A favorite partner in summer games is a sunbeam. Arm yourself with several mirrors for a walk and launch sunbeams on any surface. You can run one for a short while in the face - how bright the bunny turned out to be - the baby does not see anything at all. Try using foil and shiny candy wrappers in addition to mirrors.

Dry-wet

Disappearing Masterpieces

Warm-cold

salt miners

Sundial

"Shadows Disappear at Noon"

Shadow play

Portrait by shadow

In mothers - less

We get fire

Burnout

Create a rainbow

solar stars

Solar "tattoo"

Dry-wet

For this little experiment, we need two wet handkerchiefs. Let the baby wet the handkerchief under water and then compare it with dry. When you go outside, offer to hang one scarf on a tree in the shade, and hang the second in a sunny place. You can imagine that these are not scarves, but blankets for toys that you have washed and now the toys want to get them back. Which napkin dried faster: the one that hangs in the sun or the one that hangs in the shade? And all because, thanks to heat, moisture evaporates faster in the sun than in the shade.

Disappearing Masterpieces

To reinforce the theme of evaporation, you can grab a bottle of water from home with a “sports” cap and draw water on the pavement. Experiment with the size of the puddle - the more water you pour, the longer it will dry. You can use half-dried drawings to remember what was drawn and add new details, creating a completely new drawing.

Warm-cold

Take a few colored sheets of paper for a walk, including white and black. Lay them out in a place lit by the sun so that they warm up (you can pre-cut little men from these sheets so that it is more interesting for the baby to lay them “on the beach” to sunbathe). Now touch the sheets, which leaf is the hottest? And the coldest? And all because dark-colored objects capture heat from the sun, and light-colored objects reflect it. By the way, this is why dirty snow melts faster than clean snow.

salt miners

Offer little pirates to get salt from the "sea" water. Pre-make a saturated saline solution at home, and in hot sunny weather outside, try to evaporate the water. You will get salt for cooking dinner for real sea wolves!

Sundial

No true solar lab is complete without a sundial that can be used with a disposable paper plate and pencil.

Insert a pencil into the hole made in the center of the plate with the sharpened end down and put this device in the sun so that no shadow falls on it. The pencil will cast its own shadow, along which you need to draw lines every hour, do not forget to put down numbers on the edge of the plate indicating the time.

It would be correct to make such watches during the whole daylight hours - from sunrise to sunset. But the time when you usually walk will be enough. The next day, you can use the clock and the child will be able to track when you went for a walk, how much time you have already spent on the street and whether it is time for you to go home.

"Shadows Disappear at Noon"

Try to catch up with your shadows with your baby. Run fast, change direction abruptly to fool your shadow, hide behind a hill and suddenly jump out to catch it. Happened?

To better understand why shadows move, find an unshaded sunny spot in the morning. Place the baby with his back to the sun and mark the length of his shadow. Before sunset, place the child in the same direction and in the same place as in the morning, and again mark the shadow. The result will help to understand why the shadows run first in front, then behind.

Shadow play

In general, it is very cool to play with a shadow, and a fine sunny day allows us to arrange a whole theater without resorting to special devices. To begin with, you can show the baby how an ordinary children's scoop changes its shape in the shadow theater, now it looks like itself, and turn it a little - and it's just a stick, turn it again - a thin line.

Do not forget about the traditional entertainment - to show various figures with the help of hands. The shadow just follows the contour of the object, but it is interesting to watch how the intricately clasped hands of the mother turn into an owl or a dog.

Portrait by shadow

Circle the outline of the shadow of your fidget on the pavement with chalk, and let him finish the details himself: face, hair, clothes. It will turn out a very funny self-portrait.

In mothers - less

Measure the height of a tree, a lamppost, or an entire high-rise building using your own shadow. After all, it is so interesting what is the height of the school in boys, and the height of the tree in mothers. To do this, take a long rope for a walk, with which you measure the shadow of your child. Then use this "unit" to measure the shadow of the object you are interested in. So you get, for example, the growth of a high-rise building in 38 parrots, or rather in 38 boys, and in mothers the same house will be less - only 30. It is interesting to know the opinion of the child, how it happened.

We get fire

The sun can be used to make fire. Imagine yourself as primitive people, though armed with a magnifying glass and a sheet of black paper. Focus the sun's rays with a magnifying glass so that they form a small dot. Very soon your leaf will smoke!

Burnout

It is even more interesting to try yourself in pyrography - drawings with the help of fire. The same principle is used as with burning paper, just take a wooden plank as a basis. The magnifying glass will need to be moved so that the point of light moves across the surface of the board, leaving a scorched trail.

It's not so easy, you need a lot of patience to paint a picture, and be sure to be lucky with the weather - a minimum of clouds and the Sun at its zenith.

Create a rainbow

When sunlight is split into individual colors, we see a rainbow. This happens when the sun works together with the water. For example, when the clouds parted, and the sun shone, and the rain is still coming. Or on a fine day at the fountain. Take a spray bottle of water for a walk and try to create a rainbow yourself - at the same time and freshen up. Pay attention to the baby that soap bubbles in the sun play with all the colors of the rainbow.

solar stars

At home, you can also play a little with sunlight by making a night in the middle of the day in a single room. To do this, on a large black sheet of paper, make holes of various diameters and frequencies, and then attach this sheet to the window. You will get the effect of the starry sky.

Solar "tattoo"

The funniest experience you can put on yourself is to draw something on the body with the help of the sun. Fasten the prepared template on the body, for example, the silhouette of a butterfly, and lie down to sunbathe. After a few tanning sessions, you will become the owner of a kind of white tattoo.

A small selection of entertaining experiments and experiments for children.

Chemical and physical experiments

solvent

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

magic water

Show your child how, as if by magic, water in an ordinary jar changes its color. Pour water into a glass jar or glass and dissolve a phenolphthalein tablet in it (it is sold in a pharmacy and is better known as Purgen). The liquid will be clear. Then add a solution of baking soda - it will turn into an intense pink-raspberry color. Having enjoyed such a transformation, add vinegar or citric acid there too - the solution will discolor again.

"Live" fish

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

lotus flowers

Cut flowers with long petals from colored paper. Using a pencil, twist the petals towards the center. And now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, the flower petals will begin to bloom. This is because the paper gets wet, gradually becomes heavier, and the petals open. The same effect can be observed on the example of ordinary spruce or pine cones. You can invite children to leave one cone in the bathroom (wet place) and later be surprised that the scales of the cone closed and they became dense, and put the other on the battery - the cone will open its scales.

Islands

Water can not only dissolve certain substances, but also has a number of other remarkable properties. For example, it is able to cool hot substances and objects, while they become harder. The experience below will help not only to understand this, but also allow your little one to create his own world with mountains and seas.
Take a saucer and pour water into it. We paint with paints in a bluish-greenish or any other color. This is the Sea. Then we take a candle and, as soon as the paraffin melts in it, we turn it over the saucer so that it drips into the water. By changing the height of the candle above the saucer, we get different shapes. Then these "islands" can be connected to each other, you can see what they look like, or you can take them out and stick them on paper with a painted sea.

In search of fresh water

How to get drinking water from salt water? Pour water with your child into a deep basin, add two tablespoons of salt there, stir until the salt dissolves. Place washed pebbles on the bottom of an empty plastic cup so that it does not float up, but its edges should be above the water level in the basin. Stretch the film from above, tying it around the pelvis. Squeeze the film in the center over the glass and put another pebble in the recess. Place your basin in the sun. After a few hours, clean, unsalted drinking water will accumulate in the glass. This is explained simply: the water begins to evaporate in the sun, the condensate settles on the film and flows into an empty glass. Salt does not evaporate and remains in the pelvis.
Now that you know how to get fresh water, you can safely go to the sea and not be afraid of thirst. There is a lot of liquid in the sea, and you can always get the purest drinking water from it.

Making a cloud

Pour into a three-liter jar of hot water (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar, rising up, will cool. The water vapor it contains will condense to form a cloud.

And where does the rain come from? It turns out that the drops, heated up on the ground, rise up. It gets cold there, and they huddle together, forming clouds. When they meet together, they increase, become heavy and fall to the ground in the form of rain.

Volcano on the table

Mom and dad can be wizards too. They can even do. real volcano! Arm yourself with a "magic wand", cast a spell, and the "eruption" will begin. Here is a simple recipe for witchcraft: add vinegar to baking soda as we do for dough. Only soda should be more, say, 2 tablespoons. Put it in a saucer and pour the vinegar directly from the bottle. A violent neutralization reaction will begin, the contents of the saucer will begin to foam and boil in large bubbles (carefully, do not bend over!). For greater effect, you can fashion a “volcano” from plasticine (a cone with a hole at the top), place it on a saucer with soda, and pour vinegar into the hole from above. At some point, the foam will begin to splash out of the "volcano" - the sight is simply fantastic!
This experience clearly shows the interaction of alkali with acid, the neutralization reaction. By preparing and carrying out the experiment, you can tell the child about the existence of an acidic and alkaline environment. The experiment "Home Sparkling Water", which is described below, is devoted to the same topic. And older children can continue their study with the following exciting experience.

Table of natural indicators

Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. From improvised material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral medium, water). A solution of vinegar or citric acid is suitable as an acidic medium, a solution of soda is suitable as an alkaline medium. Only you need to cook them immediately before the experiment: they deteriorate over time. Tests can be carried out as follows: in empty cells from under eggs, pour, say, a solution of soda and vinegar (each in its own row, so that there is a cell with alkali opposite each cell with acid). Drip (or rather pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Record the results in a table. Color changes can be recorded, or you can paint with paints: it is easier to achieve the desired shade with them.
If your baby is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (available at chemical stores and gardening stores) and suggest moistening it with any liquid: saliva, tea, soup, water, whatever. The humidified place will be colored, and the scale on the box will indicate whether you have studied an acidic or alkaline environment. Usually this experience causes a storm of enthusiasm in children and gives parents a lot of free time.

Salt miracles

Have you already grown crystals with your baby? It's not difficult at all, but it will take a few days. Prepare a supersaturated salt solution (one in which salt does not dissolve when a new portion is added) and carefully dip a seed into it, say, a wire with a small loop at the end. After some time, crystals will appear on the seed. You can experiment and lower not a wire, but a woolen thread into a saline solution. The result will be the same, but the crystals will be distributed differently. For those who are especially keen, I recommend making wire crafts, such as a Christmas tree or a spider, and also placing them in a salt solution.

Secret letter

This experience can be combined with the popular game "Find the Treasure", or you can simply write to someone from home. There are two ways to make such a letter at home: 1. Dip a pen or brush in milk and write a message on white paper. Be sure to let dry. You can read such a letter by holding it over the steam (do not burn yourself!) or by ironing it. 2. Write a letter with lemon juice or citric acid solution. To read it, dissolve a few drops of pharmacy iodine in water and lightly moisten the text.
Is your child already grown up or did you get a taste of it yourself? Then the following experiences are for you. They are somewhat more complicated than previously described, but it is quite possible to cope with them at home. Still be very careful with reagents!

Coke fountain

Coca-Cola (a solution of phosphoric acid with sugar and dye) reacts very interestingly to the placement of Mentos lozenges in it. The reaction is expressed in a fountain, literally beating from a bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. "Mentos" is better to crush a little, and take a liter Coca-Cola. The effect exceeds all expectations! After this experience, I do not want to use all this inside. I recommend conducting this experiment with children who love chemical drinks and sweets.

Drown and eat

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

live yeast

Tell the children that yeast is made up of tiny living organisms called microbes (meaning that microbes can be beneficial as well as harmful). When they feed, they release carbon dioxide, which, mixed with flour, sugar and water, “raises” the dough, making it lush and tasty. Dry yeast is like little lifeless balls. But this is only until the millions of tiny microbes that dormant in a cold and dry form come to life. But they can be revived! Pour two tablespoons of warm water into a pitcher, add two teaspoons of yeast to it, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, pulling a balloon over its neck. Place the bottle in a bowl of warm water. And then a miracle will happen in front of the children's eyes.
The yeast will come to life and begin to eat sugar, the mixture will fill with bubbles of carbon dioxide already familiar to children, which they begin to release. The bubbles burst and the gas inflates the balloon.

"Bait" for ice

1. Dip the ice into the water.

2. Put the thread on the edge of the glass so that it lies at one end on an ice cube floating on the surface of the water.

3. Pour a little salt on the ice and wait 5-10 minutes.

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

Salt, hitting the ice, slightly melts a small area of ​​it. Within 5-10 minutes, the salt dissolves in water, and pure water on the surface of the ice freezes along with the thread.

physics.

If you make several holes in a plastic bottle, it will become even more interesting to study its behavior in water. First, make a hole in the wall of the bottle just above the bottom. Fill the bottle with water and watch with your baby how it pours out. Then pierce a few more holes, located one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain breaks out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and older children can be explained that the water pressure increases with depth. That is why the lower fountain beats the most.

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

Does your baby already determine the temperature of the water by touch? It’s great if, by dipping the pen into the water, he can tell if the water is warm, cold or hot. But not everything is so simple, pens can be easily fooled. For this trick, you will need three bowls. In the first we pour cold water, in the second - hot (but such that you can safely lower your hand into it), in the third - water at room temperature. Now offer baby dip one hand into a bowl of hot water, the other into a bowl of cold. Let him hold his hands there for about a minute, and then plunge them into the third bowl, where there is room water. Ask child what he feels. Although the hands are in the same bowl, the sensations will be completely different. Now you can’t tell for sure if it’s hot or cold water.

Soap bubbles in the cold

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

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

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

We bring to your attention four entertaining experiments with soap bubbles. The first three experiments should be carried out at –15...–25°C, and the last one at –3...–7°C.

Experience 1

Take the jar of soapy water out into the cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which grow rapidly and finally merge. As soon as the bubble is completely frozen, a dent forms in its upper part, near the end of the tube.

The air in the bubble and the shell of the bubble are cooler at the bottom, since there is a less cooled tube at the top of the bubble. Crystallization spreads from bottom to top. The less cooled and thinner (due to solution flow) upper part of the bubble shell sags under the action of atmospheric pressure. The more the air inside the bubble is cooled, the larger the dent becomes.

Experience 2

Dip the end of the tube into the soapy water, and then remove it. A column of solution about 4 mm high will remain at the lower end of the tube. Place the end of the tube on the palm of your hand. The column will be greatly reduced. Now blow the bubble until a rainbow color appears. The bubble turned out with very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So getting a frozen bubble with very thin walls is never possible.

The thickness of the bubble wall can be considered equal to the thickness of the monomolecular layer. Crystallization begins at individual points on the film surface. The water molecules at these points should approach each other and arrange themselves in a certain order. The rearrangement in the arrangement of water molecules and relatively thick films does not lead to the disruption of bonds between water and soap molecules, while the thinnest films are destroyed.

Experience 3

Pour an equal amount of soap solution into two jars. Add a few drops of pure glycerin to one. Now from these solutions blow out two approximately equal bubbles one by one and put them on a glass plate. The freezing of a bubble with glycerin proceeds a little differently than a bubble from a shampoo solution: the onset is delayed, and the freezing itself is slower. Please note: a frozen bubble from a shampoo solution lasts longer in the cold than a frozen bubble with glycerin.

The walls of a frozen bubble from a shampoo solution are a monolithic crystalline structure. Intermolecular bonds in any place are exactly the same and strong, while in a frozen bubble from the same solution with glycerol, strong bonds between water molecules are weakened. In addition, these bonds are broken by the thermal movement of glycerol molecules, so the crystal lattice quickly sublimates, and therefore, is destroyed faster.

Glass bottle and ball.

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

Match dressing.

We put several matches in a bowl of water, put a piece of refined sugar in the center of the bowl and - lo and behold! Matches will gather in the center. Perhaps our matches are sweet!? And now let's remove the sugar and drop a little liquid soap into the center of the bowl: matches don't like it - they "scatter" in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement to the center, and soap, on the contrary, spreads over the water and drags the matches with it.

Cinderella. static voltage.

We need the balloon again, only already inflated. Sprinkle a teaspoon of salt and ground pepper on the table. Mix well. Now let's imagine ourselves as Cinderellas and try to separate the pepper from the salt. It doesn’t work out ... Now let's rub our ball on something woolen and bring it to the table: all the pepper, as if by magic, will be on the ball! We enjoy the miracle, and we whisper to older young physicists that the ball becomes negatively charged from friction with wool, and peppercorns, or rather, pepper electrons, acquire a positive charge and are attracted to the ball. But in salt electrons move poorly, so it remains neutral, does not acquire a charge from the ball, so it does not stick to it!

Straw pipette

1. Put 2 glasses side by side: one with water, the other empty.

2. Dip the straw into the water.

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

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

The pipette, which is probably in your home first aid kit, works on the same principle.

straw flute

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

This is how the "flute" turned out. If you lightly blow into the straw, slightly squeezing it with your teeth, the "flute" will start to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. And now let's try to pick up some melody.

Additionally.

.

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

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

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

2. Why does everything sound?
Task: to bring children to an understanding of the causes of sound: the vibration of an object.

Materials: tambourine, glass cup, newspaper, balalaika or guitar, wooden ruler, glockenspiel

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

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

Materials: two opaque jars (one filled with water), a glass jar with a wide mouth, spoons, small dippers, a basin of water, a tray, subject pictures.

Description. Drop came to visit. Who is Droplet? What does she like to play with?
On the table are two opaque jars closed with lids, one of them is filled with water. Children are invited to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is harder? Why is she heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess it was water? What color is she? What does water smell like?
An adult invites children to fill a glass jar with water. To do this, they are offered a choice of different containers. What is more convenient to pour? How to make sure that water does not spill on the table? What are we doing? (Pour, pour water.) What does the water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, the children are invited to play the game "Find out and name" (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?

4. Water takes shape
Task: to reveal that water takes the form of a vessel in which it is poured.

Materials, funnels, narrow tall glass, round vessel, wide bowl, rubber glove, equally sized dippers, balloon, plastic bag, basin of water, trays, worksheets with sketched shapes of vessels, colored pencils.

Description. In front of the children - a basin of water and various vessels. The Curious Little Gal tells how he walked, swam in puddles, and he had a question: “Can water have any form?” How to check it? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider what shape the water is in different vessels. It turns out that water takes the form of the vessel in which it is poured. The results obtained are sketched in the worksheets - children paint over various vessels

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

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

Description. Bear cub Misha says that he learned how to make not only soap bubbles, but also soap foam. And today he wants to know if all objects sink in soap suds? How to make soap foam?
Children pick up liquid soap with a pipette and release it into a bowl of water. Then they try to beat the mixture with chopsticks, a whisk. What is more convenient to whip the foam? What is the foam like? They try to lower various objects into the foam. What is floating? What is sinking? Do all objects float in the same way?
Are all objects that float the same size? What determines the buoyancy of objects?

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

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

Description. Curious Little Gal makes a riddle to the children about the air.
Passes through the nose to the chest and back keeps the way. He is invisible, and yet we cannot live without him. (Air)
What do we breathe in through our nose? What is air? What is it for? Can we see it? Where is the air? How to know if there is air around?
Game exercise "Feel the air" - children wave a piece of paper near their face. What do we feel? We do not see air, but it surrounds us everywhere.
Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water so that it begins to fill. What's happening? Why do bubbles come out of the neck? It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.
Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with?
Air fills any space, so nothing is empty.

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

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

Description. Grandfather Know invites children to consider balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bath into the water and suggests to the children: "Try to make it swim." Children blow on her. What can you think of to make the boat swim faster? Attaches the sail, makes the boat move again. Why does a boat move faster with a sail? More air presses on the sail, so the bath moves faster.
What other items can we make move? How can you make a balloon move? Balloons are inflated, released, children watch their movement. Why is the ball moving? The air escapes from the balloon and makes it move.
Children independently play with a boat, a ball

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

Materials: various stones, four boxes, sand trays, a model for examining an object, pictures-schemes, a path of pebbles.

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

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

Materials: modeling boards, clay, river stone, a model for examining an object.

Description. According to the model of examining the subject, grandfather Know invites children to find out whether it is possible to change the form of the proposed natural materials. To do this, he invites children to press a finger on clay, a stone. Where is the finger hole? What stone? (Dry, hard.) What kind of clay? (Wet, soft, holes remain.) Children take turns taking a stone in their hands: they crumple it, roll it in their palms, pull it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, nothing can be molded from it with hands, it cannot be divided into parts.) Children take turns crushing clay, pulling it in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not the same as stone, it is soft, it can be divided into parts, clay changes shape, it can be sculpted.)
Children sculpt various clay figurines. Why don't the figurines fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?

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

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

Description. Grandfather Know invites the children to determine whether it is dark or light now, explain their answer. What is shining now? (Sun.) What else can illuminate objects when it is dark in nature? (Moon, fire.) Invites children to find out what is in the “magic chest” (inside a flashlight). Children look through the slot and note that it is dark, nothing is visible. How to make the box become lighter? (Open the chest, then the light will hit and illuminate everything inside it.) Opens the chest, the light hits, and everyone sees a flashlight.
And if we do not open the chest, how can we make it light inside? Lights a flashlight, lowers it into the chest. Children look at the light through the slit.
The game “Light is different” - grandfather Know invites children to decompose pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the effect of these objects, compare, arrange pictures with the image of these objects in the same sequence. What shines brighter - the sun, the moon, the fire? Compare the pictures and sort them according to the degree of brightness of the light (from the brightest).

11. Light and shadow
Tasks: to introduce the formation of shadows from objects, to establish the similarity of the shadow and the object, to create images using shadows.

Materials: shadow theater equipment, lantern.

Description. Bear cub Misha comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines? Misha puts his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is there a shadow? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny, a dog. Children repeat. Misha gives the children a gift.
Game "Shadow theater". The teacher takes out a shadow theater from the box. Children are considering equipment for the shadow theater. What is special about this theatre? Why are all the figurines black? What is a flashlight for? Why is this theater called shadow? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, such as "Kolobok", or any other.

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

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

Description. In front of the children is a bowl of water. They discuss what kind of water, what shape it is. Water changes shape because
she is liquid. Can water be hard? What happens to water if it is very cold? (The water will turn to ice.)
Examining pieces of ice. How is ice different from water? Can ice be poured like water? The kids are trying it. Which
ice shapes? Ice keeps its shape. Anything that retains its shape, like ice, is called a solid.
Does ice float? The teacher puts a piece of ice in a bowl and the children watch. What part of the ice is floating? (Upper.)
Huge blocks of ice float in the cold seas. They are called icebergs (image display). above the surface
only the tip of the iceberg is visible. And if the captain of the ship does not notice and stumbles upon the underwater part of the iceberg, then the ship may sink.
The teacher draws the attention of the children to the ice that was in the plate. What happened? Why did the ice melt? (The room is warm.) What has the ice turned into? What is ice made of?
“Playing with ice floes” is a free activity for children: they choose plates, examine and observe what happens to ice floes.

13. Melting ice
Task: to determine that ice melts from heat, from pressure; that in hot water it melts faster; that water freezes in the cold, and also takes the shape of the container in which it is located.

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

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

14. Multi-colored balls
Task: to get new shades by mixing the primary colors: orange, green, purple, blue.

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

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

15. Mysterious Pictures
Task: show the children that the surrounding objects change color when you look at them through colored glasses.

Materials: colored glasses, worksheets, colored pencils.

Description. The teacher invites the children to look around them and name the color of the objects they see. Together they count how many flowers the children named. Do you believe that the turtle sees everything only in green? It really is. Would you like to see everything around through the eyes of a turtle? How can I do that? The teacher distributes green glasses to the children. What do you see? How else would you like to see the world? Children look at things. How to get colors if we don't have the right glass pieces? Children get new shades by applying glasses - one on top of the other.
Children draw "mysterious pictures" on a worksheet

16. We will see everything, we will know everything
Task: to introduce the assistant device - a magnifying glass and its purpose.

Materials: magnifiers, small buttons, beads, zucchini seeds, sunflower seeds, small stones and other objects for examination, worksheets, colored pencils.

Description. Children receive a "gift" from their grandfather Knowing, considering it. What is it? (Bead, button.) What does it consist of? What is it for? Grandfather Know offers to consider a small button, a bead. How can you see better - with your eyes or with the help of this glass? What is the secret of glass? (Enlarges objects, they are better seen.) This assistant device is called a "magnifying glass". Why does a person need a magnifying glass? Where do you think adults use magnifiers? (When repairing and making watches.)
Children are invited to independently examine the objects of their choice, and then draw on the worksheet what
the object actually and what it is, if you look through a magnifying glass

17. Sand country
Tasks, highlight the properties of sand: flowability, friability, wet can be sculpted; Learn how to make a sand painting.

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

Description. Grandfather Know invites children to consider the sand: what color, try to touch (loose, dry). What is sand made of? What do sand grains look like? How can we see grains of sand? (With the help of a magnifying glass.) The grains of sand are small, translucent, round, do not stick to each other. Can you sculpt with sand? Why can't we change anything from dry sand? We try to blind from the wet. How can you play with dry sand? Can you paint with dry sand?
On thick paper with a glue stick, children are invited to draw something (or circle the finished drawing),
and then pour sand on the glue. Shake off excess sand and see what happens. Together they look at children's drawings

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

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

Description. Grandfather Know invites children to fill the cups with sand and clay as follows: first pour
dry clay (half), and on top the second half of the glass is filled with sand. After that, the children examine the filled glasses and tell what they see. Then the children are invited to close their eyes and guess by the sound what grandfather Know is sleeping. What rolled better? (Sand.) Children pour sand and clay onto trays. Are the slides the same? (A sand hill is even, clay is uneven.) Why are the hills different?
Examine particles of sand and clay through a magnifying glass. What is sand made of? (The grains of sand are small, translucent, round, do not stick to each other.) And what does clay consist of? (Particles of clay are small, closely pressed to each other.) What will happen if water is poured into cups with sand and clay? Children try to do it and observe. (All the water has gone into the sand, but it stands on the surface of the clay.)
Why doesn't clay absorb water? (In clay, the particles are closer to each other, they do not let water through.) Everyone together remembers where there are more puddles after the rain - on sand, on asphalt, on clay soil. Why are the paths in the garden sprinkled with sand? (To absorb water.)

19. Watermill
Task: to give an idea that water can set other objects in motion.

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

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

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

Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” sticks with a thread, at the end of which a plastic ball is fixed.

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

21. "Guess"
Task: show children that objects have weight, which depends on the material.

Materials: objects of the same shape and size from different materials: wood, metal, foam rubber, plastic;
container with water; sand container; balls of different material of the same color, sensory box.

Description. In front of the children are various pairs of objects. Children examine them and determine how they are similar and how they differ. (Similar in size, different in weight.)
Take objects in hand, check the difference in weight!
The game "Guessing" - from the sensory box, children select objects by touch, explaining, as they guessed, whether it is heavy or light. What determines the lightness or heaviness of an object? (It depends on what material it is made of.) Children are invited to determine, with their eyes closed, by the sound of an object that has fallen on the floor, whether it is light or heavy. (A heavy object has a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (The splash is stronger from a heavy object.) Then they throw the objects into a basin of sand and determine the carrying of the object by the depression left in the sand after the fall. (From a heavy object, the depression in the sand is larger.

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

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

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

23. Tricks with magnets
Task: to select objects interacting with a magnet.

Materials: magnets, a goose cut out of foam plastic with a metal piece inserted into its beak. rod; a bowl of water, a jar of jam, and mustard; wooden stick, cat on one end. a magnet is attached and covered with cotton wool on top, and on the other end only cotton wool; animal figurines on cardboard stands; a shoe box with a wall cut off on one side; paperclips; a magnet attached with adhesive tape to a pencil; a glass of water, small metal rods or a needle.

Description. The children are met by a magician who performs the "picky goose" trick.
Magician: Many consider the goose a stupid bird. But it's not. Even a little gosling understands what is good for him, what is bad. At least this kid. Just hatched from an egg, and already got to the water and swam. So, he understands that it will be difficult for him to walk, but it will be easy to swim. And understands food. Here I have two cotton wool tied, I dip it in mustard and offer the caterpillar to taste it (a wand without a magnet is brought) Eat, little one! Look, it turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let's try to dip another cotton wool into the jam (a stick with a magnet is brought up). Yeah, I reached for a sweet one. Not a stupid bird
Why does our gosling reach for the jam with its beak, but turns away from the mustard? What is his secret? Children look at a stick with a magnet on the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in the beak.
The magician shows the children pictures of animals and asks: “Can my animals move by themselves?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edge. Puts the figures on the box and moves the magnet inside the box. Why did the animals move? Children look at the figures and see that paper clips are attached to the stands. Children try to control animals. The magician “accidentally” drops the needle into a glass of water. How to get it without getting your hands wet? (Bring the magnet to the glass.)
Children themselves get different. objects from water with pom. magnet.

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

Material: mirror.

Description. Grandfather Know helps children remember a poem about a sunny bunny. When is it available? (In the light, from objects that reflect light.) Then he shows how a sunbeam appears with the help of a mirror. (The mirror reflects a ray of light and becomes a source of light itself.) Invites children to let out sunbeams (for this you need to catch a ray of light with a mirror and direct it in the right direction), hide them (covering them with your palm).
Games with a sunny bunny: catch up, catch, hide it.
Children find out that playing with a bunny is difficult: from a small movement of the mirror, it moves a long distance.
Children are invited to play with the bunny in a dimly lit room. Why doesn't the sunbeam appear? (No bright light.)

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

Materials: mirrors, spoons, glass vase, aluminum foil, new balloon, frying pan, working PITs.

Description. An inquisitive monkey invites children to look in the mirror. Who do you see? Look in the mirror and tell me what is behind you? left? on right? Now look at these objects without a mirror and tell me, are they different from those that you saw in the mirror? (No, they are the same.) The image in a mirror is called a reflection. The mirror reflects the object as it really is.
There are various objects in front of the children (spoons, foil, frying pan, vases, balloon). The monkey asks them to find everything
objects in which you can see your face. What did you pay attention to when choosing a subject? Try to touch the object, is it smooth or rough? Are all items shiny? See if your reflection is the same on all these objects? Is it always the same form! get the best reflection? The best reflection is obtained in flat, shiny and smooth objects, they make good mirrors. Next, the children are invited to remember where on the street you can see their reflection. (In a puddle, in a shop window.)
In the worksheets, the children complete the task “Find all the objects in which you can see the reflection.

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

Materials: flour, granulated sugar, river sand, food coloring, washing powder, glasses of clean water, spoons or chopsticks, trays, pictures of the presented substances.
Description. In front of the children on trays are glasses of water, sticks, spoons and substances in various containers. Children examine water, remember its properties. What do you think will happen if sugar is added to water? Grandfather Know adds sugar, stirs, and together they observe what has changed. What happens if we add river sand to the water? Adds river sand to water, mixes. Has the water changed? Did it become cloudy or remain clear? Did the river sand dissolve?
What happens to water if we add food coloring to it? Adds paint, mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint has dissolved and changed the color of the water, the water has become opaque.)
Will flour dissolve in water? Children add flour to the water, mix. What has the water become? Cloudy or transparent? Does flour dissolve in water?
Will washing powder dissolve in water? Washing powder is added, mixed. Does the powder dissolve in water? What did you notice unusual? Dip your fingers in the mixture and see if it feels like pure water to the touch? (The water became soapy.) What substances have dissolved in our water? What substances do not dissolve in water?

27. Magic sieve
Tasks: to acquaint children with the method of separation to; kov from sand, small grains from large ones with the help of developing independence.

Materials: scoops, various sieves, buckets, bowls, semolina and rice, sand, small stones.

Description. Little Red Riding Hood comes to the children and tells that she is going to visit her grandmother - to bring her mountains of semolina. But she had an accident. She did not drop the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
Children try to separate with their fingers. Note that it is slow. How can this be done faster? Look
those, are there any objects in the laboratory that can help us? We notice that there is a sieve near grandfather Knowing? Why is it necessary? How to use it? What is poured from the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, asks: “What else can you call this magic sieve?”
We will find the substances in our laboratory, which we will sift. We find that there are a lot of pebbles in the sand to separate the sand from the pebbles? Children sift the sand on their own. What do we have in the bowl? What's left. Why do large substances remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.

28. Colored sand
Tasks: to introduce children to the method of making colored sand (mixing with colored chalk); learn how to use a grater.
Materials: colored crayons, sand, transparent container, small objects, 2 bags, small graters, bowls, spoons (sticks), small jars with lids.

Description. The little jackdaw Curiosity flew to the children. He asks the children to guess what is in his bags. Children try to identify by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check the assumptions. The teacher with the children examine the contents of the bags. What is it? What kind of sand, what can be done with it? What color is the chalk? What does it feel like? Can it be broken? What is it for? The little gal asks: “Can sand be colored? How to color it? What happens if we mix sand with chalk? How to make chalk be as free-flowing as sand? The little jackdaw boasts that he has a tool for turning chalk into a fine powder.
Shows the grater to the children. What is it? How to use it? Children, following the example of a galchonka, take bowls, graters and rub chalk. What happened? What color is your powder? (Galchon asks each child) How can I make the sand colored now? Children pour sand into a bowl and mix it with spoons or chopsticks. Children are looking at colored sand. How can we use this sand? (make beautiful pictures.) Galchonok offers to play. Shows a transparent container filled with multi-colored layers of sand, and asks the children: “How can I quickly find a hidden object?” The children offer their options. The teacher explains that it is impossible to mix the sand with your hands, a stick or a spoon, and shows a way to push it out of the sand

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

Materials: plastic bottles, nails, matches, water.

Description. Children go for a walk. Parsley brings pictures of different fountains to the children. What is a fountain? Where did you see fountains? Why do people install fountains in cities? Can you make your own fountain? What can it be made from? The teacher draws the attention of the children to the bottles, nails, and matches brought by Petrushka. Is it possible to make a fountain with these materials? What is the best way to do this?
Children pierce holes in bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and it turns out to be a fountain. How did we get the fountain? Why does water not pour out when there are matches in the holes? Children play with fountains.
object by shaking the container.
What happened to the colored sand? Children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of multi-colored sand, close the jars with lids and show a checkmark how they quickly find the hidden object and mix the sand. The little jackdaw gives the children a box of colored chalk in parting.

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

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

Description. Children go outside and inspect the playground. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose footprints are these? Why do you think so?
Children find plastic animals and test their assumptions: they take toys, put their paws on the sand and look for the same print. And what trace will remain from the palm? Children leave their footprints. Whose palm is bigger? Whose less? Check by applying.
The teacher in the paws of a bear cub discovers a letter, takes out a site plan from it. What is shown? Which place is circled in red? (Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, immersing their hands in the sand, look for toys. Who is it?
Each animal has its own home. At the fox ... (burrow), at the bear ... (lair), at the dog ... (kennel). Let's build a sand house for each animal. What is the best sand to build with? How to make it wet?
Children take watering cans, pour sand. Where does the water go? Why did the sand get wet? Children build houses and play with animals.

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We have a lot of things in our kitchen with which you can make interesting experiments for children. Well, for myself, to be honest, to make a couple of discoveries from the category of “how I didn’t notice this before.”

website chose 9 experiments that will delight children and raise many new questions in them.

1. Lava lamp

Need: Salt, water, a glass of vegetable oil, a few food colors, a large transparent 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 and salt begin to sink to the bottom. As the salt breaks down, it releases oil particles and they rise to the surface. Food coloring will help make the experience more visual and spectacular.

2. Personal rainbow

Need: 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 a flashlight to the mirror. The reflected light must be caught on paper, on which a rainbow should appear.

Explanation: The beam of light consists of several colors; when it passes through the water, it decomposes into its component parts - in the form of a rainbow.

3. Volcano

Need: 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 entourage. To cause an eruption, you should pour two tablespoons of soda into the bottle, pour in a quarter cup of warm water, add a little food coloring, and finally pour in a quarter cup of vinegar.

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

4. Grow crystals

Need: Salt, water, wire.

Experience: To get crystals, you need to prepare a supersaturated salt solution - one in which when a new portion is added, the salt does not dissolve. In this case, you need to keep the solution warm. To make the process go better, it is desirable that the water be 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. Further, a wire with a small loop at the end can be lowered into the solution. Put the jar in a warm place so that the liquid cools more slowly. After a few days, beautiful salt crystals will grow on the wire. If you get the hang of it, you can grow fairly 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

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

Experience: An empty unclosed bottle should be put in the freezer for a few minutes. Moisten a coin with water and cover the bottle taken out of the freezer with it. After a few seconds, the coin will begin to bounce and, hitting the neck of the bottle, make sounds similar to clicks.

Explanation: The coin is lifted by air, which has compressed in the freezer and occupied a smaller volume, and now has heated up and begun to expand.

6. Colored milk

Need: Whole milk, food coloring, liquid detergent, cotton buds, plate.

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

Explanation: Detergent reacts with fat molecules in milk and sets them in motion. That is why skimmed milk is not suitable for the experiment.

7. Fireproof bill

Need: Ten-rouble note, tongs, matches or lighter, salt, 50% alcohol solution (1/2 part alcohol to 1/2 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 allow excess liquid to drain. Set fire to a bill and watch it burn without burning.

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

9 Camera Obscura

You will need:

A camera that supports slow shutter speeds (up to 30 s);

Large sheet of thick cardboard;

Masking tape (for pasting cardboard);

A room with a view of anything;

Sunny day.

1. We seal the window with cardboard so that the light does not come from the street.

2. In the center we make an even hole (for a room 3 meters deep, the hole should be about 7-8 mm).

3. When the eyes get used to the darkness, an inverted street will be found on the walls of the room! The most visible effect will be on a bright sunny day.

4. Now the result can be shot on a camera at a slow shutter speed. A shutter speed of 10-30 seconds is fine.

research project "Hello Sunshine!"

MBDOU kindergarten No. 17, Orel

• Educational area:

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

• Project type: informational, research, group.
• Project duration: short-term (June 2015), within the framework of the preschool educational institution.
• Project participants: children and parents of the senior group "B"

Relevance of the problem:

The sun is not a planet, it is a huge star located at a distance of many millions of light years from the Earth. The sun is the center of our galaxy. Around it are the orbits of seven planets. The Earth itself is located in the third orbit. If the Earth were closer to the sun, it would burn it, and being further away, there would be no life on our planet.

With the advent of summer, the sun begins to shine brighter, warmer. This, of course, noticed the children. Moreover, in conversations with children, I found out that some of them do not know that the earth revolves around the sun. Questions also arose: “Why is it hot on earth in summer and cold in winter?”, “Why does day and night change?” We set out to find answers to these questions.

Objective of the project: To acquaint children with the sun's rays, the role of the sun in our life (the sun is a source of light and heat).

Project objectives:

Summarize the knowledge that children have about the sun, about its significance for man and nature;

To learn to see the characteristic features of the summer sun (it rises high above the sky and starts to bake even more, the day becomes long, and the evening is long and warm);

Introduce proverbs, sayings and folk signs associated with the sun;

To consolidate ideas about the sun through experimental activities;

To introduce different ways of depicting the sun;

Cultivate love and kindness towards wildlife.

To form in children an emotionally joyful feeling from participating in collective activities.

Expected Result:

Children know about the features of the summer sun and its role for the world around.

Children know why the earth is hot in summer and cold in winter; why there is a change of day and night.

Children are able to depict one object (the sun) in different ways.

The children's vocabulary on the topic has been replenished.

Project activity product:

• The design of the thematic album "The sun is red, beautiful."
• Exhibition of creative works "My sun".
• Presentation of the project "Hello, sunshine."

Stages of project implementation:

Preparatory stage:

• Setting a goal, determining the relevance and significance of the project.
• Selection of methodological literature for the implementation of the project, development of conversations, walks.
• Selection of literature with fairy tales, poems, proverbs, riddles, signs about the sun.
• Selection of material and equipment for conversations, experiments, mobile and plot-role-playing games with children.

Main stage:

• Watching the sun in nature.
• A conversation about the importance of the sun for man and nature.
• Reading fiction: K. Chukovsky "The Stolen Sun", S. Marshak "The Sun", A. Brodsky "Sun Bunnies", Slovak folk tale "At the Sun's Visit".
• Acquaintance with proverbs, sayings, riddles and folk signs about the sun.
• Finding out the correctness of folk signs based on observations in nature.
• Experiments and experiments with the sun.
• Watching cartoons: “Where does the sun sleep?”, “Astronomy for the little ones”, “Why does the sun shine?” “Why - 5 studios “Bibigon”, “Pillow for the sun”, “How the Sun and the Moon reconciled”.
• Artistic and aesthetic activities: "The radiant sun" (sculpting), "Dawn of the sun" (drawing), "The sun from the palms" (application).
• Didactic game: “Living and inanimate nature.
• Outdoor games: "Catch a sunbeam", "Sun and rain".

• Selection of material about the sun: verses, proverbs, riddles.
• Selection of fiction and cartoons.
• Recommendations for parents "Solar laboratory: 15 interesting experiments and games with the sun."

• Findings.
• Making a presentation of the project.

Theoretical part of the project

Proverbs and sayings about the sun

The sun shines, but the moon only shines.

Don't look at the sun, you'll go blind.

You can't catch the sun with a bag.

What is gold to me - the sun would shine.

The sun is low, and the evening is near.

The sun will rise and so will the morning.

In winter, the sun is like a stepmother: it shines, but it does not warm.

Summer is bad if there is no sun.

You can't look at the sun with all your eyes.

Behind the ear and into the sun.

No matter how the moon shines, it's still not the sun.

When the sun is warm, when the mother is good.

You can't close the sun, but you can't hide the truth.

The sun, like a mother, will never offend.

The sun is setting - the lazy person is having fun; the sun rises - the lazy man goes crazy.

The sun will warm - everything will be in time.

Sun, air and water are the best doctors.

Riddles about the sun

Scarlet ball in the morning over the roof

We cry without him

Went out to walk in the sky.

How will it appear

We hide from him.

He walked, walked, walked.

Met the evening - and disappeared.

What is higher than the forest

Where is the ball now to look?

More beautiful than the world

Tell me, wind!

Does it burn without fire?

- Tomorrow he will walk again

Coming out at dawn!

You warm up the whole world

I am always friendly with the world,

And you don't know fatigue

Smiling at the window

If the sun is in the window

And everyone calls you...

I am from a mirror, from a puddle

I run up the wall.

• During sunrise, there is stuffiness - to bad weather.
• If earthworms crawl to the surface, lizards bask in the sun, sparrows chirp loudly, bathe in dust or puddles, at sunset the red sun sets in a cloud - wait for rain and wind.
• If the sun rises in fog, the day will be quiet and stuffy.
• The red color of the sun at sunrise is a big wind.
• Red clouds - to the rain. With a midday wind - to a gusty wind and bad weather. If at the same time the rays of the sun darken, then expect a thunderstorm.
• The crowing of roosters after sunset and until late in the evening promises good stable weather the next day.
• The weather will be hot and sunny if the sky is blue, golden, or bright pink at sunset; dew falls before sunrise; At sunrise, the sun is white.

Watching the sun in nature.

Target: learn to see the characteristic features of the summer sun (rises high above the sky and starts to bake even more, the day becomes long, and the evening is long and warm).

Questions: 1. Look, guys, at the sky. What do you see? (Sun, clouds).

2. What is the sun? (Round, bright, yellow, large).

3. What does the sun look like? (On the ball).

4. What is the weather like today? (Warm).

5. Why is it warm outside? (The sun shines and warms).

• Yes, the sun warms and warms our earth. And it's warm outside.

The sun has rays, very warm. They got down to the ground and began to walk. So they came to visit us. Stretch, children, to the sun, to its rays, your palms.

How did your palms feel? What are the rays of the sun? Who do you think needs the sun, its light?

Experiments and experiments with the sun.

Purpose: To strive for the study of inanimate nature, draw conclusions, establish cause-and-effect relationships in nature.

• Invite children to stand with their eyes closed in the shade, then in the sun, feel the difference, tell about their feelings.
• Offer a magnifying glass, use it to heat the stick, paper.
• Sundial making. Observation of the height of the sun (by sundial). Cut out a circle from thick cardboard. Make a hole in the center of the circle and insert a pencil into it with the sharpened end down. Put the “dial” in the sun in a place where nothing will shade it. As soon as the sun rises, the pencil will cast a shadow.
• What is the difference between the sunny side and the shady side? Put the ball in the sun. Let the child carefully examine the side illuminated by the sun, then the opposite. What is the difference? Which side is lighter? Warmer? Let the child draw a conclusion about how the side of the ball, illuminated by the sun, differs from the one that is hidden from the sun.

Walk on the topic:

"Hello sunbeam!"

Artistic and aesthetic activity.

"Dawn of the Sun" (drawing),

"The sun is radiant" (sculpting)

"The sun from the palms" (application).

• Children know about the features of the summer sun and its role for the world around.
• Children know why the earth is hot in summer and cold in winter; why there is a change of day and night.
• Children are able to depict one object (the sun) in different ways.
• The children's vocabulary on the topic has been replenished.

Card file of experiments and experiments

on the topic "Space"

Experience No. 1 "Solar system"

Target : explain to children why all the planets revolve around the sun.

Equipment : yellow stick, thread, 9 balls.

What helps the Sun to hold the entire solar system?

The sun is aided by perpetual motion. If the Sun does not move, the whole system will fall apart and this perpetual motion will not work.

Experience #2 "Sun and Earth"

Target: explain to children the ratio of the sizes of the sun and the earth.

Equipment: big ball and bead.

Imagine if our solar system was reduced so that the Sun became the size of this ball, then the Earth with all cities and countries, mountains, rivers and oceans would become the size of this bead.

Experience No. 3 "Day and night"

Target: explain to the children why there is day and night.

Equipment: flashlight, globe.

Ask the children what they think happens when the line between light and dark is blurred. (The guys will guess that this is morning or evening)

Experience No. 4 "Day and night" 2 "

Target : explain to the children why there is day and night.

Equipment: flashlight, globe.

Content: we create a model of the rotation of the Earth around its axis and around the Sun. For this we need a globe and a flashlight. Tell the children that nothing stands still in the universe. Planets and stars move along their own, strictly allotted path. Our Earth rotates around its axis, and with the help of a globe, this is easy to demonstrate. On the side of the globe that faces the Sun (in our case, the flashlight) - day, on the opposite side - night. The earth's axis is not straight, but tilted at an angle (this is also clearly visible on the globe). That is why there is a polar day and a polar night. Let the guys make sure that no matter how the globe rotates, one of the poles will always be illuminated, while the other, on the contrary, is darkened. Tell the children about the features of the polar day and night and about how people live in the Arctic Circle.

Experience No. 5 "Who Invented Summer?"

Target: explain to the children why the seasons change.

Equipment: flashlight, globe.

Due to the fact that the Sun illuminates the surface of the Earth in different ways, the seasons change. If it is summer in the Northern Hemisphere, then it is winter in the Southern Hemisphere.

Explain that it takes the Earth a whole year to go around the Sun. Show the children the place on the globe where you live. You can even stick a paper man or a photo of a child there. Move the globe and try with the children to determine what season it will be at this point. And do not forget to draw the attention of the guys to the fact that every half-turn of the Earth around the Sun, polar day and night change places.

Experience number 6: "Eclipse of the Sun"

Target: explain to the children why there is an eclipse of the sun.

Equipment: Flashlight, globe.

The most interesting thing is that the Sun is not made black, as many people think. Watching the eclipse through the smoked glass, we are looking at the same Moon, which is just opposite the Sun.

Yeah ... It sounds incomprehensible ... Simple improvised means will help us out. Take a large ball (this, of course, will be the moon). And this time our flashlight will become the Sun. The whole experience is to hold the ball against the light source - here is the black Sun for you ... Everything is very simple, it turns out.

Experience No. 7 "Rotation of the Moon"

Target : show that the moon rotates on its axis.

Equipment: 2 sheets of paper, adhesive tape, felt-tip pen.

Walk around the "Earth" while continuing to face the cross. Stand facing the "Earth". Walk around the "Earth", remaining facing it.

Results: while you were walking around the "Earth" and at the same time remained facing the cross hanging on the wall, various parts of your body turned out to be turned to the "Earth". When you walked around the “Earth”, remaining facing it, you were constantly facing it only with the front of your body. WHY? You had to gradually rotate your body as you moved around the "Earth". And the Moon, too, since it always faces the Earth on the same side, has to gradually turn on its axis as it moves in orbit around the Earth. Since the Moon makes one revolution around the Earth in 28 days, then its rotation around its axis takes the same time.

Experience No. 8 "Blue Sky"

Target: why the earth is called the blue planet.

Equipment: glass, milk, spoon, pipette, flashlight.

Results : A beam of light passes only through pure water, and water diluted with milk has a bluish-gray tint.

WHY? The waves that make up white light have different wavelengths depending on the color. The milk particles give off and scatter short blue waves, which makes the water appear bluish. The molecules of nitrogen and oxygen in the Earth's atmosphere, like milk particles, are small enough to also separate blue waves from sunlight and scatter them throughout the atmosphere. This makes the sky look blue from Earth, and the Earth looks blue from space. The color of the water in the glass is pale and not pure blue, because the large particles of milk reflect and scatter more than just blue. The same happens with the atmosphere when large amounts of dust or water vapor accumulate there. The cleaner and drier the air, the bluer the sky, because. blue waves scatter the most.

Experience No. 9 "Far, close"

Target: determine how distance from the sun affects air temperature.

Equipment: 2 thermometers, table lamp, long ruler (meter)

Results: the near thermometer shows a higher temperature.

WHY? The thermometer, which is closer to the lamp, receives more energy and therefore heats up more. The farther the light from the lamp spreads, the more its rays diverge, and they can no longer heat up the far thermometer much. The same thing happens with the planets. Mercury, the planet closest to the Sun, receives the most energy. Planets farther from the Sun receive less energy and their atmospheres are colder. Mercury is much hotter than Pluto, which is very far from the Sun. As for the temperature of the planet's atmosphere, it is influenced by other factors, such as its density and composition.

Experience No. 10 "Is it far to the moon?"

Target: learn how to measure the distance to the moon.

Equipment : 2 flat mirrors, duct tape, table, notebook paper, flashlight.

Tape the mirrors together so that they open and close like a book. Put mirrors on the table.

Attach a piece of paper to your chest. Place the flashlight on the table so that the light falls on one of the mirrors at an angle.

Find a second mirror in such a position that it reflects light onto a piece of paper on your chest.

Results: a ring of light appears on the paper.

WHY? The light was first reflected by one mirror onto another, and then onto a paper screen. The retroreflector left on the Moon is made up of mirrors similar to those we used in this experiment. By measuring the time it took for a laser beam sent from the Earth to be reflected in a retroreflector installed on the Moon and return to Earth, scientists calculated the distance from the Earth to the Moon.

Experience No. 11 "Distant Glow"

Target: to establish why the ring of Jupiter shines.

Equipment: flashlight, talcum powder in plastic packaging with holes.

Results: the beam of light is barely visible until the powder hits it. The scattered particles of talc begin to shine and the light path can be seen.

WHY? Light cannot be seen until it bounces off something and enters your eyes. Talc particles behave in the same way as the small particles that make up Jupiter's ring: they reflect light. Jupiter's ring is fifty thousand kilometers from the planet's cloud cover. These rings are thought to be made up of material brought there by Io, the closest of Jupiter's four moons. Io is the only known moon with active volcanoes. It is possible that Jupiter's ring formed from volcanic ash.

Experience No. 12 "Day Stars"

Target: show that the stars are always shining.

Equipment: hole punch, postcard-sized cardboard, white envelope, flashlight.

Results: holes in the cardboard are not visible through the envelope when you shine a flashlight on the side of the envelope facing you, but become clearly visible when the light from the flashlight is directed from the other side of the envelope, directly at you.

WHY? In an illuminated room, light passes through the holes no matter where the lighted flashlight is located, but they become visible only when the hole, due to the light passing through it, begins to stand out against a darker background. The same thing happens with the stars. During the day they shine too, but the sky becomes so bright due to sunlight that the light of the stars is obscured. It is best to look at the stars on moonless nights and away from city lights.

Experience No. 13 "Beyond the Horizon"

Target: establish why the sun can be seen before it rises above the horizon.

Equipment: a clean liter glass jar with a lid, a table, a ruler, books, plasticine.

Place the jar on the table 30 cm from the edge of the table. Fold the books in front of the jar so that only a quarter of the jar is visible. Make a ball the size of a walnut out of plasticine. Put the ball on the table, 10 cm from the jar. Get on your knees in front of books. See through a jar of water while looking over books. If the plasticine ball is not visible, move it.

Remaining in this position, remove the jar from your field of vision.

Results: you can only see the ball through the water jar.

WHY? The water jar allows you to see the balloon behind the stack of books. Whatever you look at can only be seen because the light emitted by that object reaches your eyes. The light reflected from the plasticine ball passes through the jar of water and is refracted in it. Light from heavenly bodies travels through the earth's atmosphere (hundreds of kilometers of air surrounding the earth) before reaching us. Earth's atmosphere refracts this light in the same way as a can of water. Due to the refraction of light, the Sun can be seen a few minutes before it rises above the horizon, as well as some time after sunset.

Experience No. 14 "Star Rings"

Target: find out why the stars seem to move in a circle.

Equipment : scissors, ruler, white crayon, pencil, adhesive tape, black paper.

Pierce the circle in the center with a pencil and leave it there, securing the bottom with duct tape. Holding the pencil between your palms, twist it quickly.

Results: light rings appear on the rotating paper circle.

WHY? Our vision retains the image of white dots for a while. Due to the rotation of the circle, their individual images merge into light rings. This is what happens when astronomers take pictures of the stars, taking many hours of exposure. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are motionless relative to it. Although it seems that the stars are moving, the plate is moving along with the Earth rotating around its axis.

Experience No. 15 "Star Clock"

Target: find out why the stars make a circular motion in the night sky.

Equipment: dark umbrella, squirrel chalk.

Results: the center of the umbrella will stay in one place while the stars move around.

WHY? The stars in the constellation Ursa Major appear to move around one central star - Polaris - like the hands on a clock. One rotation takes one day - 24 hours. We see the rotation of the starry sky, but this only seems to us, since our Earth actually rotates, and not the stars around it. It completes one revolution around its axis in 24 hours. The axis of rotation of the Earth is directed towards the North Star and therefore it seems to us that the stars revolve around it.