Every child has a desire to learn about the world around him. Experiments are a great tool for this. They will be interesting for both preschoolers and children of primary school age.

Safety rules when conducting home experiments

1. Cover the work surface with paper or polyethylene.

2. During the experiment, do not bend over close to avoid damage to the eyes and skin.

3. Use gloves if necessary.

Experience number 1. Dancing raisins and corn

Need: Raisins, corn kernels, soda, a plastic bottle.

Experience: Soda is poured into a bottle. The raisins are lowered first, then the corn grains.

Result: The raisins move up and down with the bubbles of sparkling water. But upon reaching the surface, the bubbles burst and the grains fall to the bottom.

Let's talk? You can talk about what bubbles are and why they go up. Pay attention that the bubbles are small in size, but they can carry along with them raisins and corn, which is several times larger.

Experience number 2. Soft glass

Need: glass rod, gas burner

Experience progress: the rod heats up in the middle. Then it is torn into two halves. The half of the rod is heated by the burner in two places, gently bent into a triangle. The second half also heats up, one third bends, then a ready-made triangle is put on it and the half bends completely.

Result: the glass rod turned into two triangles linked to each other.

Let's talk? As a result of heat exposure, hard glass becomes plastic, viscous. And from it you can make different shapes. What Causes Glass to Become Soft? Why does the glass no longer bend after cooling down?

Experience number 3. Water rises on a napkin

You will need: a plastic cup, a napkin, water, felt-tip pens

The course of the experiment: the glass is filled with water by 1/3 part. The napkin is folded vertically several times to form a narrow rectangle. Then a piece of about 5 cm wide is cut from it. This piece must be expanded to form a long segment. Then step back from the bottom edge about 5-7 cm and begin to put large dots with each color of the felt-tip pen. A line of colored dots should form.

Then the napkin is placed in a glass of water so that the lower end with the colored line is about 1.5 cm in water.

Result: water quickly rises up the napkin, painting over the entire long piece of napkin with colored stripes.

Let's talk? Why isn't water colorless? How does it go up? The cellulose fibers that make up the tissue paper are porous, and water uses them as a way up.

Did you like the experience? Then you will also like our special materials for children of different ages.

Experience number 4. Rainbow from water

You will need: a container filled with water (bath, basin), a flashlight, a mirror, a sheet of white paper.

The course of the experiment: a mirror is placed on the bottom of the container. The light from the flashlight is directed to the mirror. The light from it must be caught on paper.

Result: A rainbow will be visible on the paper.

Let's talk? Light is the source of color. There are no paints and markers to color the water, sheet or flashlight, but suddenly a rainbow appears. This is a spectrum of colors. What colors do you know?

Experience number 5. Sweet and colorful

You will need: sugar, colored food paints, 5 glass glasses, a tablespoon.

The course of the experiment: a different number of spoons of sugar is added to each glass. In the first glass, one spoon, in the second - two, and so on. The fifth glass remains empty. In glasses, set in order, pour 3 tablespoons of water and mix. Then a few drops of one paint are added to each glass and mixed. In the first red, in the second - yellow, in the third - green, and in the fourth - blue. In a clean glass with clear water, we begin to add the contents of the glasses, starting with red, then yellow, and in order. It should be added very carefully.

Result: 4 multi-colored layers are formed in the glass.

Let's talk? More sugar increases the density of the water. Therefore, this layer will be the lowest in the glass. The red liquid has the least amount of sugar, so it will end up on top.

Experience number 6. Figures from gelatin

You will need: a glass, blotting paper, 10 grams of gelatin, water, animal molds, a plastic bag.

The course of the experiment: pour gelatin into 1/4 cup of water and let it swell. Heat it in a water bath and dissolve (about 50 degrees). Pour the resulting solution onto the bag in an even thin layer and dry. Then cut out the animal figurines. Put on a blotter or napkin and breathe on the figures.

Result: The figures begin to bend.

Let's talk? Breathing moistens the gelatin on one side, and because of this, it begins to expand and bend. Alternatively: take 4-5 grams of gelatin, let it swell and then dissolve, then pour it onto the glass and put it in the freezer or take it out to the balcony in winter. After a few days, take out the glass, remove the thawed gelatin. It will have a clear pattern of ice crystals.

Experience number 7. Hairstyle egg

You will need: an egg shell with a conical part, cotton wool, felt-tip pens, water, alfalfa seeds, an empty toilet paper roll.

The course of the experiment: the shell is installed in the coil so that the tapered part is down. Cotton wool is put inside, on which alfalfa seeds are poured and watered abundantly with water. You can draw eyes, nose and mouth on the shell and put it on the sunny side.

Result: after 3 days the little man will have "hairs".

Let's talk? For grass to germinate, soil is not required. Sometimes even water is enough for sprouts to appear.

Experience number 8. Draws the sun

You will need: flat small objects (you can cut out figures from foam rubber), a sheet of black paper.

The course of the experiment: in a place where the sun is shining brightly, put black paper. Lay out stencils, figures, children's tins loosely on the sheets.

Result: When the sun sets, you can remove objects and see the prints of the sun.

Let's talk? Black color fades under the influence of sunlight. Why did the paper remain dark in the places of the figures?

Experience number 10. Color in milk

You will need: milk, food coloring, a cotton swab, dishwashing detergent.

Experience: a little food coloring is poured into the milk. After a short wait, the milk starts to move. The result is patterns, stripes, curled lines. You can add a different color, blow on the milk. Then a cotton swab is dipped in dish soap and lowered into the center of the plate. The dyes begin to move more intensively, mix, forming circles.

Result: various patterns, spirals, circles, spots are formed in the plate.

Let's talk? Milk is made up of fat molecules. When the agent appears, the molecules break apart, which leads to their rapid movement. Therefore, the dyes are mixed.

Experience number 10. Waves in a bottle

You will need: sunflower oil, water, a bottle, food coloring.

The course of the experiment: water is poured into a bottle (slightly more than half) and mixed with a dye. Then ¼ cup of vegetable oil is added. The bottle is carefully rolled up and placed on its side so that the oil rises to the surface. We begin to swing the bottle back and forth, thereby forming waves.

The result: waves are formed on the oily surface, like at sea.

Let's talk? The density of oil is less than that of water. Therefore, it is on the surface. Waves are the top layer of water moving due to the direction of the wind. The lower layers of water remain stationary.

Experience number 11. Colored drops

You will need: a container with water, containers for mixing, BF glue, toothpicks, acrylic paints.

The course of the experiment: BF glue is squeezed out in a container. A certain dye is added to each container. And then they are alternately placed in water.

Result: Colored droplets are attracted to each other, forming multicolored islands.

Let's talk? Liquids that have the same density are attracted, and with different densities are repelled.

Experience number 12. Draw with a magnet

You will need: magnets of different shapes, iron filings, a sheet of paper, a paper cup.

The course of the experiment: put the sawdust in a glass. Place the magnets on the table and cover each with a sheet of paper. A thin layer of sawdust is poured onto the paper.

Result: Lines and patterns form around the magnets.

Let's talk? Every magnet has a magnetic field. This is the space in which metal objects move as the attraction of a magnet dictates. A circle is formed near the round magnet, since its field of attraction is the same everywhere. Why does a rectangular magnet have a different sawdust pattern?

Experience number 13. Lava lamp

You will need: Two glasses, two tablets of effervescent aspirin, sunflower oil, two types of juice.

Experience progress: the glasses are about 2/3 full of juice. Then sunflower oil is added so that three centimeters remain to the edge of the glass. An aspirin tablet is thrown into each glass.

Result: the contents of the glasses will begin to fizzle, boil, foam will rise.

Let's talk? What kind of reaction does aspirin cause? Why? Do the layers of juice and oil mix? Why?

Experience number 14. Box rolls

You will need: shoebox, ruler, 10 round markers, scissors, ruler, balloon.

Experience: a square hole is cut in the smaller side of the box. The ball is placed in the box so that its hole can be pulled out of the square a little. You need to inflate the balloon and pinch the hole with your fingers. Then put all the markers under the box and release the ball.

Result: While the balloon is deflating, the box will move. When all the air is gone, the box will travel a little more and stop.

Let's talk? Objects change the state of rest or, as in our case, uniform movement in a straight line, if force begins to act on them. And the desire to preserve the previous state, before the impact of force, is inertia. What is the role of the ball? What force prevents the box from moving on? (friction force)

Experience number 15. false mirror

You will need: a mirror, a pencil, four books, paper.

The course of the experiment: the books are stacked, and a mirror is leaning against them. Paper is placed under its edge. The left hand is placed in front of the piece of paper. The chin is placed on the hand so that you can only look in the mirror, but not at the sheet. Looking in the mirror, write your name on the paper. Now look at the paper.

Result: almost all letters are inverted, except for symmetrical ones.

Let's talk? The mirror changes the image. Therefore, they say "in a mirror image." So you can come up with your own, unusual cipher.

Experience number 16. Living mirror

You will need: a straight transparent glass, a small mirror, scotch tape

The course of the experiment: the glass is attached to the mirror with tape. Water is poured into it to the brim. You need to bring your face closer to the glass.

Result: The image is reduced. By tilting your head to the right, you can see in the mirror how it bends to the left.

Let's talk? Water refracts the image, and the mirror distorts a little.

Experience number 17. Flame print

You will need: a tin can, a candle, a sheet of paper.

The course of the experiment: the jar must be tightly wrapped with a piece of paper and kept in the candle flame for several seconds.

Result: removing a sheet of paper, you can see an imprint on it in the form of a candle flame.

Let's talk? The paper is tightly pressed against the jar and does not have oxygen, which means it does not burn.

Experience number 18. Silvery egg

You will need: wire, a container of water, matches, a candle, a boiled egg.

The course of the experiment: a stand is created from the wire. A boiled egg is peeled, put on a wire, a candle is placed under it. The egg is evenly turned over until it is smoked. Then it is removed from the wire and lowered into the water.

Result: After a while, the top layer peels off and the egg turns silvery.

Let's talk? What changed the color of the egg? What has it become? Let's cut it open and see what it looks like inside.

Experience number 19. Saving spoon

You will need: A teaspoon, a glass mug with a handle, twine.

The course of the experiment: one end of the string is tied to a spoon, the other end to the handle of the mug. The string is thrown over the index finger so that there is a spoon on one side, a circle on the other, and released.

Result: The glass will not fall, the spoon, rising upward, will remain near the finger.

Let's talk? The inertia of a teaspoon saves the mug from falling.

Experience number 20. Painted flowers

You will need: flowers with white petals, water containers, a knife, water, food coloring.

The course of the experiment: the containers must be filled with water and a certain dye must be added to each. One flower should be set aside, and the rest should be trimmed with a sharp knife. This should be done in warm water, obliquely at an angle of 45 degrees, by 2 cm. When moving flowers in a container with dyes, you need to pinch the cut with your finger so that air jams do not form. After putting flowers in containers with dyes, you need to take the deferred flowers. Cut the stem lengthwise into two to the center. Place one part of the stem in a red container, and the other in a blue or green container.

Result: the water will rise up the stems and color the petals in different colors. This will happen in about a day.

Let's talk? Examine each part of the flower to see how the water rose. Are the stem and leaves painted over? How long will the color last?

We wish you an exciting pastime and new knowledge while conducting experiments for children!

Experiments were collected by Tamara Gerasimovich

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 there - the solution will again become discolored.

"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. Breathing 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. Literally 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 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 not only help you 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 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 above the water level in the basin. Pull the film on top, 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, condensation settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.

Making 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, heated on the ground, rise up. There they get cold, and they huddle together, forming clouds. When they meet together, they grow larger, 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 dough. Only the 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 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 one, 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 most likely wants 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 an acidic or alkaline environment. 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 you add 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 wool thread. The result will be the same, but the crystals are 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 the 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.
Is your child already grown up 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 a 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 consume all this at all. I recommend carrying out this experiment with children who like chemical drinks and sweets.

Drown and eat

Wash two oranges. Put one of them in a saucepan filled with water. He will swim. Try to drown it - it will never work!
Peel a second orange and place it in 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 are not only harmful, but also beneficial). While eating, they emit carbon dioxide, which, when mixed 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 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 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.

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 breaks out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and for older children it can be explained that the pressure of the water 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 lid 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 babyhow 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 being 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 with which a Christmas tree is decorated. 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 of the surface, which grow rapidly and finally merge. As soon as the bubble completely freezes, a dent forms in the upper part, near the end of the tube.

The air in the bubble and the shell of the bubble turn out 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 you never 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 lasts longer in the cold than a frozen bubble with glycerin.

The walls of a frozen bubble from a shampoo solution are a monolithic crystal structure. Intermolecular bonds in any place are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, strong bonds between water molecules are weakened. In addition, these bonds are broken by the thermal 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 matches.

Put a few 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 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 electronsdo 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. 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 home medicine cabinet, works in the same way.

Straw flute

1. Flatten the end of a straw about 15 mm long and cut its edges with scissors2.Cut 3 small holes from the other end of the straw 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; tongue - 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.
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 lemon, sugar to taste.
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 cup, newspaper, balalaika or guitar, wooden ruler, metallophone

Description: The game "What sounds?" - the teacher invites children to close their eyes, and he makes sounds with the help of well-known impediments. 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 humming? (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 basin 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, a balloon, 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 any shape?" How can I check this? What shape are these vessels? Let's fill them with water. What makes it 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 \u200b\u200bthe 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, whisks, a jar of liquid soap, pipettes, a sponge, a bucket, wooden sticks, various items for testing for buoyancy.

Description. Bear Misha says that he has 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 collect 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 the foam? What is the foam like? Try to dip various objects into the foam. What floats? What is drowning? Do all objects float on the water equally?
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 to the path. 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 stones.

Description. The bunny gives the children a chest with different stones, which he collected in the forest, near the lake. 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 children's attention 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 to help him arrange the stones in four boxes according to the following criteria: firstly, 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.
Playing 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 a 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 the children to find out whether the shape of the proposed natural materials can be changed. To do this, he invites the children to press their finger on clay, stone. Where is the finger hole left? 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 a stone, it is soft, it can be divided into parts, the clay changes its shape, it can be sculpted from it.)
Children sculpt various clay figurines. Why don't the figures 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 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? He lights a 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 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 in the same sequence pictures depicting these objects. 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. Bear Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? " Misha offers to play with him. The lights 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, 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 are discussing 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 gets 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. What
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 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 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. Time is fixed using numbers that are laid out near bowls, 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 the most. 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 the color of the 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
Task: 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? (A bead, a 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 "magnifying glass". 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, 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.) 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 I 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. After that, the children look at the filled glasses and tell 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? (Grains of sand are small, translucent, round, do not stick to each other.) And what does clay consist of? (Clay particles are small, closely pressed together.) What happens if you pour water into glasses with sand and clay? Children try and watch. (All the water has gone into the sand, but 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 objects work? After the children's answers, grandfather Know shows them a water mill. What is it? How do you 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 on which there are various glasses, water in a bowl, scoops, fishing rods with a thread at the end of which a plastic ball is fixed.

Description. There are two glasses filled with water in front of the children. How to make glasses sound? All options for children are checked (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.)
Take objects in hand, check the difference in weight!
Game "Guess" - children select objects from the touch box 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 closed eyes to determine by the sound of an object falling to the floor whether it is light or heavy. (A heavy object has a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (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: 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 they use to fish. 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 only cotton on the other end; figurines of animals on cardboard stands; shoe box 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 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 cause of 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 out sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with the sun bunny: catch up, catch it, 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 to the touch, 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, 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 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, washing powder, glasses of clean water, spoons or sticks, trays, pictures depicting the substances presented.
Description. On trays in front of 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 watch 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 bring her mountains of semolina. But she had a misfortune. She did not\u003e 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. They note that it turns out slowly. How can you do this faster? Take a 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 to sift. We discover that there are many 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 large substances remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.

28. Colored sand
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 to make it colored? What happens if we mix sand with chalk? How to make the chalk as free-flowing as sand? " Daw brags that he has a tool for turning chalk into fine powder.
Shows the grater to the children. What is it? How to use it? Children, following the example of a little dump, take bowls, graters and rub chalk. What happened? What color is your powder? (Daw asks each child) How to 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 suggests 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 at parting.

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 the 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 in the paws of the bear discovers a letter, 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, are looking for toys. Who is it?
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.

What does everyone have at home and what never gets tired of playing with? Water! Personally, I have not met a single child who was indifferent to her. You can think of an infinite number of games with water, we have collected the most interesting ones here. Games with water for toddlers are known to everyone, but we tried to come up with something for every famous game that would interest older children as well. We also included simple and spectacular experiences in the review!

So, let's start?

Games for toddlers and more

1. Sinking - not sinking

In addition to floating and sinking objects, it is interesting to observe how something sinking slowly and smoothly sinks to the bottom. Here is a video of beautifully sinking flowers:

Or the egg experience:

Take 3 cans: two half-liter and one liter. Fill one jar with clean water and dip a raw egg into it. It will sink.

Pour a strong solution of sodium chloride into the second jar (2 tablespoons per 0.5 liters of water). Put the second egg in there - it will float. This is due to the fact that salt water is denser, and therefore it is easier to swim in the sea than in the river.

Now put an egg on the bottom of a liter jar. Gradually adding water in turn from both small jars, you can get a solution in which the egg will neither float nor sink. It will hang suspended in the middle of the mortar.

When the experiment is done, focus can be shown. Adding salt water will make the egg float. Adding fresh water - so that the egg will sink. Outwardly, salt and fresh water are no different from each other, and it will look amazing.

2. Water in the form of ... what?

You can take a plastic cup, a transparent bag, a surgical glove. And everywhere the water is the same, but so different.

And if you pour water into plastic molds for sand and freeze, then you get curly ice pieces.

For older children, you can arrange experiments with volume. Here is one of Piaget's experiments: we take two containers - one narrow high glass, and the second low and wide. We pour the same amount of water and ask the children, which glass is more? Up to a certain age, children answer that there is more water in a tall glass - after all, this is VISIBLE!

3. Leaky package

Leaky bag not leaking? Let's try together.

4. Paint the water

pic

When his son was young, he could endlessly dilute paint in water. Mixed all imaginable and inconceivable colors. And when he got tired of playing with liquid, he poured it all into molds and we made colored ice.

pic

By the way, for older guys, suggest sprinkling salt on the ice and watch what happens

pic

5. Freezing

In addition to colored ice, the son was very fond of freezing figures with a little man, and then saving them. We measured how long it would take for natural defrosting, defrost it with our finger, and dripped warm water from a pipette. The process of freezing and thawing fascinated his son and it was one of his favorite activities at home in bad weather.

We also loved to make ice boats and launch them.

And if you put a thick thread on a piece of ice and sprinkle salt on top, then after a few seconds it will freeze and the ice can be lifted by holding it exclusively by the thread. This trick can be done by throwing a piece of ice with a glass of cold water.

Here's another very exciting ice experiment.
You need to put a few cubes of colored ice in a jar of vegetable or baby oil. As the ice melts, its colored droplets will sink to the bottom of the jar. The experience is very spectacular.

6. We start talking water

2. Sieve - siphon

Let's do a simple experiment. Take a sieve and grease it with oil. Then we shake and demonstrate another trick - pour water into the sieve so that it flows along the inside of the sieve. And, lo and behold, the sieve will be filled! Why doesn't water flow out? It is held by a surface film, it was formed due to the fact that the cells, which were supposed to let the water through, did not get wet. If you run your finger along the bottom and break the film, water will flow out.

3. Lava lamp

We talked about this experience in more detail

4. An experiment with glycerin

Not exactly an experience, but a very beautiful result.

All we need is a jar, sparkles, some figurine and glycerin (sold in the pharmacy)

Pour boiled water into a jar, add glitter and glycerin. We mix.
Glycerin is needed so that the glitter swirls smoothly in the water.

And if the can is not at hand, then you can just arrange the spinning sparkles in the bottle.

pic

pic

5. Growing crystals

To do this, you need to dissolve a lot of salt in hot water, so much that it stops dissolving. In a jar with a solution, you need to lower a thread (preferably a woolen one, with fibers), although you can also wire or a twig so that part of it is above the water. Now it remains to arm yourself with patience - in a few days beautiful crystals will grow on a thread.

Or you can use sugar. Here's more

6. 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.

This experiment simulates the formation of clouds when warm air cools. Where does the rain come from? It turns out that the drops, heated on the ground, rise up. There they get cold, and they huddle together, forming clouds. When they meet together, they grow larger, become heavy and fall to the ground in the form of rain.

7. 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 above the water level in the basin. Pull the film on top, 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, condensation settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin.

8. Tornado in the bank

The tornado that rages in the bank is very spectacular in fact, it is able to fascinate children for a long time. You need a jar with a tight-fitting lid, water, liquid dishwashing detergent. Pour water into the jar so that the distance from the water level to the neck of the jar is about 4-5 cm. Now add a little liquid product to the water, close the lid tightly and shake the jar. It should make a tornado.

9. Rainbow

You can show the children a rainbow in the room. Place the mirror in the water at a slight angle. Catch a sunbeam with a mirror and point it at the wall. Turn the mirror until you see a spectrum on the wall. Water acts as a prism that decomposes light into its components.

10. Lord of matches

If you put a piece of sugar in a saucer with water and matches floating in it, then all the matches float to it, and if a piece of soap - then from it.

11. Change the color of the water

We make a soap solution in a jar - dilute the soap. Then we take the liquid (transparent) phenolphthalein (purgen laxative) bought at the pharmacy and show the child how by pouring transparent water into another transparent water we get bright crimson! Transformation right before our eyes. Then we take again transparent vinegar and add it there. Our "chemical" turns from raspberry to transparent again!

12. Transformations of ink

Drop ink or mascara into a bottle of water to make the solution pale blue. Put a tablet of crushed activated carbon there. Close the neck with your finger and shake the mixture.
It will brighten before our eyes. The fact is that coal absorbs dye molecules on its surface and it is no longer visible.

But what bizarre mesmerizing patterns form ink in water

pic

13. Water flows upward

Capillary phenomena. We tint the water, put white flowers in it (preferably carnations or tulips) and ......

14. Optical illusion in a glass of water

Factrum publishes 8 experiments that will delight children and raise many new questions from them.

1. Lava lamp

Looking for: Salt, water, a glass of vegetable oil, some food coloring, a large clear glass or glass jar.

Experience: Fill a glass 2/3 with water, pour vegetable oil into the water. The oil will float on the surface. Add food coloring to water and oil. Then slowly add 1 teaspoon of salt.

Explanation: Oil is lighter than water, so it floats on the surface, but salt is heavier than oil, so when you add salt to a glass, the oil begins to sink to the bottom along with the salt. When the salt breaks down, it releases the oil particles and they rise to the surface. The food coloring will help make the experience more visual and spectacular.

2. Personal rainbow

Looking for: A container filled with water (bath, basin), flashlight, mirror, sheet of white paper.

Experience: Pour water into the container and put a mirror on the bottom. We direct the light of the flashlight to the mirror. The reflected light needs to be caught on paper, on which a rainbow should appear.

Explanation: A ray of light is composed of several colors; when it passes through the water, it decomposes into its component parts - in the form of a rainbow.

3. Volcano

Looking for: Tray, sand, plastic bottle, food coloring, soda, vinegar.

Experience: A small volcano should be molded around a small plastic bottle made of clay or sand - for an entourage. To cause an eruption, pour two tablespoons of baking soda into the bottle, pour in a quarter cup of warm water, add a little food coloring, and at the end pour in a quarter cup of vinegar.

Explanation: When soda and vinegar come into contact, a violent reaction begins, releasing water, salt and carbon dioxide. Gas bubbles and push the contents out.

4. Grow crystals

Looking for: Salt, water, wire.

Experience: To obtain crystals, you need to prepare a supersaturated salt solution - one in which the salt does not dissolve when a new portion is added. In this case, you need to keep the solution warm. For the process to go better, it is desirable that the water is distilled. When the solution is ready, it must be poured into a new container to get rid of the debris that is always in the salt. Next, a wire with a small loop at the end can be lowered into the solution. Place the jar in a warm place to cool the liquid more slowly. In a few days, beautiful salt crystals will grow on the wire. If you get the hang of it, you can grow quite large crystals or patterned crafts on twisted wire.

Explanation: As the water cools, the solubility of the salt decreases, and it begins to precipitate and settle on the walls of the vessel and on your wire.

5. Dancing coin

Looking for: A bottle, a coin that can be used to cover the neck of a bottle, water.

Experience: An empty, unclosed bottle should be placed in the freezer for a few minutes. Moisten a coin with water and cover the bottle you removed from the freezer with it. After a few seconds, the coin will begin to jump and, hitting the neck of the bottle, make sounds like clicks.

Explanation: The coin is lifted by air, which in the freezer has shrunk and took up a smaller volume, but has now warmed up and began to expand.

6. Colored milk

Looking for: Whole milk, food coloring, liquid detergent, cotton swabs, plate.

Experience: Pour milk into a plate, add a few drops of colorings. Then you need to take a cotton swab, dip it in the detergent and touch the stick to the very center of the plate of milk. The milk will begin to move and the colors will mix.

Explanation: The detergent reacts with the fat molecules in the milk and sets them in motion. This is why skim milk is not suitable for the experience.

7. Fireproof bill

Looking for: A ten-ruble bill, tongs, matches or a lighter, salt, 50% alcohol solution (½ part alcohol to ½ part water).

Experience: Add a pinch of salt to the alcohol solution, immerse the bill in the solution so that it is completely saturated. Remove the bill from the solution with tongs and let the excess liquid drain. Set fire to the bill and watch how it burns without burning.

Explanation: The combustion of ethyl alcohol produces water, carbon dioxide and heat (energy). When you light a bill, alcohol burns. The temperature at which it burns is not sufficient to evaporate the water that is soaked in the paper bill. As a result, all the alcohol burns out, the flame goes out, and a slightly damp dozen remains intact.

8. Walk in eggs

Looking for: two dozen eggs in trays, a trash bag, a bucket of water, soap and good friends.

Experience: Place a trash bag on the floor and place two boxes of eggs on top of it. Check eggs in boxes, replace cracked eggs if you see them. Also check that all eggs are oriented to the same direction - either sharp ends up or blunt. If you place your foot correctly, evenly distributing the weight, then you can stand or walk barefoot over the balls. If you don't want to go extreme from careless movement, you can put a thin board or tile on the tops of the eggs. Then nothing will interfere.

Explanation: Everyone knows that it is easy to break an egg, but the shell of the eggs is very strong and can withstand a lot of weight. The "architecture" of the egg is such that, under uniform pressure, stress is distributed throughout the shell and does not allow it to break.

EXPERIENCES on the theme "Sorceress - Salt"

Item No. Test name Test content Material
1. 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 above the water level in the basin. Pull the film over from above, tying it around the pelvis. Press the plastic over the center of the glass and place another pebble in the recess. Put the basin in the sun, after a few hours unsalted, clean drinking water will accumulate in the glass. The explanation is simple: water begins to evaporate in the sun, condensation settles on the film and flows into an empty glass. The salt does not evaporate and remains in the basin. Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of water in the sea, and you can always get the purest drinking water from it. Taz,
water,
salt, plastic glass,
pebbles,
film,
a rock,
a thread
2. Sorting Do you think it is possible to separate mixed peppers and salt? If you master this experiment, you will definitely cope with this difficult task!
1. Spread a paper towel on the table.
2. Sprinkle salt and pepper on top.
Let's start the scientific magic!
1. Invite someone from the audience to become your assistant.
2. Mix salt and pepper thoroughly with a spoon. Have a helper try to separate the salt from the pepper.
3. When your assistant is desperate to separate them, invite him to sit and watch now.
4. Inflate a balloon, tie and rub it on a woolen scarf.
5. Bring the ball close to the salt and pepper mixture. What will you see?
Result: The pepper will stick to the ball and the salt will remain on the table.
Explanation: This is another example of static electricity. When you rub a ball with a woolen cloth, it becomes negatively charged. If you bring the ball to the pepper and salt mixture, the pepper will begin to be attracted to it. This is because the electrons in the pepper dust tend to move as far from the ball as possible. Consequently, the part of the peppercorns closest to the ball acquires a positive charge and is attracted by the negative charge of the ball. The pepper sticks to the ball. Salt is not attracted to the ball, since electrons move poorly in this substance. When you bring a charged ball to the salt, its electrons still remain in place. The salt from the side of the ball does not acquire a charge - it remains uncharged or neutral. Therefore, the salt does not stick to the negatively charged ball. Paper towel,
1 teaspoon (5 ml) salt
1 teaspoon (5 ml) ground pepper
the spoon,
balloon

3. Solubility
Take 3 glasses of water, sugar, salt, buckwheat and butter. Fill glasses with water and add a spoonful of one of the substances to each glass. Stir in each container with a spoon and watch the reactions with the baby. As a result, the sugar and salt will dissolve, the buckwheat grains will sink to the bottom, and the oil will float on the surface.
4. The effect of the "Dead Sea"
Give your baby a half-liter jar of water and a raw chicken egg. Let him put it in the water and see what happens. The egg will sink to the bottom of the jar. Now you need to remove it, and add 2 tablespoons of salt to the water and stir well. We lower the egg into the water again and observe an interesting picture: now the egg does not sink, but floats on the surface. You and I know that the matter is in the density of water. The higher it is (in this case, due to salt), the more difficult it is to drown in it. Invite your child to share their version of this phenomenon. Remind him that it is much easier to swim in the sea than in the river. Salt water helps to float. And in the Dead Sea it is impossible to drown at all due to the fact that the water there is unusually salty. Now take a liter jar, fill it by a third with fresh water, dip an egg into the jar. Pour warm water into a separate container and let the baby dissolve the salt there to make a concentrated saline solution. Now give the child the following task: you need to ensure that the egg does not sink or float, but "hangs" in the water column, like a submarine. To do this, you need to add saline solution to the jar in small portions until the desired effect is obtained. If the baby pours too much solution and the egg pops up to the surface, invite him to think about how to fix the situation (add the required amount of fresh water to the jar, thereby reducing its density). Bank,
Egg,
water,
salt,
the spoon
5 Salt crystals
Prepare fine salt, 2 glasses, cotton thread, saucer. Pour hot water into both glasses, and, stirring constantly, add salt to each glass until it stops dissolving. Place the glasses at some distance from each other, connect them with a string so that most of it sags between them, and the ends touch the bottom in each glass. Place a saucer under the sagging thread. Leave in this position for a few days, and you will see how salt crystals have grown on the thread and saucer. So you can grow whole stalactites and stalagmites!
In a tablespoon, take a little liquid from the glass where the baby had previously poured salt. Hold the spoon over the fire until the water evaporates. Show the baby the white powder remaining in the spoon and ask what it is. Cool the spoon and have your child taste the powder. He can easily determine that it is salt. Now let's do the following. Take two glasses, pour in each the same amount of water, only in one glass - cold, and in the other - hot (not boiling water, so that the baby does not accidentally burn himself). Put a tablespoon of salt in each glass and start stirring. In order for the baby to draw the right conclusions, it is very important to observe exactly the same conditions for both glasses, with the exception of the water temperature. Cotton thread,
saucer,
salt,
two glasses,
water
6. Influence of salt on plant growth Take two glasses, two onions. Pour fresh water into the first glass, salt into the other and place the bulbs in them. In the process of observation, we will see how salt affects plant growth. For two weeks we will observe the growth of the onion. Let us find out that in fresh water, onions grow well, in salted water, growth is slowed down. Salt adversely affects plant growth. Two glasses,
salt,
water,
two onions