

Take the jar of soapy water out into the cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which grow rapidly and finally merge. Once the bubble is completely frozen, a dent will form in the top of the bubble, near the end of the tube.

The air in the bubble and the bubble shell appear to be cooler at the bottom, since there is a less cooled tube at the top of the bubble. Crystallization spreads from bottom to top. Less cooled and thinner (due to swelling of the solution), the upper part of the bubble shell bends under the influence of atmospheric pressure. The more the air inside the bubble cools, the larger the dent becomes.

Test 2

Dip the end of the tube into the soapy water and then remove. At the lower end of the tube, a column of solution with a height of about 4 mm will remain. Place the end of the tube against the surface of your palm. The column will greatly decrease. Now blow out the bubble until the rainbow color appears. The bubble turned out with very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So 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 separate points on the film surface. The water molecules at these points must move closer to each other and arrange themselves in a certain order. The rearrangement in the arrangement of water molecules and relatively thick films does not lead to disruption of the bonds between water and soap molecules, while the thinnest films are destroyed.

Test 3

Pour the soap solution equally into two jars. Add a few drops of pure glycerin to one. Now blow out two approximately equal bubbles from these solutions one by one 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 stays in the cold longer than a frozen bubble with glycerin.

The walls of a frozen bubble from a shampoo solution are a monolithic crystal structure. Intermolecular bonds anywhere are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, strong bonds between water molecules are weakened. In addition, these bonds are broken by the thermal motion of glycerol molecules, so the crystal lattice quickly sublimates, which means it breaks down faster.

Glass bottle and bead.

We warm the bottle well, put the ball on the neck. Now let's put the bottle in a bowl of cold water - the ball will be "swallowed" by the bottle!

Training of matches.

Put several matches in a bowl of water, put a piece of refined sugar in the center of the bowl and - lo and behold! The matches will gather in the center. Probably our matches are sweet tooth !? Now let's remove the sugar and put some liquid soap into the center of the bowl: the matches don't like it - they "run away" in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement to the center, and soap, on the contrary, spreads over the water and carries the matches with it.

Cinderella. static stress.

We need a balloon again, only already inflated. Pour a teaspoon of salt and ground pepper on the table. Mix well. Now let's imagine ourselves as Cinderella 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 be on the ball! We enjoy the miracle, and we whisper to older young physicists that the ball becomes negatively charged from friction against wool, and peppercorns, or rather electrons of pepper, acquire a positive charge and are attracted to the ball. But in salt electrons do not move well, so it remains neutral, does not acquire a charge from the ball, so it does not stick to it!

Pipette straw

1. Let's put 2 glasses next to each other: one - with water, the other - empty.

2. Put the straw in the water.

3. Clamp the top of the straw with your index finger and transfer it to an empty glass.

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

The pipette, which you probably have in your first-aid kit, works in the same way.

Straw flute

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

So the "flute" has turned out. If you lightly blow into a straw, slightly clenching 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 pick up some melody.

Additionally.

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1. We smell, taste, touch, listen
Task: to consolidate children's ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, surface structure; language - to taste).

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

Description. On the table are newspapers, a bell, a hammer, two stones, a rattle, a whistle, and a talking doll. Grandfather Know invites children to play with him. Children are given the opportunity to study subjects on their own. During this acquaintance, grandfather Know talks with children, asking questions, for example: "How do these objects sound?", "How could you hear these sounds?" etc.
The game "Guess what sounds" - a child behind a screen selects an object, which then makes a sound, other children guess. They name the object with which the sound is made, and say that they heard it with their ears.
The game "Guess by the smell" - children put their noses to the window of the screen, and the teacher offers to guess by the smell what is in his hands. What is it? How did you know? (The nose helped us.)
The game "Guess the taste" - the teacher invites the children to guess the taste of lemon, sugar.
Game "Guess by touch" - children put their hand into the opening of the screen, guess the object and then take it out.
Name our assistants who help us to recognize an object by sound, smell, taste. What would happen if we didn't have them?

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

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

Description: The game "What sounds?" - the teacher invites the children to close their eyes, and he makes sounds with the help of well-known objects. Children guess what sounds. Why do we hear these sounds? What is sound? Children are invited to portray with a voice: how does a mosquito ring? (Z-z-z.)
How does a fly buzz? (F-f-f.) How is the bumblebee buzzing? (Ooh.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with the palm of his hand to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When it stops, the sound also disappears.
Does the wooden ruler have a voice? Children are encouraged to extract sound using a ruler. We press one end of the ruler to the table, and on the free one we clap our palm. What's going on with the ruler? (Trembles, hesitates.) How do I stop the sound? (Stop vibrations of the ruler with your hand.) We extract sound from a glass glass with a stick, stop. When does sound arise? Sound occurs when there is a very rapid forward and backward movement of air. This is called hesitation. Why does everything sound? What other objects can you name that will sound?

3. Clear water
Task: to reveal the properties of water (transparent, odorless, pours, has weight).

Materials: two opaque jars (one filled with water), a glass jar with a wide mouth, spoons, small 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 invited to guess what is in these jars without opening them. Are they the same in weight? Which is easier? Which is heavier? Why is it heavier? We open the cans: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is it? What does the water smell like?
The adult asks the children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to prevent water spilling on the table? What are we doing? (We pour, pour water.) What does the water do? (Flowing.) Let's hear how it flows. 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 clearly visible?
What kind of water? (Transparent.) What have we learned about water?

4. Water takes shape
Objective: to reveal that the water takes the form of the vessel into which it is poured.

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

Description. In front of the children is a basin of water and various vessels. Galchonok Lyuboznayka tells how he walked, swam in puddles and he had a question: "Can water have some form?" 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? (Using a ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water is the same in different vessels. Consider what form the water is in different vessels. It turns out that the water takes the form of the vessel in which it is poured. The results are sketched in the worksheets - children paint over various vessels

5. Foam pillow
Objective: to develop in children the idea of ​​the buoyancy of objects in soapy foam (buoyancy does not depend on the size of the object, but on its weight).

Materials: on a tray, a bowl of water, whisk, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items for testing for buoyancy.

Description. Bear Misha says that he learned to make not only soap bubbles, but also soap suds. And today he wants to know if all objects are drowning in soap suds? How to make lather?
Children use a pipette to draw up liquid soap and release it into a bowl of water. Then they try to beat the mixture with chopsticks and a whisk. What makes it more convenient to whip up the foam? What is the foam like? Try to dip various objects into the foam. What floats? What is drowning? Do all objects float the same way?
Are all objects that float the same size? What does the buoyancy of objects depend on?

6. Air is everywhere
Tasks, detect air in the surrounding space and reveal its property - invisibility.

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

Description. Little daw Curious makes children a riddle about the air.
It passes through the nose into the chest and back it makes its way. It is invisible, and yet we cannot live without it. (Air)
What do we breathe in through our nose? What is air? What is it for? Can we see him? 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 do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a bowl of water so that it begins to fill. What's happening? Why are bubbles coming out of the neck? This water displaces air from the bottle. Most items that look empty are actually filled with air.
Name the items that we fill with air. Children inflate balloons. What do we fill the balls with?
Air fills any space, so nothing is empty.

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

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

Description. Grandfather Know invites children to consider balloons. What's inside them? What are they filled with? Can air move objects? How can this be verified? Launches an empty plastic tub into the water and asks the children: "Try to make it float." Children blow on her. What can you think of to make the boat go faster? Attaches the sail, makes the boat move again. Why does the boat move faster with a sail? More air presses on the sail, so the tub moves faster.
What other objects can we make move? How can you make a balloon move? The balloons are inflated, released, children watch their movement. Why is the ball moving? Air bursts out of the ball and makes it move.
Children play independently with a boat, a ball

8. Each stone has its own house
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); show children the possibility of using stones for play purposes.

Materials: various stones, four boxes, trays of sand, a model of the examination of an object, pictures-diagrams, a path of pebbles.

Description. The bunny gives the children a chest with different pebbles, which he collected in the forest, near the lake. The children are looking at them. How are these stones similar? They act in accordance with the model: press on stones, knock. All stones are solid. How do stones differ from each other? Then he draws the attention of children to the color, shape of the stones, invites them to feel them. Notes that there are smooth stones, there are rough ones. The bunny asks for help in arranging the stones in four boxes according to the following criteria: first, smooth and rounded; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then all together consider how the stones are laid out, count the number of stones.
Play with pebbles "Lay out the picture" - the bunny gives the children schematic pictures (Fig. 3) and offers to lay them out of the pebbles. Children take trays of sand and lay out a picture in the sand according to the scheme, then lay out the picture as they wish.
Children walk along the pebble path. What do you feel? What pebbles?

9. Is it possible to change the shape of stone and clay
Task: to reveal the properties of clay (wet, soft, viscous, you can change its shape, divide into parts, sculpt) and stone (dry, hard, you cannot sculpt from it, it cannot be divided into parts).

Materials: sculpting boards, clay, river stone, model of the object survey.

Description. According to the model of examining the subject, Grandfather Know invites children to find out whether it is possible to change the shape of the proposed natural materials. To do this, he invites the children to press their finger on clay, stone. Where is the fossa left from the finger? What kind of stone? (Dry, hard.) What kind of clay? (Wet, soft, pits remain.) Children take turns taking a stone in their hands: crushing it, rolling it in their palms, pulling it in different directions. Did the stone change shape? Why can't you break off a piece of it? (The stone is hard, nothing can be made of it by hand, it cannot be divided into parts.) Children take turns crushing the clay, pulling it 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, the clay changes shape, you can sculpt from it.)
Children sculpt various clay figurines. Why don't the figurines fall apart? (Clay is viscous, retains its shape.) What other material is similar to clay?

10. Light is everywhere
Tasks: to show the meaning of light, to explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).

Materials: illustrations of events taking place at different times of the day; pictures with images of light sources; several objects that do not give light; flashlight, candle, table lamp, chest with a slot.

Description. Grandfather Know invites children to determine whether it is dark or light now, to explain their answer. What's shining now? (The sun.) What else can illuminate objects when it is dark in nature? (Moon, bonfire.) Invites children to find out what is also in the "magic chest" (inside a flashlight). Children look through the slit and note that it is dark, nothing is visible. How to make the box lighter? (Open the chest, then the light will enter and illuminate everything inside it.) Opens the chest, the light came in, and everyone sees the flashlight.
And if we don't open the chest, how can we make it light in there? He lights up the flashlight, puts it in the chest. Children look at the light through the slit.
The game "Light can be different" - grandfather Know invites children to decompose the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, lay out pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare by pictures and sort them according to the degree of light brightness (from the brightest).

11. Light and shadow
Tasks: to acquaint with the formation of shadows from objects, to establish the similarity between the shadow and the object, to create images with the help of shadows.

Materials: equipment for the shadow theater, a 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 are turned off, the room is darkened. Children, with the help of a teacher, illuminate with a flashlight and examine various objects. Why do we see everything well when the flashlight is on? Misha puts his paw in front of the flashlight. What do we see on the wall? (Shadow) Asks the children to do the same. Why is the shadow formed? (The hand interferes with the light and prevents it from reaching the wall.) The teacher suggests using his hand to show the shadow of a bunny, a dog. Children repeat. Misha gives children a present.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children look at the equipment for the shadow theater. What makes this theater so special? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is the shadow formed? Children, together with the bear cub Misha, examine the figures of animals and show their shadows.
Show a familiar fairy tale, for example "Kolobok", or any other.

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

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

Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. The water changes shape because
she is liquid. Can water be solid? What happens to water if it is very cold? (The water will turn to ice.)
Examine pieces of ice. How is ice different from water? Can ice be poured like water? Children are trying to do it. Which
ice shape? 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. What part of the ice floats? (Upper.)
Huge blocks of ice float in cold seas. They are called icebergs (picture display). Above the surface
only the tip of the iceberg is visible. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, the ship may sink.
The teacher draws the attention of the children to the ice that was on the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“We play with pieces of ice” is a free activity of children: they choose plates, examine and observe what happens to the pieces of ice.

13. Melting ice
Task: to 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 form of a container in which it is located.

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

Description. Grandfather Know offers to guess where the ice grows faster - in a bowl of cold water or in a bowl of hot water. He spreads the ice, and the children observe the changes taking place. The time is fixed with the help of numbers, which are laid out near the bowls, the children draw conclusions. Children are invited to consider a colored piece of ice. What ice? How is such a piece of ice made? Why is the rope holding on? (Frozen to the piece of ice.)
How can you get multi-colored water? Children add colored paints of their choice to the water, pour them into molds (all have different molds) and put them in the cold on trays

14. Colored balls
Task: to get new shades by mixing basic colors: orange, green, violet, blue.

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

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

15. Mysterious Pictures
Objective: to show children that the surrounding objects change color if you look at them through colored glass.

Materials: colored glasses, worksheets, colored pencils.

Description. The teacher invites the children to look around them and name what color objects they see. All together they count how many flowers the children named. Do you believe that the turtle sees everything only green? This is indeed the case. Would you like to see everything around through the eyes of a turtle? How can I do that? The teacher distributes green glasses to the children. What do you see? How else would you like to see the world? Children examine objects. How can we get the colors if we don't have the required glasses? Children get new shades by stacking glasses - one on top of the other.
Children sketch "mysterious pictures" on a worksheet

16. We'll see everything, we'll know everything
Objective: to acquaint with the device-assistant - a magnifying glass and its purpose.

Materials: magnifiers, small buttons, beads, zucchini seeds, sunflowers, small pebbles and other items for examination, worksheets, colored pencils.

Description. Children receive a “gift” from their grandfather. Knowing, they consider it. What is it? (Bead, button.) What does it consist of? What is it for? Grandfather Know offers to consider a small button, a bead. What is the best way to see - with your eyes or with the help of this piece of glass? What is the secret of the glass? (Magnifies objects, they are better seen.) This assistant device is called a "magnifier". Why does a person need a magnifying glass? Where do you think adults use loupes? (When repairing and making watches.)
Children are invited to independently consider the objects at their request, and then sketch in a worksheet what
the object is in fact and what it is, if you look through a magnifying glass

17. Sand country
Tasks, to highlight the properties of sand: flowability, looseness, you can sculpt from wet; to acquaint with the method of making a picture from sand.

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

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

18. Where is the water?
Tasks: to reveal that sand and clay absorb water in different ways, to highlight their properties: flowability, friability.

Materials: transparent containers with dry sand, dry clay, measuring cups with water, magnifying glass.

Description. Grandfather Know invites children to fill the cups with sand and clay as follows: first it is poured
dry clay (half), and fill the second half of the glass with sand on top. The children then look at the filled glasses and tell them what they see. Then the children are invited to close their eyes and guess by the sound what grandfather is pouring. Know. Which poured better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (The slide of sand is smooth, of clay, uneven.) Why are the slides different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains are small, translucent, round, do not stick to each other.) And what is clay made of? (The clay particles are small, closely pressed together.) What happens if water is poured into glasses with sand and clay? Children try and watch. (All the water has gone into the sand, but it stands on the surface of the clay.)
Why doesn't clay absorb water? (Clay particles are closer to each other, do not let water through.) All together remember where there are more puddles after rain - on the sand, on asphalt, on clay soil. Why are the paths in the garden sprinkled with sand? (To absorb water.)

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

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

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

20. Ringing water
Objective: to show children that the amount of water in a glass affects the sound produced.

Materials: a tray with various glasses, water in a bowl, ladles, fishing rods with a string, at the end of which a plastic ball is fixed.

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

21. "Guess"
Objective: to show children that objects have a weight that 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, touch box.

Description. Various pairs of objects are in front of the children. 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, check the difference in weight!
Game "Guess" - from the sensor box, children select objects by touch, explaining, as they guessed, whether it is heavy or light. What determines the lightness or heaviness of the object? (From what material it is made of.) Children are invited with their eyes closed by the sound of an object falling to the floor to determine whether it is light or heavy. (A heavy object has a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (From a heavy object, the splash is stronger.) Then the objects are thrown into a basin with sand and the carrying of the object is determined by the depression in the sand left after the fall. (From a heavy object, the depression in the sand is larger.

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

Materials: magnetic game "Fishing", magnets, small objects from different materials, a basin of water, worksheets.

Description. Fishing cat offers children the game "Fishing". What can you fish with? Try to fish with a fishing rod. They tell if any of the children saw real fishing rods, what they look like, what bait the fish is caught with. What do we fish for? Why does she hold on and not fall?
They examine the fish, the fishing rod and find metal plates and magnets.
What objects are attracted by a magnet? Children are offered magnets, various objects, two boxes. They put objects in one box that attracts a magnet, in another - that does not. The magnet only attracts metal objects.
In what other games have you seen magnets? Why does a person need a magnet? How does he help him?
Children are given worksheets in which they complete the task "Draw a line to a magnet from an object that is attracted to it"

23. Magic tricks with magnets
Objective: to highlight objects that interact with the magnet.

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

Description. The children are met by a magician and show the "picky goose" trick.
Magician: Many people think that the goose is a stupid bird. But this is not the case. Even a little gosling understands what is good for him and what is bad. At least this kid. Just hatched from an egg, and already reached the water and swam. This means that he understands that it will be difficult for him to walk, but easy to swim. And he understands food. Here I have two fleeces tied, I dip it in mustard and offer the caterpillar to taste it (a stick without a magnet is brought up) Eat, little one! Look, she turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let's try to dip another cotton wool into the jam (a stick with a magnet is brought up). Yeah, reached for the sweet. Not a stupid bird
Why does our gosling go to the jam with its beak and turn away from the mustard? What's his secret? Children examine 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 by themselves?” (No.) The magician replaces these animals with pictures with paper clips attached to their lower edge. He puts the figures on the box and drives the magnet inside the box. Why did the animals move? Children examine the figures and see that there are paper clips attached to the stands. Children try to control animals. The 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.)
Children themselves get the dec. items from water with pom. magnet.

24. Sunbeams
Tasks: to understand the reason for the appearance of sunbeams, to teach how to let sunbeams (reflect light with a mirror).

Material: mirrors.

Description. Grandfather Know helps children remember a poem about a sun bunny. When does it come out? (In light, from objects reflecting 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.) It invites children to let in sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with the sun bunny: catch up, catch, hide it.
Children find out that it is difficult to play with a bunny: from a small movement of the mirror, it moves a long distance.
Children are invited to play with a bunny in a dimly lit room. Why doesn't the sunbeam appear? (No bright light.)

25. What is reflected in the mirror?
Tasks: to acquaint children with the concept of "reflection", to find objects that can reflect.

Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, work PITS.

Description. An inquisitive monkey invites children to look in the mirror. Whom do you see? Look in the mirror and tell me what's behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those that you saw in the mirror? (No, they are the same.) The image in the mirror is called a reflection. The mirror reflects the 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? Taste the object, is it smooth or rough? Are all items shiny? See if your reflection is the same on all these items? Is it always the same shape! the best reflection is obtained? The best reflections are obtained on flat, shiny and smooth objects and make good mirrors. Further, the children are invited to remember where on the street they can see their reflection. (In a puddle, in a shop window.)
In the worksheets, the children complete the task “Find all the objects in which you can see the reflection.

26. What dissolves in water?
Objective: to show children the solubility and insolubility of various substances in water.

Materials: flour, granulated sugar, river sand, food coloring, laundry detergent, glasses of clean water, spoons or sticks, trays, pictures depicting the substances presented.
Description. On trays in front of the children, glasses of water, sticks, spoons and substances in various containers. Children examine water, remember its properties. What do you think happens if sugar is added to the water? Grandfather Know adds sugar, mixes, and all together observe what has changed. What happens if we add river sand to the water? Adds river sand to water, mixes. Has the water changed? Has it become cloudy or is it still transparent? Did the river sand dissolve?
What happens to water if we add food paint to it? Adds paint, mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint dissolved and changed the color of the water, making the water cloudy.)
Will flour dissolve in water? Children add flour to the water, mix. What has the water become? Cloudy or transparent? Has the flour dissolved in the water?
Will washing powder dissolve in water? Washing powder is added, mixed. Has the powder dissolved in the water? What do you notice unusual? Dip your fingers into the mixture and check if it still feels the same as pure water? (The water became soapy.) What substances have dissolved in the water? What substances did not dissolve in water?

27. Magic sieve
Objectives: to acquaint children with the method of separation to; coves from sand, small cereals from large ones 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 that she is going to visit her grandmother - to take her mountains of semolina. But she had a misfortune. She did not> drop the cans of cereals, and the cereals were all mixed up. (shows a bowl of cereals.) How to separate rice from semolina?
Children try to separate with their fingers. It is noted that it turns out slowly. How can you do this faster? Look
those, are there any items in the laboratory that can help us? Do we notice that there is a sieve near Grandfather Knowing? What is it for? How to use it? What is falling from the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, asks: "What else can you call this magic sieve?"
We will find substances in our laboratory that we will sift. We discover that there are a lot of pebbles in the sand to separate the sand from the pebbles? Children sift the sand on their own. What's in our bowl? What's left. Why do coarse substances remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.

28. Colored sand
Objectives: to acquaint children with the method of making colored sand (mixed with colored chalk); teach to use a grater.
Materials: crayons, sand, transparent container, small objects, 2 bags, small bowls, bowls, spoons (sticks,) small jars with lids.

Description. A little daw Luboznayka flew to the children. He asks the children to guess what is in his bags Children try to determine by touch. (In one bag there are sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check the assumptions. The teacher with the children examines the contents of the bags. What is it? What sand, what can you do with it? What color is the chalk? How does it feel? Can it be broken? What is it for? Galchonok asks: “Can sand be colored? How do I make it colored? What happens if we mix sand with chalk? How to make chalk as free-flowing as sand? " Jackdaw brags that he has a tool for turning chalk into fine powder.
Shows the grater to the children. What is it? How do I use it? Children, following the example of a little jackdaw, take bowls, graters and rub chalk. What happened? What color is your powder? (Daw asks each child) How do you make the sand colored now? Children put sand in a bowl and stir it with spoons or chopsticks. Children examine colored sand. How can we use this sand? (Make beautiful pictures.) Galchonok invites you to play. Shows a transparent container filled with multi-colored layers of sand, and asks the children: “How can you quickly find the hidden object?” Children offer their options. Educator Explains that you cannot stir the sand with your hands, a stick or a spoon, and shows the way to push it out of the sand

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

Materials: plastic bottles, nails, matches, water.

Description. Children go out for a walk. Parsley brings children pictures of different fountains. What is a fountain? Where have you seen the fountains? Why do people install fountains in cities? Can you make a fountain yourself? What can you make it from? The teacher draws the attention of children to the bottles, nails, matches brought by Petrushka. Can a fountain be made using these materials? What is the best way to do this?
Children pierce holes in bottles with a nail, plug them with matches, fill bottles with water, pull out matches, and a fountain is obtained. 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 colored sand? Children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of colored sand, close the jars with lids and show the dummy how they quickly find the hidden object and mix the sand. The little daw gives the children a box of colored chalk goodbye.

30. Sand Play
Tasks: to consolidate children's ideas about the properties of sand, to develop curiosity, observation, to activate the speech of children, to develop constructive skills.

Materials: a large children's sandbox, in which traces of plastic animals were left, animal toys, scoops, children's rakes, watering cans, a site plan for walking this group.

Description. Children go outside and inspect 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 assumptions: they take toys, put their paws on the sand and look for the same print. And what mark will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose is less? Check by applying.
The teacher discovers a letter in the paws of the teddy bear, takes out a site plan from it. What is depicted? Which spot is circled in red? (Sandbox.) What else could be interesting there? Probably 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 ... (hole), the bear ... (den), the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build from? How do you make it wet?
Children take watering cans, water the sand. Where does the water go? Why did the sand become wet? Children build houses and play with animals.

Olga Kryukova
Abstract of the GCD for experimental activities. "Amazing stones" for older preschool children

Abstract of the GCD for experimental activities.

(Senior Preschool Age)

TOPIC: "Amazing stones"

Target: To acquaint children with the diversity of the world of stones and their properties.

Tasks:

Educational: pay attention to the features of the stones. Together with children, classify stones according to the characteristics: size (large, medium, small); surface (smooth, even, rough, rough); temperature (warm, cold); weight (light, heavy, buoyancy - sinks in water. To direct children to search and creative activities in kindergarten and at home.

Developing: develop visual and muscle memory, eye, logical thinking. Promote the development of aesthetic taste. Encourage children to verbalize their tactile sensations. Strengthen the skills of working with magnifying devices. Promote the development of auditory perception.

Educational: foster a respectful attitude towards inanimate nature.

Demonstration and handout material.

1. Photos, pictures of mountains and mountain landscapes.

2. a chest of sensations.

3. A set of schemes - drawings.

4. Hat of the scientist.

5. A set of stones for each child.

7. A glass of water, a spoon.

8. Large trays.

9. Napkins are small.

10. Napkins are large.

11. Box with cells.

Preliminary work. Talking to children about mountains, examining illustrations, large paintings with mountain landscapes. Examination of the globe, world maps and finding the highest mountains of our planet and our state. Reading the fairy tale by P. P. Bazhov "Stone Flower".

Dictionary work.

Hard, dense, rough, rough.

Course of the lesson:

Children stand in a semicircle around the demonstration table. On it lies a chest of sensations, inside which lies one large stone. Children take turns approaching the chest. They put their hands in from both sides and feel the object.

Conclude: what is inside the chest? - Stone.

Educator: Guys, what are we going to do experiments with? Yes, with stones. I ask you to sit comfortably at the tables. Now let's take a closer look, what kind of helpers we need for experiments?

(The teacher recalls the purpose of each organ)

Educator: And now we will all become scientists and begin our experiments. Open your napkins and move the trays closer to you. Our eyes are the very first to work. Look carefully at all the stones with your eyes.

Experience number 1. Determination of color and shape.

Children share observations about the color of their stones (gray, brown, white, red, blue, etc.).

Conclusion: stones are different in color and shape.

Experience number 2. Determination of the size.

The teacher asks: "Are all stones the same size?" - No. Find and show me your largest stone, smallest, medium. Who will make an important conclusion about the size of the stones?

Output: stones come in different sizes.

Educator: For the next experience, we will need very sensitive fingers.

Experience number 3. Determination of the nature of the surface.

We will now stroke each pebble in turn. Are the stones the same or different? Which? (Children share their discoveries.)

Show the smoothest stone and the roughest.

Output: the stone can be smooth and rough.

Experience number 4. Examination of stones through a magnifying glass.

To see the surface of the stones even better, we will use loupes.

(Children look at all their stones.)

Educator: what interesting things did you guys see? (Specks, paths, indentations, dimples, patterns, etc.). Well done, very attentive children. Guys, I have an interesting proposal for you to become weights for a minute. What do weights do? Yes, they are weighed.

Experience number 5. Determination of weight.

Children take turns holding stones in their palms and determine the heaviest and lightest stone.

Output: stones by weight are different: light, heavy.

Educator: guys, now put your palms on the table and quickly on your cheeks. What table? And the cheeks? Our skin can quickly detect temperature.

Experience number 6: Determination of temperature.

Now we will have a very interesting, very difficult experience. Among your stones, you need to find the warmest and coldest stone. Guys, how and what will you do? (Children offer ways of action, conduct an experiment. The teacher asks to show a warm, then cold stone and offers to warm a cold stone.)

Breathing exercises. Children take all the stones, put them on their palms, inhale with their nose, and exhale through their mouths and lips with a tube (3 times).

Output: stones can be warm or cold.

Educator: guys, what do you think will happen to the stone if you put it in water? (Children's versions.) Why do you think so? (Children's arguments.) And what needs to be done to find out the truth - the truth? (Children's suggestions.)

Experience number 7. Buoyancy.

The children take a jar of water and carefully place one stone in the water. They are watching. Share the result of the experience. The teacher draws attention to additional phenomena - circles went through the water, the color of the stone changed, became brighter.

Output: stones sink in water because they are heavy and dense.

(The children take out a stone and wipe it off with a small napkin.)

Educator: Guys! Please look at the board. We got an unusual letter about stones. Writing in pictures and diagrams. Who wants to become a scientist, put on a bachelor's hat and make an important conclusion about the properties of stones? (One child makes a conclusion about all the experiments done.) Children clean up the workplace, and the teacher encourages the children to go on an excursion and see an exhibition of stones.

Experiments with water for preschoolers should be fun and in the best interests of the child. Our topic “Water” was very interesting, we played it from all sides. In order to make the climax memorable, I decided to give my son the materials he gets excited about. Geographical knowledge in the form of a game, what could be better!

Today we will learn and visually check how the stones that break off the rocks become smooth in the water. Preschoolers can do a safe but very cool experiment themselves - a volcanic eruption. In the end, we learn that volcanoes are not only terrestrial, but also underwater. Let's watch the video of the eruption of an underwater volcano and conduct another interesting experiment - an underwater volcano at home!

You can also do a volcanic eruption at home. This will cause an explosion of delight in the child.

So let's go! My preschooler, three years nine months old, is very curious. This is familiar to many parents. I will not be distracted, let's start experimenting with water right away.

Water wears away the stone

To see with our own eyes how the water wears away the stone, we needed:

• 1 plastic large bottle
• sandpaper
• watering can
• sand
• sea ​​pebble
• hammer

First, we talked about the fact that there is sand at the bottom of the sea, ocean. We remembered how we found pebbles on the shore, they were very smooth and pleasant to the touch.

Let the child touch, feel the smooth sides of the pebble. You can take stones found on the shore or decorative ones.

Where do they come from in the water? Waves hit the rocks, gradually chipping away pieces from them. Which also shatter in water and become smooth.

And we decided to see exactly how this happens. First, Alexander poured sand into the bottle, then poured water.

We took our pebble and smashed it with a hammer.

What has he become now? It has sharp corners, something like it gets into the water. But how does it become smooth afterwards? Alexander puts the fragments into a bottle of water and sand, and I suggest that he shake it for a long time.

When a child conducts an experiment himself, he delves deeper into its essence.

How long do you think, - I asked Alexandra, - how long will it take to make waves in the bottle so that the stone becomes smooth again? - How long! - he immediately answered.

And I suggested that my preschooler try to smooth one of the stone fragments himself.

Sandpaper can show your child at an accelerated pace how water and sand grind stone.

Then I put a bucket of sand next to it and offered to compare the texture of the sand and sandpaper. From which we concluded that the pebbles in the water become smooth from the constant movement of currents and waves along the sandy bottom. Which, in turn, grinds them like sandpaper.

Volcanic eruption at home

I wanted to touch on the topic of volcanoes for a long time, for a year now I have a model of a volcano and finally I felt that the moment was right. Such as ours, if you wish, you can find in Amazon under the name Uncle Milton Nat Geo Fire and Ice Volcano.

We started with an ordinary volcano. The recipe is simple, I think that many remember it from school.

• Pour 1 teaspoon of baking soda into the crater of the volcano

• Pour 2.5 tablespoons of vinegar into a small glass (we sell only 5%)

• Add 6 drops of dish detergent to it;
• 20 drops of red food coloring and 10 drops of yellow food coloring;

And now we admire the eruption. I want to say that the first time I tried to do it without a child, while he was in kindergarten. I was not impressed by the action, as I wanted splashes and a real eruption.

But when I saw Alexander's face during the experiment, I understood all the charms of this device. It is safe, the child is able to conduct it on his own and everything around remains clean.

Alexander repeated the experiment 4 times in a row and his face looked like this every time.

Well, let's talk about underwater volcanoes. We remembered that the bottom surface is not even.

The egg carton simulates the seabed well. For clarity, you can tint the water.

Now let's get down to the underwater volcano. If you have already done a volcanic eruption at home with your children using baking soda and vinegar, you may be a little tired of the same thing. But the underwater volcano at home is something new and will definitely not leave your preschoolers indifferent.

We needed:

• Room temperature water
• Hot water (parent's help needed!)
• Transparent container
• Small transparent glass
• Wooden stick or tube
• Stationery
• Red food coloring

We take a transparent dish, I used a glass coffee jar, pour water at room temperature into it. We tie a wooden stick to the glass with a clerical elastic band. The parent should now pour a few drops of red dye into very hot water and fill a glass with it.

Be careful with hot water, experiments should be safe, so here I did everything myself. Now the culmination - slowly, carefully, perpendicularly lower a glass of hot water into a container of water at room temperature and observe the eruption of an underwater volcano! All hot water (lava) rises upward, not a single drop sinks to the bottom! This is due to the temperature of the water, hot water molecules move faster.

Use clear glassware for your child to have a good look at.

Underwater volcano eruption video

To see how to conduct an experiment with an underwater volcano, watch the video below, it is very interesting and informative.

Well, that is the end of our water journey, I am sure that my readers were also interested in following him. In this post, I wanted to show you that experimenting with water for preschoolers is fun, educational and, as always, helps to establish contact between parent and child.