For many of us, the word “chemistry” makes our hearts skip a beat: we recall a stern teacher and terrible and incomprehensible formulas on the blackboard, reminiscent of rock art. Or the word may be associated with non-natural products from the supermarket, “full of nitrates and pesticides.” In any case, there are few positives. This “complex” science is studied in Russian schools only from the eighth grade, while biology ㅡ from the fifth, and physics ㅡ from the seventh. When it comes to preschool education, and, moreover, early development, no one remembers this science. What image does the word “chemistry” conjure up in your mind? What do you think, why bother ourselves and our children with this, and even at such an early age?

Why do children need chemistry?

In fact, there are plenty of reasons to get to know yourself and introduce children to this amazing and fascinating science that surrounds us from all sides and fills us from the inside.

• Firstly, knowledge about the structure of the surrounding world forms the worldview of the baby, provides food for the development of thinking. A person who understands the structure of things feels more secure, acts meaningfully and confidently. Such a child is very independent, because even alone with himself he is not alone ㅡ the whole world is with him to play and study.

• Secondly, a child who understands how the world works does not take unnecessary risks ㅡ he has an internal motivation for obedience based on an understanding of cause and effect.

• Natural sciences such as physics, chemistry, biology are very accessible and natural to study. You don't have to go far to find study material. Chemistry is all around us: the water we drink, the food we eat, the clothes we wear, the soap we wash ourselves with. And the human body, in general, consists of molecules and ions ... The objects of study surround us everywhere and are available at almost any moment.

• Conversations and classes on such topics almost always arouse interest in the child. So that chemistry for kids can become a bridge between them and the outside world, can teach to understand and love nature.

• And, of course, the prospect of raising a future scientist is very tempting: Mendeleev or Sklodowska-Curie.

How children explore the world around

Toddlers are the most persistent and fearless explorers in the world. Starting from infancy, they explore the world using all the “devices and tools” available to them: eyes, nose, mouth, ears, hands. Then there are toys that are used “for other purposes”. Or rather, we adults think so. Indeed, in our view, each thing has its own purpose, which we know from the instructions, from the words of others. There are no rules for children! For them, any subject can become an object of study. Each of them has some properties that are interesting to kids. What is this item? It can be warm, cool, hard, soft, brittle... It can roll, fall, break itself, break everything around... Here you have the first knowledge about the properties of substances. Dissolving sugar in tea, preparing a suspension of sand particles in water ㅡ these are the first chemical experiments with solutions.

“What is the spoon made of?” ㅡ with such a question of a three-year-old, interest in chemistry begins. Metal and ceramics, gasoline, rubber, cotton, wood, chocolate - all these types of matter used to be something else, they are all made of something, consist of some elements. And it's very interesting! Toddlers may be concerned about what these substances are made of and how to find out. For example, you can read in an encyclopedia. This is a good option. “And how did those who compiled the encyclopedia find out?” - such questions are asked by every why. But he stops asking, having received the answer for the hundredth time: "Don't ask stupid questions." After all, the one who does not ask stupid questions does not ask any. Any question makes sense if it is asked. So, chemistry for kids begins with curiosity, and it is very important for the parent to support this interest of the child.

How to open the world of substances and their properties to children

It is clear that learning formulas with a three-year-old is a meaningless thing. Yes, this is not necessary. But studying nature is useful and fun, and you can do it every day. You just need to look at everyday things with the eyes of a chemist. But doing this is worth it in different ways, depending on age.

Chemistry for kids: from birth to two years

With the slider, we smear food, draw with finger paints, making comments about the properties of liquids, gels, foams. We study liquid, viscous, dense, elastic objects and materials. Later, these sensations will form an idea of ​​the properties of substances.

How to deal with children in two or three years

With a two or three year old, we arm ourselves with a magnifying glass and binoculars, sticks, pebbles,
buckets and shovels. We play with water, sand, mixing different ingredients. Then we look at what happens and discuss. We are talking about what substance objects are made of: solid, liquid, gaseous. It is very useful to experience hot, cold, even touch steam (at a distance and under parental control).

I know that sometimes there are problems with the fact that children “drag everything”. So let's "drag" with them. You can heat water in the kitchen, boil eggs or potatoes in it and show your baby how these foods have changed. You can also demonstrate how sugar dissolves in hot water. Let the child break the cup. Explain what “fragile” means, look at the fragments. All these “ordinary miracles” are very impressive for children.

Growing up "chemist" of six or seven years

Well, with a six-seven-year-old little man, it is already possible to organize at home a lot of beautiful and impressive experiments from improvised and pharmacy materials. Closer to this age, one can get acquainted with the “alphabet of science” - the periodic system and formulas of substances. And you can also play “magicians and alchemists” and surprise everyone on their birthdays with bright chemical tricks.

This is what it is - chemistry for kids not scary at all, but very interesting and useful!

Olga Lebedkova, biochemist, teacher with twelve years of experience, mother of a three-year-old fidget

Such a complex but interesting science as chemistry always causes an ambiguous reaction among schoolchildren. The children are interested in experiments, as a result of which substances of bright colors are obtained, gases are released or precipitation occurs. But only a few of them like to write complex equations of chemical processes.

The Importance of Entertaining Experiences

According to modern federal standards in general education schools, such a subject of the program as chemistry was also not left without attention.

As part of the study of complex transformations of substances and solving practical problems, the young chemist hones his skills in practice. It is in the course of unusual experiments that the teacher forms an interest in the subject in his pupils. But in ordinary lessons, it is difficult for a teacher to find enough free time for non-standard experiments, and there is simply no time to conduct them for children.

To remedy this, additional elective and elective courses were invented. By the way, many children who are fond of chemistry in grades 8-9 become doctors, pharmacists, scientists in the future, because in such classes a young chemist gets the opportunity to independently conduct experiments and draw conclusions from them.

What courses are associated with entertaining chemistry experiments?

In the old days, chemistry for children was available only from the 8th grade. No special courses or extracurricular activities in the field of chemistry were offered to children. In fact, there was simply no work with gifted children in chemistry, which had a negative impact on the attitude of schoolchildren to this discipline. The guys were afraid and did not understand complex chemical reactions, they made mistakes in writing ionic equations.

In connection with the reform of the modern education system, the situation has changed. Now in educational institutions are offered in the lower grades. The children are happy to do the tasks that the teacher offers them, learn to draw conclusions.

Optional courses related to chemistry help high school students gain skills in working with laboratory equipment, and those designed for younger students contain vivid, demonstrative chemical experiments. For example, children study the properties of milk, get acquainted with those substances that are obtained when it is sour.

Experiments with water

Entertaining chemistry for children is interesting when, during the experiment, they see an unusual result: gas evolution, bright color, unusual sediment. A substance such as water is considered ideal for conducting a variety of entertaining chemical experiments for schoolchildren.

For example, chemistry for children of 7 years old may begin with an acquaintance with its properties. The teacher tells the children that most of our planet is covered with water. The teacher also informs the pupils that in a watermelon it is more than 90 percent, and in a person - about 65-70%. Having told schoolchildren about how important water is for humans, we can offer them some interesting experiments. At the same time, it is worth emphasizing the “magic” of water in order to intrigue schoolchildren.

By the way, in this case, the standard set of chemistry for children does not involve any expensive equipment - it is quite possible to limit yourself to available devices and materials.

Experience "Ice Needle"

Let's give an example of such a simple and also interesting experiment with water. This is a building of ice sculpture - "needles". For the experiment you will need:

• water;
• salt;
• ice cubes.

The duration of the experiment is 2 hours, so such an experiment cannot be carried out in a regular lesson. First you need to pour water into the ice mold, put in the freezer. After 1-2 hours, after the water turns into ice, entertaining chemistry can continue. For the experience, you will need 40-50 ready-made ice cubes.

First, the children must arrange 18 cubes on the table in the form of a square, leaving an empty space in the center. Then, after sprinkling them with table salt, they are carefully applied to each other, thus gluing together.

Gradually, all the cubes are connected, and as a result, a thick and long “needle” of ice is obtained. To make it, 2 teaspoons of table salt and 50 small pieces of ice are enough.

It is possible, by tinting the water, to make the ice sculptures multi-colored. And as a result of such a simple experience, chemistry for children of 9 years old becomes an understandable and exciting science. You can experiment by gluing ice cubes in the form of a pyramid or rhombus.

Experiment "Tornado"

This experiment will not require special materials, reagents and tools. The guys will be able to make it in 10-15 minutes. For the experiment, stock up:

• a plastic transparent bottle with a cap;
• water;
• dishwashing detergent;
• sequins.

The bottle must be filled 2/3 with plain water. Then add 1-2 drops of dishwashing detergent to it. After 5-10 seconds, pour a couple of pinches of sparkles into the bottle. Tighten the cap tightly, turn the bottle upside down, holding the neck, and twist clockwise. Then we stop and look at the resulting vortex. Until the moment the "tornado" works, you will have to scroll the bottle 3-4 times.

Why does a "tornado" appear in an ordinary bottle?

When a child makes circular movements, a whirlwind similar to a tornado appears. The rotation of water around the center occurs due to the action of centrifugal force. The teacher tells the children about how terrible tornadoes are in nature.

Such an experience is absolutely safe, but after it, chemistry for children becomes a truly fabulous science. To make the experiment more vivid, you can use a coloring agent, for example, potassium permanganate (potassium permanganate).

Experiment "Soap Bubbles"

Want to teach kids what fun chemistry is? Programs for children do not allow the teacher to pay due attention to experiments in the lessons, there is simply no time for this. So, let's do this optionally.

For elementary school students, this experiment will bring a lot of positive emotions, and you can do it in a few minutes. We will need:

• liquid soap;
• jar;
• water;
• thin wire.

In a jar, mix one part liquid soap with six parts water. We bend the end of a small piece of wire in the form of a ring, lower it into the soap mixture, carefully pull it out and blow out a beautiful soap bubble of our own making from the mold.

Only wire that does not have a nylon layer is suitable for this experiment. Otherwise, children will not be able to blow soap bubbles.

In order to make it more interesting for the guys, you can add food coloring to the soap solution. You can arrange soap competitions between schoolchildren, then chemistry for children will become a real holiday. The teacher thus introduces the children to the concept of solutions, solubility and explains the reasons for the appearance of bubbles.

Entertaining experience "Water from plants"

To begin with, the teacher explains how important water is for cells in living organisms. It is with the help of it that the transport of nutrients occurs. The teacher notes that in case of insufficient amount of water in the body, all living things die.

For the experiment you will need:

• spirit lamp;
• test tubes;
• green leaves;
• test tube holder;
• copper sulfate (2);
• beaker.

This experiment will take 1.5-2 hours, but as a result, chemistry for children will be a manifestation of a miracle, a symbol of magic.

Green leaves are placed in a test tube, fixed in the holder. In the flame of an alcohol lamp, you need to heat the entire test tube 2-3 times, and then this is done only with the part where the green leaves are.

The glass should be placed so that the gaseous substances released in the test tube fall into it. As soon as the heating is completed, to a drop of the liquid obtained inside the glass, add grains of white anhydrous copper sulfate. Gradually, the white color disappears, and copper sulfate becomes blue or blue.

This experience leads children to complete delight, because the color of substances changes before their eyes. At the end of the experiment, the teacher tells the children about such a property as hygroscopicity. It is due to its ability to absorb water vapor (moisture) that white copper sulfate changes its color to blue.

Experiment "Magic Wand"

This experiment is suitable for an introductory lesson in an elective course in chemistry. First, you need to make a star-shaped blank from it and soak it in a solution of phenolphthalein (indicator).

During the experiment itself, the star attached to the "magic wand" is first immersed in an alkali solution (for example, in a solution of sodium hydroxide). Children see how in a matter of seconds her color changes and a bright crimson color appears. Next, the colored form is placed in an acid solution (for the experiment, the use of a hydrochloric acid solution would be optimal), and the crimson color disappears - the asterisk becomes colorless again.

If the experiment is carried out for kids, during the experiment the teacher tells a "chemical fairy tale". For example, the hero of a fairy tale can be an inquisitive mouse who wanted to know why there are so many bright colors in a magical land. For students in grades 8-9, the teacher introduces the concept of "indicator" and notes which indicators can determine the acidic environment, and which substances are needed to determine the alkaline environment of solutions.

The Genie in the Bottle Experience

This experiment is demonstrated by the teacher himself, using a special fume hood. The experience is based on the specific properties of concentrated nitric acid. Unlike many acids, concentrated nitric acid is able to enter into chemical interaction with metals located after hydrogen (with the exception of platinum, gold).

Pour it into a test tube and add a piece of copper wire there. Under the hood, the test tube is heated, and the children observe the appearance of “red gin” vapors.

For students in grades 8-9, the teacher writes the equation of a chemical reaction, highlights the signs of its course (color change, the appearance of gas). This experience is not suitable for demonstration outside the walls of the school chemistry room. According to safety regulations, it involves the use of nitric oxide vapors (“brown gas”) are dangerous for children.

Home experiments

In order to warm up the interest of schoolchildren in chemistry, you can offer a home experiment. For example, to conduct an experiment on growing salt crystals.

The child should prepare a saturated solution of table salt. Then place a thin branch in it, and, as the water evaporates from the solution, salt crystals will “grow” on the branch.

The jar of solution must not be shaken or rotated. And when after 2 weeks the crystals grow, the stick must be very carefully removed from the solution and dried. And then, if desired, you can cover the product with a colorless varnish.

Conclusion

There is no more interesting subject in the school curriculum than chemistry. But in order for children not to be afraid of this complex science, the teacher must devote sufficient time in his work to entertaining experiments and unusual experiments.

It is the practical skills that are formed in the course of such work that will help stimulate interest in the subject. And in the lower grades, entertaining experiments are considered by the Federal State Educational Standards as an independent project and research activity.

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PROGRAM OF EXTRA COURSE ACTIVITIES

"Chemistry for kids"

The program is designed for students in grades 3-4

Implementation period: 1.09.2012 – 31.05.2014

Compiled by: Zolotavina Elena Arkadievna,

teacher of the highest qualification category,

19 years teaching experience

EXPLANATORY NOTE

Acquaintance of children with substances, chemical phenomena begins in early childhood. Each child is familiar with the names of substances used in everyday life, some minerals. However, by the beginning of the study of chemistry in the 8th grade, the cognitive interests of schoolchildren are weakening to a large extent. The subsequent study of chemistry in the classroom for many students is not very successful. This is due to the complexity of the material, irrationally designed programs and formally written chemistry textbooks. In order to form the foundations of the chemical worldview, the program of extracurricular activities "Chemistry for Kids" is designed.

The program is modified, compiled on the basis of the programChernobelskaya and G.M., Dementieva A.I. "The world through the eyes of a chemist" (Chernobelskaya, G.M., Dementyev A.I. The world through the eyes of a chemist. Textbook. To the propaedeutic course of chemistry of the 7th grade. Chemistry, 1999) and focused on students in grade 3, i.e. the age at which interest in the world around is especially great, and special knowledge is still not enough.

The purpose of the course is to develop the personality of the child, forming and maintaining an interest in chemistry, at satisfying the cognitive needs of children, developing their research approach to studying the world around them and the ability to apply their knowledge in practice, expanding students' knowledge about the use of substances in everyday life, and implementing the general cultural component.

Tasks:

educational:

• to form primary ideas about the concepts: body, substance, molecule, atom, chemical element;
• to acquaint with the simplest classification of substances (by state of aggregation, by composition), with a description of the physical properties of familiar substances, with physical phenomena and chemical reactions;
• to form practical skills and abilities, for example, the ability to separate mixtures using the methods of settling, filtering, evaporation; the ability to observe and explain chemical phenomena occurring in nature, everyday life, demonstrated by the teacher; ability to work with substances, perform simple chemical experiments, follow safety rules;
• to expand students' understanding of the most important substances, their properties, role in nature and human life;
• show the connection of chemistry with other sciences:

developing:

• develop cognitive interests and intellectual abilities in the process of conducting a chemical experiment, independence in acquiring knowledge in accordance with emerging life needs; educational and communication skills; independent work skills;
• broaden the horizons of students with the involvement of additional sources of information;
• develop the ability to analyze information, highlight the main, interesting.

educational:

• promote understanding of the need for careful attitude to natural resources, in particular to water resources;
• to encourage the ability to listen to comrades, to develop an interest in knowledge;
• education of ecological culture.

Within the framework of the program of the circle, conditions are created for self-realization and self-development of each child on the basis of his opportunities in extracurricular activities.

The work of the teacher and children is carried out using the following educational technologies:

project method,

Student-centered learning,

developmental education,

problem learning,

Information Technology.

Methods and techniques of work

In training:

In education:

Forms of control and analysis of the results of the development of the program:

Discussion by the teacher and the pupil of the results of the performance of certain works and their evaluation;

Presentation of completed works on stands, participation in scientific and practical conferences.

Classes are designed for 1 hour per week for 30-40 minutes, a total of 34 lessons per academic year.

Each lesson is connected with the mastery of some practical skill of safe work with a substance and the acquisition of new useful information about substances in life.

Used Books:

Konarev B.A. Curious about chemistry. – M.: Chemistry, 1978.

Thematic plan

	Topic of the lesson	Term
		Plan	fact
	Chemistry - the science of substances and their transformations			Chemistry or magic? A bit from the history of chemistry. Alchemy. Chemistry yesterday, today, tomorrow.	Demonstration. Amazing experiences.
	Laboratory equipment.				Laboratory work 1.
Substances around you, look around!– 17 hours
	Substances and their properties.				Lab 2. Properties of substances.
	Pure substances and mixtures.				Lab 3
	Water.	1 n oct		Water - how much do we know about it? Water and its properties. What is unusual about water? Fresh and sea water.	Lab 4. Water properties.
	Practical work"Water purification"	2 n oct		Ways of water purification: backlog, filtration, disinfection.	Practical work 1.
	Acetic acid.	3 n oct			Lab 5. properties of acetic acid.
	Drinking soda.	4 n oct			Lab 6. Properties of drinking soda.
	Tea.				Lab 7. Tea properties.
	Soap.				Lab 8. soap properties.
	SMS.				Lab 9
	Cosmetics.			Lotions, perfumes, creams and other perfumes. Can cosmetic preparations be dangerous? Can you make your own perfume?	Lab 10. Let's make our own perfume.
	Substances in the home first aid kit.	2 n dec		Variety of medicinal substances. What medicines can we usually find in our home first aid kit?	Lab 11. The composition of the home first aid kit.
	Pharmacy iodine and brilliant green.			Pharmaceutical iodine and its properties. Why iodine must be kept in a tightly stoppered bottle. Zelenka or brilliant green solution.	Lab 12
	Hydrogen peroxide.			Hydrogen peroxide and hydroperite. properties of hydrogen peroxide.	Lab 13. Obtaining oxygen from hydrogen peroxide.
	Aspirin.				Lab 14. properties of aspirin.
	Starch.				Lab 15. properties of starch.
	Glucose.			Glucose, its properties and application.	Lab 16. properties of glucose.
	Fats and oils.			Margarine, butter and vegetable oil, lard. What do we not know about them? Vegetable and animal oils.	Lab 17
Fascinating chemistry for experimenters -15 hours
20,	33. Chemical New Year			Experiment methodology	Lab 18. "Manufacturing of chemical Christmas trees and toys"
22,	Concept of sympathetic ink			Sympathetic ink: purpose, simple recipes	Lab 19. "Secret Ink"
24,	The composition of watercolor paints			Composition of watercolors. Rules for handling them	Lab 20. "Getting watercolors"
	The concept of soap bubbles				Lab 21. "Soap Experiences"
	Study of the influence of external factors on soap bubbles
	Ordinary and unusual school chalk.			Composition of school chalk.	Lab 22. "How to choose school chalk"
	Making school crayons				Lab 23. "Making school crayons"
	The concept of indicators				Lab 24
	Production of plant indicators				Lab 25
32,	What have we learned about chemistry?			Mini projects.
	Final lesson.			Protection of mini-projects.

Chemistry - the science of substances and their transformations - 2 hours

Chemistry or magic? A bit from the history of chemistry. Alchemy. Chemistry yesterday, today, tomorrow.

Safety precautions in the chemistry classroom.

Laboratory equipment. Acquaintance with dispensing equipment for practical and laboratory work. Dishes, their types and purpose. Reagents and their classes. Handling acids, alkalis, toxic substances. First aid measures for chemical burns and poisoning. Development of safe work skills.

Demonstration. Amazing experiences.

Laboratory work.Acquaintance with the equipment for practical and laboratory work.

Substances around you, look around! – 17 hours

Substance, physical properties of substances.

The difference between pure substances and mixtures. Methods for separating mixtures.

Water - how much do we know about it? Water and its properties. What is unusual about water? Fresh and sea water. Ways of water purification: backlog, filtration, disinfection.

Table vinegar and vinegar essence. Properties of acetic acid and its physiological effects.

Drinking soda. Properties and application.

Tea, composition, properties, physiological effect on the human body.

Soap or soaps? The difference between laundry soap and toilet soap. The alkaline nature of laundry soap.

Washing powders and other detergents. What powders are the most dangerous. Should I be afraid of liquid detergents.

Lotions, perfumes, creams and other perfumes. Can cosmetic preparations be dangerous? Can you make your own perfume? Variety of medicinal substances. What medicines can we usually find in our home first aid kit?

Pharmaceutical iodine and its properties. Why iodine must be kept in a tightly stoppered bottle. Zelenka or brilliant green solution. Hydrogen peroxide and hydroperite. properties of hydrogen peroxide.

Aspirin or acetylsalicylic acid and its properties. Danger when using aspirin.

Starch, its properties and uses. Formation of starch in plant leaves.

Glucose, its properties and application. Margarine, butter and vegetable oil, lard. What do we not know about them?

Vegetable and animal oils.

Laboratory work 1.Acquaintance with the equipment for practical and laboratory work.

Lab 2. Properties of substances.

Lab 3. Separation of the dye mixture.

Lab 4. Water properties.

Practical work 1."Water purification".

Lab 5. properties of acetic acid.

Lab 6. Properties of drinking soda.

Lab 7. Tea properties.

Lab 8. soap properties.

Lab 9. Comparison of detergent properties of soap and SMS.

Lab 10. Let's make our own perfume.

Lab 11. The composition of the home first aid kit.

Lab 12. Unusual properties of such ordinary greens and iodine.

Lab 13Obtaining oxygen from hydrogen peroxide.

Lab 14. properties of aspirin.

Lab 15. properties of starch.

Laboratory work16. Properties of glucose.

Lab 17. Properties of vegetable and butter oils.

Fascinating chemistry for experimenters -15 hours.

Sympathetic ink: purpose, simple recipes.

Composition of watercolors. Rules for dealing with them.

History of soap bubbles. Physics of soap bubbles.

Composition of school chalk.

Indicators. Changing the color of indicators in various environments.

Lab 18. "Manufacturing of chemical Christmas trees and toys."

Lab 19. "Secret Ink"

Lab 20. "Obtaining watercolors."

Lab 21. "Soap Experiences".

Lab 22. How to choose school chalk.

Lab 23. "Making school crayons".

Lab 24. "Determining the Medium of a Solution Using Indicators".

Lab 25. "Preparation of plant indicators and determination of the pH of the solution with them".

What have we learned about chemistry? - 3 hours

Preparation and defense of mini-projects.

2nd year of study

EXPLANATORY NOTE

From birth, a child is surrounded by various substances and must be able to handle them. Acquaintance of students with the substances that make up the world around us allows us to reveal the most important relationships between a person and substances in his environment.

During the first year, students received initial ideas about the science of chemistry, the simplest skills in working with laboratory equipment and substances. During the second year of study, the main direction is aimed at developing the skills of chemical and environmental research activities.

This program is compiled according to textbooks with detailed instructions and the necessary theoretical material:

A young chemist, or entertaining experiments with substances around us: an illustrated guide for schoolchildren studying natural science, chemistry, ecology. - Ed.-ed.: N.V. Gruzdeva, V.N. Lavrova, A.G. Ants - Ed. 2nd, revised. and additional - St. Petersburg: Christmas +, 2006. - 105 p.

Muraviev A.G., Scarecrow N.A., Lavrova V.N. Ecological workshop: a textbook with a set of instruction cards / Ed. Ph.D. A.G. Muraviev. - 2nd ed., Rev. - St. Petersburg: Krismas +, 2012. - 176 p.

Target: the formation of knowledge, skills and abilities of independent experimental and research activities, the development of the individuality of the student's creative potential

Tasks.

Cognitive:

• To form the skills of elementary research work;
• To expand students' knowledge of chemistry, ecology;
• Teach communication and presentation skills;
• Learn how to document your work.

Developing:

• Develop the ability to design your activities;
• To promote the development of logical thinking, attention;
• Continue the formation of skills for independent work with various sources of information;
• Continue to develop creativity.

Educational:

• Continue the education of environmental culture skills, responsible attitude towards people and nature;
• Improve teamwork skills;
• Contribute to the understanding of modern environmental problems and awareness of their relevance.

The course is developing, active and practical. The program provides for the study of theoretical issues during conversations and lectures.

The program of extracurricular activities of the second year of study is intended for schoolchildren of the 4th grade. Children of this age are very inquisitive, and instilling interest in the subject in this period seems very attractive.

The program is designed taking into account the age characteristics and capabilities of children; at the same time it contains great developmental potential.

The timing of the program.The program of the course of the second year of study is designed for 1 year of study (1 hour per week) - 34 hours.
The manager has the opportunity to make adjustments to the program, change the number of hours for studying individual topics, the number

practical work.

The principles underlying the work of the program:

The principle of voluntariness. Everyone is allowed to attend classes, corresponding to this age, on a voluntary basis and free of charge.

The principle of mutual respect. The guys respect each other's interests, support and help each other in all endeavors;

The principle of science. All material used in the classroom has a scientific basis.

The principle of accessibility of material and compliance with age. Children can choose topics of work depending on their abilities and age.

The principle of the practical significance of certain skills and knowledge in the daily life of a student.

The principle of variability. The material and topics for study can be changed depending on the interests and needs of the children. Students themselves choose the volume and quality of work, whether it is educational research, or theoretical information, or creative tasks, etc.

The principle of matching the content to the needs of the child. In this work, we rely on those arguments that are significant for a teenager now, which today will give him certain advantages for social adaptation.

The principle of differentiation and individualization. The children choose tasks in accordance with their needs and individual abilities.

Depending on the age, a variety offorms of activity: conversation, game, practical work, experiment, observation, express research, collective and individual research, independent work, defense of research papers, mini-conference, consultation.

Collective forms are used in the study of theoretical information, the design of exhibitions, and excursions. Group forms are used in carrying out practical work, performing creative, research tasks.

Individual forms of work are used when working with individual children with a low or high level of development.

The result of laboratory or practical work are reports with conclusions, drawings. In the course, students learn to speak, defend their point of view, defend creative work, and answer questions. This is a very important skill, because many are embarrassed to speak in public, get lost, worry. For those who wish, there is an opportunity to speak in front of the audience. Thus, all the abilities of the guys are revealed.

Methods and techniques. The program provides for the use of various methods and techniques, which makes learning effective and interesting:

Sensory perception (lectures, watching videos, SD);

Practical (laboratory work, experiments);

Communicative (discussions, conversations, role-playing games);

Combined (independent work of students, excursions, dramatizations);

Problematic (creating a problem situation in the lesson).

Predicted results of mastering the educational program by pupils

In training:

Knowledge of safety regulations when working with substances in the chemistry room;

Ability to perform chemical experiments;

Ability to carry out research work and defend it;

The prevailing ideas about the future professional choice.

In education:

Education of diligence, ability to work in a team and independently;

Education of will, character;

Education respect for the environment.

Pedagogical technologies used in teaching.

Personally-oriented technologies allow you to find an individual approach to each child, create for him the necessary conditions for comfort and success in learning. They provide for the choice of topic, the amount of material, taking into account the strengths, abilities and interests of the child, create a situation of cooperation for communication with other members of the team.

Game technologies help the child in the form of a game to learn the necessary knowledge and acquire the necessary skills. They increase the activity and interest of children in the work performed.

The technology of creative activity is used to increase the creative activity of children.

The technology of research activity allows children to develop observation, logic, greater independence in choosing goals and setting goals, conducting experiments and observations, analyzing and processing the results obtained. As a result, there is an active mastery of knowledge, skills and abilities.

Technology of project methods. This method is based on the development of students' cognitive interests, the ability to independently construct their knowledge, navigate the information space, develop critical thinking, and form communication and presentation skills.

Facilities:

Software;

Through Internet technologies;

Through individual training.

Control methods: consultation, report, defense of research papers,performance, exhibition, presentation, mini-conference, research conference.

Expected results.

Personal Outcomes and Universal Learning Activities

Personal	Regulatory	cognitive	Communicative
Be aware of yourself as a valuable part of a large diverse world (nature and society); Feel a sense of pride in the beauty of native nature, your small homeland, country; Formulate the most simple rules of behavior in nature; Become aware of yourself as a citizen of Russia; Explain what connects you with the history, culture, fate of your people and all of Russia; Look for your position in the variety of social and worldview positions, aesthetic and cultural preferences; Respect a different opinion; Develop rules of conduct in conflicting conflict situations.	Determine the purpose of educational activity with the help of a teacher and independently, look for means of its implementation; Learn to detect and formulate a learning problem, choose a project topic; Make a plan for completing tasks, solving problems of a creative and exploratory nature, completing a project together with the teacher; Working according to the plan, compare your actions with the goal and, if necessary, correct mistakes; Working according to the plan, use, along with the main, and additional tools (reference books, sophisticated devices, ICT tools); During the presentation of the project, learn to evaluate its results; Understand the reasons for your failure and find ways out of this situation.	Assume what information is needed; Select the necessary dictionaries, encyclopedias, reference books, electronic disks; Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet); Choose the grounds for comparison, classification of objects; Establish analogies and causal relationships; Build a logical chain of reasoning; Present information in the form of tables, diagrams, a reference summary, including using ICT tools.	Organize interaction in a group (distribute roles, negotiate with each other, etc.); Anticipate (predict) the consequences of collective decisions; To formulate their thoughts in oral and written speech, taking into account their educational and life speech situations, including using ICT tools; If necessary, defend your point of view, arguing it. Learn to back up arguments with facts; Listen to others, try to take a different point of view, be ready to change your point of view.

Educational and methodological support.Illustrative material, tables, diagrams, samples. Visual aids (including home-made ones), technical means, subscription editions are used in the course classes, which contributes to better assimilation of knowledge.

Criteria for assessing knowledge, skills and abilities.

Low level: satisfactory knowledge of theoretical information on the topics of the course, the ability to use the literature when preparing reports, participation in the organization of exhibitions, elementary ideas about research activities, passive participation in seminars.

Intermediate level: a fairly good knowledge of theoretical information on the course, the ability to systematize and select the necessary literature, conduct research and surveys, have an idea about educational and research activities, participate in competitions, exhibitions, organize and conduct events.

High level: fluency in theoretical information on the course, the ability to analyze literary sources and research and survey data, identify causes, select research methods, conduct educational and research activities, actively participate in events, competitions, apply the information received in practice.

Evaluation of work efficiency:

Incoming control - determining the level of knowledge, skills in the form of conversations, practical work, quizzes, games.

Intermediate control: collective analysis of each work performed and self-analysis; testing knowledge, skills, skills during the conversation.

Final control: presentations of creative and research works, participation in exhibitions and events, participation in competitions of research works in the city scientific society, ecological society.

Forms of summarizing the results of the program implementation.

• Final exhibitions of creative works;
• Portfolio and presentations of research activities;
• Participation in research competitions;
• Presentation of the results of the work at a meeting of the school scientific society.

Used Books:

Aleksinsky V. Entertaining experiments in chemistry. – M.: Enlightenment, 1980.

Baikova V.M. Chemistry after class. To help the school. - Petrozavodsk, "Karelia", 1974.- 175p.

Goldfeld M.G. Extracurricular work in chemistry. – M.: Enlightenment, 1976.-191s.

Grosse E., Weissmantel H. Chemistry for the curious. L.: Chemistry, 1978.

Konarev B.A. Curious about chemistry. – M.: Chemistry, 1978.

Konarev B.A. Curious about chemistry. – M.: Chemistry, 1978.

Somin L. Fascinating chemistry. - M .: Education, 1978.

Stepin B.D., Alikberova L.Yu. Entertaining tasks and spectacular experiments in chemistry. "DROFA", M., 2002

Stepin B.D., Alikberova L.Yu.. A book on chemistry for home reading. "CHEMISTRY", M., 1995

Encyclopedia for children. Volume 17. Chemistry. "AVANTA", M., 2003

DVD - films "Entertaining chemistry".

Thematic plan

	Topic of the lesson	Term		Practical work, experiments, demonstrations
		Plan	fact
Introduction - 1 hour
	Introduction			Safety precautions in the chemistry classroom. Laboratory equipment.	Laboratory work 1.Acquaintance with the equipment for practical and laboratory work.
Entry into the world of substances- 4 hours
	How are substances arranged?				Laboratory work 2.Experiments proving the movement and interaction of particles of matter. 1. Observation of water drops. 2. Observations on valerian tincture. 3. Dissolution of potassium permanganate in water. 4. Dissolving table salt in water.
	Physical and chemical phenomena.				Lab 3
	Conditions affecting speed chemical reactions.	1 n oct			Lab 4. Factors affecting the rate of a chemical reaction. 1. Effect of temperature on speed chemical reactions. 2. Influence of the surface area of ​​reactants on the rate of chemical reactions. 3. Influence of acids of different strengths on the rate of chemical reactions.
	The most extraordinary substance	2 n oct		Water. The uniqueness of water. Water is a solvent.	Lab 5. Water is a solvent. 1. Water dissolves gases. 2. Water dissolves mineral salts.
	Organoleptic indicators of water.	3 n oct		Chromaticity. Turbidity. Smell.	Lab 6
	Water hardness, its definition and elimination.	4 n oct		Water hardness, its definition and elimination	Lab 7
	Mineral composition of water.			Ions. Influence of the mineral composition of water on human health.	Lab 8. Detection of ions in water.
	Effect of synthetic detergents on living organisms.			SMS, their influence on the properties and quality of water.	Lab 9
	Practical work 1. "Water Purification"			Purification of water from SMS, insoluble substances.	Practical work 1. Water purification
	The concept of acids.			Acids. Detection of acids in solution. Acid in the human stomach. Acid rain.	Lab 10
		2 n dec			Lab 15
	Salts, but not all salty			The concept of salts.	Lab 11. Calcium carbonate. 1. Experience with a piece of chalk. 2. Marble and plaster. 3. Snail shell.
	What is soda?			Drinking soda. Her properties.	Lab 12. 1. How does baking soda help bake bread? 2. Let's make lemonade!
	Salt.			Sodium chloride, its properties.	Lab 13. 1. We get table salt.
	A gas that supports combustion.				Lab 14. Getting oxygen.
	Metals.			Metals. Physical properties of metals.	Lab 15
	Iron.			Properties and uses of iron. Rust. The biological role of iron.	Lab 16. 1. Dissolve iron. 2. How to detect iron? 3. Invisible iron shaving ink. 4. detection of iron in food. 5. Removing rust stains.
20,	Coal, graphite and carbon dioxide are children of carbon			Coal, graphite and carbon dioxide - children of carbon. Their properties and applications.	Lab 17. 1. Coal as an adsorbent. 2. Corn sticks are also an adsorbent. 3. Obtaining carbon dioxide and studying its properties. 4. Detection of carbon dioxide in soda.
22,	Alcohol as an object of study				Lab 18. 1. Effect of ethyl alcohol on living organisms. 2. Alcohol-solvent. 3. We extract the green pigment of the leaf - chlorophyll.
24,	Carbohydrates.			Glucose, sugar, starch, cellulose - carbohydrates are sweet and not very. Their properties and significance for living organisms.	Lab 19. 1. Carbon in sugar. 2. Detection of starch in food and cosmetic powder. 3. Detection of glucose in food. 4. Unripe and ripe apple.
	Squirrels.				Lab 20. 1. We examine the egg. 2. Protein detection.
	Fats.				Lab 21. 1. Oil drop. 2. What fruits contain fat?
	Plastics.				Lab 22. The benefits and harms of polyethylene.
	Studying Dust			Dust is an air pollutant.	Lab 23.
	Put points on water			Water analysis.	Lab 24. Water analysis.
31, 32	Practical work 2.			Examination algorithm.	Practical work 2. Ecological expertise of food products.
	Study of the impact of harmful chemical factors on human health			Chemical pollution of the environment and human health.
	Final lesson

Introduction - 1 hour

Safety precautions in the chemistry classroom. Laboratory equipment. Laboratory equipment. Acquaintance with dispensing equipment for practical and laboratory work. Dishes, their types and purpose. Reagents and their classes. Handling acids, alkalis, toxic substances. First aid measures for chemical burns and poisoning. Development of safe work skills.

Laboratory work.Acquaintance with the equipment for practical and laboratory work.

Entry into the world of substances- 4 hours

Substance. Molecule. Atom. Chemical element. PSHE D.I. Mendeleev. Chemical formula.

Physical and chemical phenomena. Signs of chemical reactions.

The rate of a chemical reaction. Factors affecting the rate of a chemical reaction.

Laboratory work 2.Experiments proving the movement and interaction of particles of matter.

1. Observation of water drops.

2. Observations on valerian tincture.

3. Dissolution of potassium permanganate in water.

4. Dissolution of common salt in water.

Lab 3. Physical and chemical phenomena.

Lab 4. Factors affecting the rate of a chemical reaction.

1. Effect of temperature on speed

chemical reactions.

2. Influence of the surface area of ​​reactants on the rate of chemical reactions.

3. Influence of acids of different strengths on the rate of chemical reactions.

4. Catalysts - accelerators of chemical reactions

World of inorganic substances - 23 hours

Water. The uniqueness of water. Water is a solvent. Chromaticity. Turbidity. Smell. Water hardness, its definition and elimination. Ions. Influence of the mineral composition of water on human health. SMS, their influence on the properties and quality of water. Purification of water from SMS, insoluble substances.

Filtration. Evaporation. Settling.

Acids. Detection of acids in solution. Acid in the human stomach. Acid rain.

The concept of salts. Drinking soda. Her properties. Sodium chloride, its properties.

Oxygen. properties of oxygen. Significance for living organisms.

Metals. Physical properties of metals. Properties and uses of iron. Rust. The biological role of iron.

Coal, graphite and carbon dioxide are the children of carbon. Their properties and applications.

Alcohol, its properties. Effect of ethyl alcohol on living organisms.

Glucose, sugar, starch, cellulose - sweet and not very sweet carbohydrates. Their properties and significance for living organisms.

Proteins in meat, milk, eggs and other products Their properties and importance for living organisms.

Fats in seeds, nuts, orange and milk. Their properties and significance for living organisms.

Plastics. Polyethylene. The benefits and harms of polyethylene.

Lab 5. Water is a solvent.

1. Water dissolves gases.

2. Water dissolves mineral salts.

3. How to remove scale in the kettle?

Lab 6. Organoleptic indicators of water.

Lab 7. Determination and elimination of water hardness.

Lab 8. Detection of ions in water.

Lab 9. Effect of synthetic detergents on green aquatic plants.

Practical work 1. Water purification

Lab 10. Detection of acids in food.

Lab 15. The effect of acid air pollution on plants

Lab 11. Calcium carbonate.

1. Experience with a piece of chalk.

2. Marble and plaster.

3. Snail shell.

4. What is in toothpaste?

Lab 12.

1. How does baking soda help bake bread?

2. Let's make lemonade!

Lab 13.

1. We get table salt.

2. Potato trick, or why do potatoes float in water?

Lab 14. Getting oxygen.

Lab 15. Metals create colors, flowers, lights.

Lab 16.

1. Dissolve iron.

2. How to detect iron?

3. Invisible iron shaving ink.

4. detection of iron in food.

5. Removing rust stains.

Lab 17.

1. Coal as an adsorbent.

2. Corn sticks are also an adsorbent.

3. Obtaining carbon dioxide and studying its properties.

4. Detection of carbon dioxide in soda.

5. "Diving egg": another trick

Lab 18.

1. Effect of ethyl alcohol on living organisms.

2. Alcohol-solvent.

3. We extract the green pigment of the leaf - chlorophyll.

4. Separate chlorophyll into fractions by chromatography.

Lab 19.

1. Carbon in sugar.

2. Detection of starch in food and cosmetic powder.

3. Detection of glucose in food.

4. Unripe and ripe apple.

Lab 20.

1. We examine the egg.

2. Protein detection.

Lab 21.

1. Oil drop.

2. What fruits contain fat?

Lab 22. The benefits and harms of polyethylene.

Ecological look at the substances around us-6 hours

Dust is an air pollutant. Water analysis. Algorithm for conducting primary ecological expertise of food products. Chemical pollution of the environment and human health.

Lab 23. The study of air dust

Lab 24. Water analysis.

Practical work 2. Ecological expertise of food products.

Sections: elementary School

The purpose of this lesson is to awaken the children's cognitive interest in chemistry, since recently this interest has begun to decrease. But chemistry is the fundamental science of the natural cycle. A person lives in the world of substances, he just needs to know substances, their properties, phenomena that occur during the interaction of substances, so as not to harm himself, or the people around him, or nature. Therefore, I start studying with the guys in elementary school, then in the middle school I lead the “Chemistry around us” circle, and by the 8th grade, many children have an interest in the subject of chemistry.

Miracles and more...

We are starting the first chemistry lesson in your life.

Target: Learn what is chemistry? What can chemistry do?

We live in the material world, that is, we are surrounded by things. Things are made from something. For example, an iron nail, an aluminum spoon, a glass glass, a plastic handle.

Sugar that we put in tea
Salt with which we salt our food
The water we drink
The oxygen we breathe...

All these substances. These substances are studied by the science of chemistry.

Man uses substances. But in order to use them, you need to know what they are.

For example:

• Sugar hard, white, sweet;
• Salt hard, white, salty;
• Water liquid, colorless, tasteless;
• Tooxygen gas, colorless, odorless.

These are signs or properties of substances. They are also studied by the science of chemistry. And that is not all! You need to know how to use the substances and what will come of it.

For example, firewood burns, leaves rot, gunpowder explodes, milk turns sour, nails rust. All these are transformations of substances.

Thus, Chemistry is the science of substances, their properties and the transformation of substances.

And now we will pass to the most interesting. What can chemistry do?

But before proceeding to the practical part of our lesson, let's listen to playful safety regulations.

Joking Safety Rules

During the lesson, you can:

• Give new names to friends in honor of the elements from the PSHE D.I. Mendeleev;
• Be polite in order to direct the reaction of friends along the right path;
• Be attentive in the classroom when explaining new material, as an increased concentration of attention at the same time increases the speed of perception of new material;
• Be active when polling, as this speeds up getting “fives”.

During the lesson it is forbidden:

• Push each other, as an undesirable and unpredictable reaction may occur during a collision;
• Spinning at the desk during the lesson, as this increases the speed of movement, there is a release of energy, which leads to negative side effects;
• Talk in class, as this serves as a catalyst (accelerator) for the process of removing a student from a lesson, and, consequently, an inhibitor (decelerator) in the assimilation of educational material;
• Be distracted in the lesson, as with a decrease in concentration, the speed of perception of educational material decreases.

Experience 1. "Volcano".

Mighty nature is full of miracles,
And on Earth they are subject to her alone
Shining stars, sunsets and sunrises,
Gusts of wind and sea surf ...
But we, now you will see for yourself
Sometimes we also have miracles.

Equipment: ammonium dichromate, alcohol, matches, tray.

Pour ammonium bichromate on a tray, add alcohol, set fire to it.

Experience 2. "Pharaoh snakes." One of the biblical traditions says how the prophet Moses, having exhausted all other arguments in a dispute with the pharaoh, performed a miracle by turning the rod into a writhing snake... The pharaoh was shamed and frightened, Moses received permission to leave Egypt, and the world received another riddle.

There is one legend in Egypt,
I will try to repeat it.
There is a rod at the feet of the pharaoh
That hour turned into a snake.

Equipment: dry fuel, norsulfazole tablets, porcelain plate, matches.

Put a tablet of dry fuel 2 tablets of norsulfazol on a porcelain plate, set fire to it.

Experience 3. "Fireproof handkerchief." Remember magic items from fairy tales.

Our flying carpet has flown away
We also don't have a samobranka,
There is a handkerchief, it will now burn,
But, believe me, it will not be able to burn.

Equipment: silicate glue + water = 1:1.5, alcohol, holder, spirit lamp, matches, handkerchief.

Soak a handkerchief in a mixture of glue and water, dry slightly, then moisten with alcohol and set on fire.

Experience 4. “The death of the Titanic”. How many of you know the story of the Titanic?

"Titanic" glorious in the ocean sailed for a long time,
This is what the rumor says about it:
"He hit an iceberg and sank."
And our "Titanic" will not sink, but will burn.

Equipment: crystallizer, paper boat, water, sodium.

Pour water into the crystallizer, lower a paper boat into the water, put sodium on it, it will light up.

Experience 5. "Smoke without fire."

They say: "There is no smoke without fire."
And in vain - sometimes it happens.
What you will see now
This phrase only confirms.

Equipment: conical flask (1 l) with stopper, hydrochloric acid (conc.), aqueous ammonia (conc.).

Pour a little aqueous ammonia into the flask, put it on the walls of the flask, then add hydrochloric acid, close the cork, “smoke” appears.

Experience 6. "Chameleon". Do you know what a chameleon is?

He has been known to everyone for a long time.
He obeys the terms
And a chemical chameleon
It doesn't differ from him.

Equipment: 3 conical flasks (0.5 l), water, phenolphthalein, water, litmus, solutions of HCl and NaOH, CoSO 4 .

Option 1. Pour 50 ml of water into a glass, add litmus, then alkali, then acid.
Option 2. Add alkali solution to cobalt sulfate solution.
Option 3. Pour water into the flask, add phenolphthalein, then alkali. The color will turn purple. Then add acid, the solution will discolor. Again alkali, then acid, etc.

Experience 7. "Chemical milk". Everyone probably remembers the phrase:

Of course, writing is not easy.
"The cow gives milk."
We can do it too, my friends
Even though you can't drink it.

Equipment: beaker (250ml), barium chloride, potassium sulfate.

Pour potassium sulfate into a glass, then barium chloride.

Experience 8. “Deformation of the bottle”.

We pour soda and add water,
Drop something, it will turn yellow,
And add acid, it will turn red on the fly.
Then the experiment continues, and the bottle shrinks.

Equipment: plastic bottle, sodium carbonate (crystal), water, methyl orange, hydrochloric acid, sodium hydroxide (crystal).

Pour Na 2 CO 3 into the bottle, add water, methyl orange. The solution will turn yellow. Then add HCl, the solution will turn red, CO 2 will be released. Then add NaOH(solid), tighten the cork, stir, the solution will turn yellow again, the bottle shrinks.

Experience 9. “Fiery inscription”. The assistant brings 2 envelopes with letters. Upon opening, it turns out that there is nothing on the paper. The assistant claims that when the letters were written, the inscription was visible. Apparently it needs to be “showed”.

Equipment: concentrated solution of potassium nitrate, torch, matches, paper.

A contour drawing is drawn on a sheet of paper and a concentrated solution of potassium nitrate is prepared. To do this, 20 g of KNO 3 are dissolved in 15 ml of hot water with stirring. Then, using a brush, the paper is impregnated along the contour of the pattern with this solution, leaving no gaps or gaps. When the paper dries, it is necessary to touch a burning splinter to some point on the contour. Immediately a "spark" will appear, which will slowly move along the contour of the picture until it closes it completely.

Experience 10. "Sheaf of sparks."

Equipment: iron crucible, stand with ring, porcelain triangle, burner, sheet of paper, glass rod, iron and charcoal powders, dry crystalline potassium permanganate.

On a clean sheet of paper, carefully mix equal amounts (about 3 teaspoons each) of iron, charcoal and potassium permanganate powders with a glass rod. The resulting mixture is transferred to an iron crucible, fixed in a porcelain triangle, which is located on the tripod ring. We heat the crucible in the flame of the burner. After some time, red-hot particles of iron begin to scatter from the crucible in the form of a sheaf of sparks.

Experience 11. "Spontaneous combustion of coal."

Approximately 2 centuries ago, it was discovered by accident.
Now old and young are familiar with him, he is not a secret for us either.
It is known that sulfur, phosphorus, carbon burn perfectly in it,
Iron, magnesium. Oxygen also burns vigorously.
Without this gas, animals and people would not live in the world.
Even the children would call him. Of course it is oxygen.

Equipment: KMnO 4 (crystal), test tube, cotton wool, cork with gas outlet tube, chem. glass 150 ml, alcohol lamp, matches, alcohol, holder, splinter.

We place 1-2 g of potassium permanganate in a test tube, then a piece of cotton wool, close the test tube with a cork with a gas outlet tube. We lower the end of the tube into a glass. We heat a test tube with potassium permanganate on an alcohol lamp, preheating it. After about 2 minutes, we set fire to the torch, knock down the flame to get coal, lower the torch into a glass with oxygen obtained, the torch flares up. Why did the torch flare up?

It is known in all countries of the world,
And there is a reason for us to remember this:
From the evil influences of ultraviolet radiation
We are protected from above ozone.

Experience 12. "Soda".

She is everywhere next to us, and sometimes makes us happy
Crispy snow under your feet and rivers with a fast stream ...
The one that sharpens the stone with a drop, it can be so strong,
What can do everything, it does not want to dissolve - so crush.

Question: What is it?

They say: “Without water, neither here nor there.
My boots are tovo - skip ash-two-o.
If the gas dissolves in it, soda is obtained.

Equipment: 250 ml flask, Na 2 CO 3 and HCl solutions.

Pour a solution of Na 2 CO 3 into the flask, add a solution of HCl, gas is released, as in carbonated water.

Conclusion

Of course, this is not all that the science of chemistry can do. And, of course, there is an explanation for all these miracles. When you come here for chemistry lessons in the 8th grade, then you will be able to find answers to many questions yourself. And now, if you have any questions, I will try to answer them.

Homework: write an essay about your impressions, draw pictures. (Appendix 1).

References: Aleksinsky V.N. "Entertaining experiments in chemistry." M: Enlightenment, 1995.

Helpful Hints

Children are always trying to find out something new every day and they always have a lot of questions.

They can explain some phenomena, or you can show how this or that thing, this or that phenomenon works.

In these experiments, children not only learn something new, but also learn create differentcrafts with which they can play further.

1. Experiments for children: lemon volcano

You will need:

2 lemons (for 1 volcano)

Baking soda

Food coloring or watercolors

Dishwashing liquid

Wooden stick or spoon (optional)

1. Cut off the bottom of the lemon so it can be placed on a flat surface.

2. On the reverse side, cut a piece of lemon as shown in the image.

* You can cut half a lemon and make an open volcano.

3. Take the second lemon, cut it in half and squeeze the juice out of it into a cup. This will be the backup lemon juice.

4. Place the first lemon (with the part cut out) on the tray and spoon "remember" the lemon inside to squeeze out some of the juice. It is important that the juice is inside the lemon.

5. Add food coloring or watercolor to the inside of the lemon, but do not stir.

6. Pour dishwashing liquid inside the lemon.

7. Add a full tablespoon of baking soda to the lemon. The reaction will start. With a stick or spoon, you can stir everything inside the lemon - the volcano will begin to foam.

8. To make the reaction last longer, you can gradually add more soda, dyes, soap and reserve lemon juice.

2. Home experiments for children: electric eels from chewing worms

You will need:

2 glasses

small capacity

4-6 chewable worms

3 tablespoons of baking soda

1/2 spoon of vinegar

1 cup water

Scissors, kitchen or clerical knife.

1. With scissors or a knife, cut lengthwise (just lengthwise - this will not be easy, but be patient) of each worm into 4 (or more) parts.

* The smaller the piece, the better.

* If scissors don't want to cut properly, try washing them with soap and water.

2. Mix water and baking soda in a glass.

3. Add pieces of worms to the solution of water and soda and stir.

4. Leave the worms in the solution for 10-15 minutes.

5. Using a fork, transfer the worm pieces to a small plate.

6. Pour half a spoon of vinegar into an empty glass and start putting worms in it one by one.

* The experiment can be repeated if the worms are washed with plain water. After a few attempts, your worms will begin to dissolve, and then you will have to cut a new batch.

3. Experiments and experiments: a rainbow on paper or how light is reflected on a flat surface

You will need:

bowl of water

Clear nail polish

Small pieces of black paper.

1. Add 1-2 drops of clear nail polish to a bowl of water. See how the varnish disperses through the water.

2. Quickly (after 10 seconds) dip a piece of black paper into the bowl. Take it out and let it dry on a paper towel.

3. After the paper has dried (it happens quickly) start turning the paper and look at the rainbow that is displayed on it.

* To better see the rainbow on paper, look at it under the sun's rays.

4. Experiments at home: a rain cloud in a jar

When small drops of water accumulate in a cloud, they become heavier and heavier. As a result, they will reach such a weight that they can no longer remain in the air and will begin to fall to the ground - this is how rain appears.

This phenomenon can be shown to children with simple materials.

You will need:

Shaving foam

Food coloring.

1. Fill the jar with water.

2. Apply shaving foam on top - it will be a cloud.

3. Let the child begin to drip food coloring onto the "cloud" until it starts to "rain" - drops of food coloring begin to fall to the bottom of the jar.

During the experiment, explain this phenomenon to the child.

You will need:

warm water

Sunflower oil

4 food coloring

1. Fill the jar 3/4 full with warm water.

2. Take a bowl and mix 3-4 tablespoons of oil and a few drops of food coloring in it. In this example, 1 drop of each of 4 dyes was used - red, yellow, blue and green.

3. Stir the dyes and oil with a fork.

4. Carefully pour the mixture into a jar of warm water.

5. Watch what happens - the food coloring will begin to slowly sink through the oil into the water, after which each drop will begin to disperse and mix with other drops.

* Food coloring dissolves in water, but not in oil, because. The density of oil is less than water (which is why it "floats" on water). A drop of dye is heavier than oil, so it will begin to sink until it reaches the water, where it begins to disperse and look like a small firework.

6. Interesting experiences: ina bowl in which colors merge

You will need:

- a printout of the wheel (or you can cut out your own wheel and draw all the colors of the rainbow on it)

Elastic band or thick thread

Glue stick

Scissors

A skewer or screwdriver (to make holes in the paper wheel).

1. Choose and print the two templates you want to use.

2. Take a piece of cardboard and use a glue stick to glue one template to the cardboard.

3. Cut out the glued circle from the cardboard.

4. Glue the second template to the back of the cardboard circle.

5. Use a skewer or screwdriver to make two holes in the circle.

6. Pass the thread through the holes and tie the ends into a knot.

Now you can spin your spinning top and watch how the colors merge on the circles.

7. Experiments for children at home: jellyfish in a jar

You will need:

Small transparent plastic bag

Transparent plastic bottle

Food coloring

Scissors.

1. Lay the plastic bag on a flat surface and smooth it out.

2. Cut off the bottom and handles of the bag.

3. Cut the bag lengthwise on the right and left so that you have two sheets of polyethylene. You will need one sheet.

4. Find the center of the plastic sheet and fold it like a ball to make a jellyfish head. Tie the thread around the "neck" of the jellyfish, but not too tight - you need to leave a small hole through which to pour water into the head of the jellyfish.

5. There is a head, now let's move on to the tentacles. Make cuts in the sheet - from the bottom to the head. You need about 8-10 tentacles.

6. Cut each tentacle into 3-4 smaller pieces.

7. Pour some water into the jellyfish's head, leaving room for air so the jellyfish can "float" in the bottle.

8. Fill the bottle with water and put your jellyfish in it.

9. Drop a couple of drops of blue or green food coloring.

* Close the lid tightly so that water does not spill out.

* Have the children turn the bottle over and watch the jellyfish swim in it.

8. Chemical experiments: magic crystals in a glass

You will need:

Glass cup or bowl

plastic bowl

1 cup Epsom salt (magnesium sulfate) - used in bath salts

1 cup hot water

Food coloring.

1. Pour Epsom salt into a bowl and add hot water. You can add a couple of drops of food coloring to the bowl.

2. Stir the contents of the bowl for 1-2 minutes. Most of the salt granules should dissolve.

3. Pour the solution into a glass or glass and place it in the freezer for 10-15 minutes. Don't worry, the solution isn't hot enough to crack the glass.

4. After freezing, move the solution to the main compartment of the refrigerator, preferably on the top shelf and leave overnight.

The growth of crystals will be noticeable only after a few hours, but it is better to wait out the night.

This is what the crystals look like the next day. Remember that crystals are very fragile. If you touch them, they are most likely to break or crumble immediately.

9. Experiments for children (video): soap cube

10. Chemical experiments for children (video): how to make a lava lamp with your own hands