The ability to see miracles in everyday objects distinguishes a genius from other people. Creativity is formed in early childhood, when the baby inquisitively studies the world around him. Scientific experiments, including experiments with water, - easy way interest the child in natural sciences and great view family leisure.

From this article you will learn

Why water is good for home experiments

Water is the ideal substance to get acquainted with physical properties items. The advantages of the substance we are familiar with are:

• accessibility and low cost;
• the ability to exist in three states: solid, vapor and liquid;
• the ability to easily dissolve various substances;
• the transparency of the water ensures the clarity of the experience: the baby will be able to explain the result of the study himself;
• safety and non-toxicity of substances necessary for experiments: the child can touch with his hands everything that interests him;
• no need additional tools and equipment, special skills and knowledge;
• You can conduct research both at home and in kindergarten.

The complexity of the experiments depends on the age of the child and the level of his knowledge. It is better to start experiments with water for children with simple manipulations; in older children preschool educational institution group or at home.

Experiments for kids (4-6 years old)

All little children enjoy the process of pouring and mixing liquids. different color. The first lessons can be devoted to getting to know the organoleptic properties of the substance: taste, smell, color.

In children preparatory group You might ask what the differences are mineral water and sea. In kindergarten, the results of research do not need to be proven and what is happening can be explained in accessible words.

Transparency experience

You will need two transparent glasses: one with water, the other with an opaque liquid, such as tomato juice, milk, cocktail tubes or spoons. Place objects in each container and ask the kids, in which of the cups is the straw visible and in which is not? Why? Which substance is transparent and which is impenetrable?

Drowning - not drowning

You need to prepare two glasses of water, salt and a raw fresh egg. Add salt to one of the glasses at the rate of two tablespoons per glass. If you put an egg in a clean liquid, it will sink to the bottom, and if you put it in a salty liquid, it will appear on the surface of the water. The child will develop a concept of the density of matter. If you take a large container and gradually add fresh water to salt water, the egg will gradually sink.

Freezing

On initial stage It will be enough to pour water into the mold with the child and put it in the freezer. You can watch together the process of melting an ice cube, and speed up the process by touching it with your fingers.

Then complicate the experiment: put a thick thread on an ice cube and sprinkle the surface with salt. After a few moments, everything will grab together and the cube can be lifted up by the thread.

A breathtaking sight is represented by melting colored ice cubes placed in a transparent container with vegetable oil(you can take a child's). Droplets of water sinking to the bottom form a bizarre pattern that is constantly changing.

Steam is also water

For the experiment, you need to boil water. Notice to the children how steam rises above the surface. Hold a mirror or glass saucer over a container of hot liquid, such as a thermos. Show how droplets flow from it. Make a conclusion: if you heat water, it will turn into steam; when cooled, it will turn into a liquid state again.

"CONSPIRACY"

It's not an experience, but rather a focus. Before starting the experiment, ask the kids if water in a closed container can change color under a magic spell. In front of the children, say a spell, shake the jar, and the colorless liquid will become colored.

The secret is that water-soluble paint, watercolor or gouache is applied to the lid of the container in advance. When shaken, the water washes away the paint layer and changes color. The main thing is not to turn the inside of the lid towards the audience.

Broken pencil

The simplest experiment demonstrating the refraction of an image in a liquid is placing a tube or pencil in a transparent glass filled with water. The part of the product immersed in liquid will appear deformed, causing the pencil to appear broken.

The optical properties of water can also be checked in this way: take two eggs of the same size and immerse one of them in water. One will appear larger than the other.

Expansion on freezing

Take plastic cocktail straws, cover one end with plasticine, fill with water to the brim and seal. Place the straw in the freezer. After a while, notice to the baby that the liquid, freezing, expanded and displaced the plasticine plugs. Explain that water can rupture a container if exposed to low temperatures.

Dry cloth

Place a dry paper napkin at the bottom of an empty glass. Turn it over and lower it vertically into a bowl of water with the edges down to the bottom. Prevent liquid from getting inside by holding the glass with force. Also remove the glass from the water in a vertical direction.

If everything is done correctly, the paper in the glass will not get wet; air pressure will prevent this. Tell the children the story of a diving bell that can be used to lower people to the bottom of a body of water.

Submarine

Place a tube in a glass filled with water and bend it in the lower third. We immerse the glass completely upside down in a container of water so that part of the straw is on the surface. We blow into it, the air instantly fills the glass, it jumps out of the water and turns over.

You can tell the children that fish use this technique: to sink to the bottom, they compress the air bubble with their muscles, and some of the air comes out of it. To rise to the surface, they pump up air and float up.

Bucket rotation

To carry out this experiment, it is advisable to call your dad for help. The procedure is as follows: take a strong bucket with a strong handle and fill it halfway with water. A more spacious place is chosen; it is advisable to conduct the experiment in nature. You need to take the bucket by the handle and quickly rotate it so that the water does not spill. When the experiment is over, you can watch the splashes spilling out of the bucket.

If your child is old enough, explain that liquid is held in place by centrifugal force. You can experience its effect on attractions whose operating principle is based on circular motion.

Vanishing coin

To demonstrate this experiment, pour into liter jar water and close the lid. Take out a coin and give it to the baby so that he can be convinced that it is an ordinary one. Have your child place it on the table and you place the jar on top. Ask your child if he sees the money. Remove the container and the coin will be visible again.

floating paper clip

Before starting the experiment, ask your child whether metal objects sink in water. If he finds it difficult to answer, throw a paper clip vertically into the water. She will sink to the bottom. Tell your child that you know a magic spell to keep the paperclip from sinking. Using a flat hook bent from a second specimen, slowly and carefully place a horizontal paperclip on the surface of the water.

To prevent the product from completely sinking to the bottom, first rub it with a candle. The trick can be carried out thanks to a property of water called surface tension.

Anti-spill glass

For another experiment based on the properties of surface tension of water, you will need:

• transparent smooth glass glass;
• a handful of small metal objects: nuts, washers, coins;
• oil, mineral or vegetable;
• chilled water.

Before conducting the experiment, you need to grease the edges of a clean, dry glass with oil. Fill it with water and lower the metal objects one at a time. The surface of the water will no longer be flat and will begin to rise above the edges of the glass. At some point, the film on the surface will burst and the liquid will spill. Oil in this experiment is needed to reduce the connection between water and the surface of the glass.

Flowers on the water

Required materials and tools:

• paper of different densities and colors, cardboard;
• scissors;
• glue;
• wide container with water: basin, deep tray, dish.

The preparatory stage is making flowers. Cut the paper into squares with a side of 15 centimeters. Fold each one in half and then double again. Randomly cut out the petals. Bend them in half so that the petals form a bud. Dip each flower into the prepared water.

Gradually the flowers will begin to open. The speed of unraveling will depend on the density of the paper. The petals straighten due to swelling of the fibers of the material.

Treasure Hunt

Collect small toys, coins, beads and freeze them in one or more pieces of ice. The essence of the game is that as it thaws, objects will appear on the surface. To speed up the process, you can use kitchen utensils and various tools: forks, tweezers, a knife with a safe blade. If several children are playing, you can arrange a competition.

Everything is absorbed

The experience introduces the child to the ability of objects to absorb liquids. To do this, take a sponge and a plate of water. Dip the sponge into the plate and watch with your child as the water rises and the sponge becomes wet. Experiment with different items, some have the ability to absorb liquids, and some do not.

Ice cubes

Children love to freeze water. Experiment with them with shapes and colors: kids will make sure that the liquid follows the shape of the container in which it is placed. Freeze the colored water into cubes, first insert toothpicks or straws into each.

From the freezer you will get a lot of colorful boats. Put on paper sails and lower the boats into the water. The ice will begin to melt, forming bizarre colored stains: this is the diffusion of liquid.

Experiments with water of different temperatures

Process stages and conditions:

1. Prepare four identical glass glasses, watercolor paints or food coloring.
2. Pour cold water into two glasses, warm water into two.
3. Color warm water black and cold water yellow.
4. Place a glass with cold water into a plate, cover the container with warm black liquid with a plastic card, turn it over and place it so that the glasses are located symmetrically.
5. Carefully remove the card, being careful not to dislodge the glasses.
6. Cold and warm water will not mix due to the properties of physics.

Repeat the experiment, but this time place a glass of hot water down.

Conduct all experiments in kindergarten in a playful way.

Experiments for schoolchildren

Water tricks for schoolchildren should be explained already in elementary grade, introducing them to the simplest scientific concepts, then the young magician will easily master both physics and chemistry in grades 8–11.

Color layers

Take a plastic bottle, fill a third of it with vegetable oil, a third with water, and leave another third empty. Pour food coloring into the bottle and seal it with a lid. A child can see that oil is lighter than air, and water is heavier.

The oil will remain unchanged, but the water will be colored. If you shake the bottle, the layers will shift, but after a few moments everything will be as it was. When placing the container in the freezer, the layer of oil will sink to the bottom and the water will freeze on top.

Sippy sieve

Everyone knows that you cannot hold water in a sieve. Show your child a trick: grease a sieve with oil and shake. Carefully pour some water along the inside edge of the sieve. Water will not flow out, since it will be retained by the oil film. But if you run your finger along the bottom, it will collapse and the liquid will flow out.

Experiment with glycerin

The experiment can be carried out on the eve of the New Year. Take a jar with a screw top, a small plastic toy, glitter, glue and glycerin. Glue the toy, Christmas tree, snowman to the inside of the lid.

Pour water into a jar, add glitter and glycerin. Close the lid tightly with the figurine inside and turn the container over. Thanks to glycerin, the sparkles will swirl beautifully around the figure if you regularly turn the structure over. The jar can be given as a gift.

Making a cloud

It's more of an environmental experiment. If your child asks you what clouds are made of, do this experiment with water. Pour hot water into a 3-liter jar, about 2.5 centimeters deep. Place pieces of ice on a saucer or baking sheet and place on the jar so that the neck is completely closed.

Soon a cloud of fog (steam) forms inside the container. You can draw your preschooler's attention to condensation and explain why it is raining.

Tornado

Often both children and adults are interested in how such an atmospheric phenomenon as a tornado is formed. Together with your children, you can answer this question by arranging the following experiment with water, which consists of the following steps:

1. Prepare two plastic bottles volume 2 liters, tape, metal washer with a diameter of 2.5.
2. Fill one of the bottles with water and place a washer on the neck.
3. Turn the second bottle over, place it on top of the first and tightly wrap the top of both bottles with tape to prevent water from spilling out.
4. Turn the structure over so that the water bottle is on top.
5. Create a hurricane: start rotating the device in a spiral. The flowing stream will turn into a mini-tornado.
6. Observe the process happening in the bottles.

A tornado can also be created in a bank. To do this, fill it with water, not reaching the edges by 4-5 centimeters, add dishwashing detergent. Close the lid tightly and shake the jar.

Rainbow

You can explain the origin of the rainbow to your child as follows. In a sunny room, place a wide container of water and place a sheet of white paper next to it. Place a mirror in the container, catch a ray of sunlight with it, and direct it towards the sheet so that a spectrum appears. You can use a flashlight.

Lord of matches

Pour water into a plate and let it float on the surface of the match. Dip a piece of sugar or soap into the water: in the first case, the matches will gather around the piece, in the second, they will float away from it. This happens because sugar increases the surface tension of water, while soap decreases it.

Water flows up

Place white flowers in a container of water colored with food coloring, preferably carnations or pale green plants such as celery. After some time, the flowers will change color. You can do it simpler: use white paper napkins, not flowers, in the experiment with water.

An interesting effect can be achieved if one edge of the towel is placed in water of a certain color, and the other in another, contrasting shade.

Water from thin air

Home exciting experience clearly shows how the condensation process occurs. To do this, take glass jar, fill it with ice cubes, add a spoonful of salt, shake several times and close the lid. After 10 minutes, droplets of water will appear on the outer surface of the jar.

For clarity, wrap it in a paper towel and make sure there is enough water. Tell your child where in nature you can see the process of water condensation: for example, on cold stones under the sun.

Paper cover

If you turn a glass of water over, it will spill out. Can a sheet of paper hold water? To answer the question, cut out a flat lid from thick paper that is 2-3 centimeters larger than the diameter of the edges of the glass.

Fill the glass about halfway with water, place a piece of paper on top and carefully turn it over. Due to air pressure, the liquid must remain in the container.

Thanks to this joke, a student can earn popularity among his classmates.

Soap Volcano

You will need: detergent, soda, vinegar, cardboard for the “volcano”, iodine. Pour water, vinegar, dish soap and a few drops of iodine or other dye into a glass. Make a cone out of dark cardboard and wrap the container with the ingredients so that the edges touch. Pour baking soda into a glass and the volcano will begin to erupt.

Spark plug pump

This fun water trick demonstrates the power of gravity. Take a small candle, place it on a saucer and light it. Pour some colored water into a saucer. Cover the candle with a glass, the liquid will gradually be drawn into it. The explanation lies in the change in pressure inside the container.

Growing Crystals

The result of this experiment will be to obtain beautiful crystals on the surface of the wire. To grow them you need a strong salt solution. You can determine whether the solution is sufficiently saturated by adding a new portion of salt. If it no longer dissolves, the solution is ready. The cleaner the water, the better.

To clear the solution of debris, pour it into another container. Dip a wire with a loop at the end into the solution and place everything in a warm place. To obtain patterned crafts, twist the wire as required. After a few days, the wire becomes covered with salt “snow”.

Dancing coin

You need a glass bottle, a coin and water. Place the empty bottle without the cap in the freezer for 10 minutes. Place a coin soaked in water on the neck of the bottle. In less than a minute, the cold air will expand from heating and begin to displace the coin, causing it to bounce on the surface.

Magic ball

Tools and materials: vinegar, baking soda, lemon, glass, balloon, bottle, electrical tape and funnel.

Process progress:

• Pour water into a bottle, add a teaspoon of soda.
• Mix three tablespoons of vinegar and lemon juice.
• Quickly pour the mixture into the water bottle through the funnel and place the ball on the neck of the bottle containing the water and soda mixture. The reaction will occur instantly: the composition will begin to “boil” and the balloon will inflate as air is displaced.

To ensure that air from the bottle gets only into the ball, wrap the neck with electrical tape.

Balls in a frying pan

If you pour a little water onto a hot surface, it will disappear (evaporate). When you add another portion, balls resembling mercury form in the pan.

Burning liquid

Tape it up work surface Sparkler sticks with tape, leaving the ends, set on fire and lower into a transparent vessel with water. The sticks will not go out, thanks to their chemical composition in water, their fire burns even brighter, creating the effect of a flaming liquid.

Water management

The intensity of sound is another means of changing the direction of fluid flow. The result can be observed using a powerful speaker. Under the influence of music or other sound effects, water takes on a bizarre, fantastic shape, forming foam and mini-fountains.

Rainbow water

The cognitive experiment is based on changes in the density of water. For the process, take four small glasses of water, dyes, a syringe and granulated sugar.

Add dye to the first glass and leave for a while. In the remaining mixture, dissolve 1, 2 and 3 teaspoons of sugar and dyes in succession. different colors. Unsweetened liquid is poured into a transparent glass with a syringe. Then, using a syringe, water is carefully released to the bottom, to which 0.5 teaspoon of sugar is added.

Third and fourth steps: a solution with an average and maximum concentration is released in the same way: closer to the bottom. If everything is done correctly, the glass will contain water with multi-colored layers.

colorful lamp

The cool experience delights not only children 5-6 years old, but also primary schoolchildren and teenagers. Equal parts of water and sunflower oil are poured into a glass or plastic bottle and dye is added. The process is started by dropping an effervescent aspirin tablet into water. The effect will be enhanced if this experiment is carried out in dark room, providing illumination using a flashlight.

Ice Formation

For the trick you will need a 0.5 liter plastic bottle filled with distilled water without gas, and freezer. Place the container in the freezer, after 2 hours, take it out and sharply hit it on a hard surface.

The water will begin to turn into ice before your eyes. The experiment is explained by the composition of distilled water: it lacks centers responsible for crystallization. After impact, bubbles appear in the liquid and the freezing process begins.

This is not all the manipulations carried out with water. Substances such as starch, clay, and shampoo change its properties beyond recognition. Children aged 6-7 years can easily do almost all experiments themselves in the kitchen or experiment under the supervision of their parents by watching a video tutorial or explanatory pictures.

More cool experiments are shown in this video.

If necessary, the small chemist should be offered advice or assistance. It’s even better to do all the research together: even adults will discover many amazing properties of water.

IMPORTANT! *when copying article materials, be sure to indicate an active link to the original

When choosing a gift for my eleven-year-old nephew, I couldn’t do without a book))). It was decided to search among books aimed at distracting the guy as much as possible from modern gadgets. Since he is very smart and inquisitive, I hope that he will spend his summer holidays not bored without a tablet, but with the help of this book and another gift, but that’s another topic. I settled on “Fun scientific experiments for children. 30 exciting experiments at home”, Egor Belko, Petersburg publishing house.

ISBN 978-5-496-01343-7

Home experiments. There is probably no child who would not be interested and would not want to build an erupting volcano at home or “settle” a cloud in a jar, a rainbow in a glass, push an egg into a bottle or grow a purple daisy. And even more so when everything that is needed for these experiments is at home: on the desktop or in mom’s kitchen, and no special reagents or chemicals are needed. The most “dangerous” means for conducting experiments in this book is perhaps vinegar.

On each spread it is given detailed description experiment: necessary materials, description of the preparation and progress of the experiment and its scientific explanation, as well as clear and colorful illustrated tips. All experiments are very simple, and everything needed to carry them out can be easily found in every home. From the age of 6-7, I think, you can already give a book to a child for independent study, and before this age you can have a great time with mom, or even better with dad (dads are better able to explain the properties of objects and materials, they somehow it turns out simpler and clearer)))

My daughter is almost 3 years old, but we also love to experiment. For example, we have already done this, we built an entire installation of a mountain peak and a volcano erupting in it, and with ice and simply painted with “soda” paints, and then “foamed” the drawing with vinegar or maybe a solution citric acid. The child’s delight is guaranteed, and even if he does not understand the reason for what is happening, he will certainly remember the impressions of what he saw. The purpose and task of such activities with a child is to simply and clearly show that any phenomenon in nature or human life has a simple explanation, and we can understand its components; awaken the child’s interest in everything that has a logical scientific explanation, but does not give impetus to curiosity at first sight; teach the child to seek the truth of what is happening; and just to make it clear that from any object or material found in the kitchen, yard or bathroom, you can make something interesting and exciting with your own hands. We have already sent the book to my nephew, but I photographed all the spreads so that I could repeat the experiments with my daughter. There is a lot of information about such things on the Internet now, and if you try, you can compile your own book of “home experiments,” but if you don’t want to spend a lot of time searching or just have a holiday coming up for your beloved children, then this book is worthy of attention.

And learn with them peace and wonders of physical phenomena? Then we invite you to our “experimental laboratory”, in which we will tell you how to create simple, but very interesting experiments for children.

Experiments with eggs

Egg with salt

The egg will sink to the bottom if you place it in a glass of plain water, but what happens if you add salt? The result is very interesting and can clearly show interesting facts about density.

You will need:

• Salt
• Tumbler.

Instructions:

1. Fill half the glass with water.

2. Add a lot of salt to the glass (about 6 tablespoons).

3. We interfere.

4. Carefully lower the egg into the water and watch what happens.

Explanation

Salt water has a higher density than regular tap water. It is the salt that brings the egg to the surface. And if you add fresh water to the existing salt water, the egg will gradually sink to the bottom.

Egg in a bottle

Did you know that a boiled whole egg can easily be placed in a bottle?

You will need:

• A bottle with a neck diameter smaller than the diameter of an egg
• Hard boiled egg
• Matches
• Some paper
• Vegetable oil.

Instructions:

1. Lubricate the neck of the bottle with vegetable oil.

2. Now set fire to the paper (you can just use a few matches) and immediately throw it into the bottle.

3. Place an egg on the neck.

When the fire goes out, the egg will be inside the bottle.

Explanation

The fire provokes heating of the air in the bottle, which comes out. After the fire goes out, the air in the bottle will begin to cool and compress. Therefore, a low pressure is created in the bottle, and the external pressure forces the egg into the bottle.

Ball experiment

This experiment shows how rubber and orange peel interact with each other.

You will need:

• Balloon
• Orange.

Instructions:

1. Inflate the balloon.

2. Peel the orange, but do not throw away the orange peel (zest).

3. Squeeze the orange zest over the ball until it pops.

Explanation.

Orange zest contains the substance limonene. It is capable of dissolving rubber, which is what happens to the ball.

Candle experiment

An interesting experiment showing ignition of a candle from a distance.

You will need:

• Regular candle
• Matches or lighter.

Instructions:

1. Light a candle.

2. After a few seconds, put it out.

3. Now bring the burning flame close to the smoke coming from the candle. The candle will start burning again.

Explanation

The smoke rising from an extinguished candle contains paraffin, which quickly ignites. The burning paraffin vapor reaches the wick, and the candle begins to burn again.

Soda with vinegar

A balloon that inflates itself is a very interesting sight.

You will need:

• Bottle
• Glass of vinegar
• 4 teaspoons soda
• Balloon.

Instructions:

1. Pour a glass of vinegar into the bottle.

2. Pour baking soda into the ball.

3. We put the ball on the neck of the bottle.

4. Slowly place the ball vertically while pouring the baking soda into the bottle with vinegar.

5. We watch the balloon inflate.

Explanation

If you add baking soda to vinegar, a process called soda slaking occurs. During this process, carbon dioxide is released, which inflates our balloon.

Invisible ink

Play secret agent with your child and create your own invisible ink.

You will need:

• Half a lemon
• Spoon
• A bowl
• Cotton swab
• White paper
• Lamp.

Instructions:

1. Squeeze some lemon juice into a bowl and add the same amount of water.

2. Dip a cotton swab into the mixture and write something on white paper.

3. Wait until the juice dries and becomes completely invisible.

4. When you are ready to read the secret message or show it to someone else, heat the paper by holding it close to a light bulb or fire.

Explanation

Lemon juice is an organic substance that oxidizes and turns brown when heated. Diluted lemon juice in water makes it hard to see on paper, and no one will know there is lemon juice until it warms up.

Other substances which work on the same principle:

• Orange juice
• Milk
• Onion juice
• Vinegar
• Wine.

How to make lava

You will need:

• Sunflower oil
• Juice or food coloring
• Transparent vessel (can be a glass)
• Any effervescent tablets.

Instructions:

1. First, pour the juice into a glass so that it fills approximately 70% of the container’s volume.

2. Fill the rest of the glass with sunflower oil.

3. Now wait until the juice separates from the sunflower oil.

4. We throw a tablet into a glass and observe an effect similar to lava. When the tablet dissolves, you can throw another one.

Explanation

Oil separates from water because it has a lower density. Dissolving in the juice, the tablet releases carbon dioxide, which captures parts of the juice and lifts it to the top. The gas leaves the glass completely when it reaches the top, causing the juice particles to fall back down.

The tablet fizzes due to the fact that it contains citric acid and soda (sodium bicarbonate). Both of these ingredients react with water to form sodium citrate and carbon dioxide gas.

Ice experiment

At first glance, you might think that the ice cube on top will eventually melt, which should cause the water to spill, but is this really so?

You will need:

• Cup
• Ice cubes.

Instructions:

1. Fill the glass warm water to the very edge.

2. Carefully lower the ice cubes.

3. Watch the water level carefully.

As the ice melts, the water level does not change at all.

Explanation

When water freezes to ice, it expands, increasing its volume (which is why even heating pipes can burst in winter). The water from melted ice takes up less space than the ice itself. Therefore, when the ice cube melts, the water level remains approximately the same.

How to make a parachute

find out about air resistance, making a small parachute.

You will need:

• Plastic bag or other lightweight material
• Scissors
• A small load (possibly some kind of figurine).

Instructions:

1. Cut a large square from a plastic bag.

2. Now we cut the edges so that we get an octagon (eight identical sides).

3. Now we tie 8 pieces of thread to each corner.

4. Don't forget to make a small hole in the middle of the parachute.

5. Tie the other ends of the threads to a small weight.

6. We use a chair or find a high point to launch the parachute and check how it flies. Remember that the parachute should fly as slowly as possible.

Explanation

When the parachute is released, the weight pulls it down, but with the help of the lines, the parachute takes up a large area that resists the air, causing the weight to slowly descend. The larger the surface area of ​​the parachute, the more that surface resists falling, and the slower the parachute will descend.

A small hole in the middle of the parachute allows air to flow through it slowly, rather than having the parachute tumble to one side.

How to make a tornado

Find out, how to make a tornado in a bottle with this fun scientific experiment for children. The items used in the experiment are easy to find in everyday life. Made home mini tornado much safer than the tornadoes shown on television in the American steppes.

Your baby has already grown up. He is over 4 years old. You were involved in his early development and taught him the most basic and important skills: walking, dressing, communicating with peers, distinguishing colors and shapes. Now your child is a completely independent, mature person and can not be distracted for 5-10 minutes while completing the task you propose. If you have a question “how to develop a hyperactive child.”

Our answer: Continue to develop perseverance.

If you have already sent your child to kindergarten, then your he/she will receive the knowledge, skills and abilities necessary for entering school. Just don’t rule out home education and development. Your journey together into the land of simple children's tricks, experiences and experiments is only just beginning to unfold. The time has come to become more deeply acquainted with the unknown world around us. Take a different look at the house and the objects in it, the nature outside the window, at things that are already familiar to you. Continue to communicate with your child and spend time together. Organize interesting experiments, experiences and tricks for children at home.

Let's experiment. Let's take simple, familiar objects and see what else they can do. Don’t rush to get the multi-volume “Big Soviet Encyclopedia" It contains a lot of useful and interesting things, but you will need it much later. In this section of the educational website for children, you will find an excellent collection of educational games and entertaining development games. The proposed experiments will interest both boys and girls. And you already have everything you need to organize a “home laboratory”. Look in the kitchen, bathroom and other rooms. Found it?

Then think, what element do you want to study today? What experiments will you conduct in your home laboratory? Choose from the list and get started.

Experiments for children

• Experiments with water/density
• Experiments with sand / sugar / salt / starch
• Experiments with light / mirrors / candle / color
• Experiments with equilibrium / electricity / thermal conductivity

I have an interesting offer for you. I want to give you a gift. Very useful for you, your child and your whole family. They say that best gift- this is a book. And today I want to give you two wonderful collections. This step by step instructions on how to set up your own home laboratory at home. This book contains amazing experiences with water for you. And you will find the answer to the question of how to tame sound. And if there are a lot of sounds in your house, then it’s time for you to master these entertaining experiments.

With the help of entertaining experiments, you will introduce your child to the four main elements: water, air, fire and earth (its gifts). Give your child a lot of positive emotions. Teach your child to observe, analyze, draw conclusions, and express his thoughts. Our goal is not to raise a young chemist or physicist. We want to make your child's childhood interesting, happy, fun, and as educational as possible. Prepare him for further education at school. Make sure that this training is easy for him. Arouse interest in learning, develop curiosity and perseverance. It’s interesting to answer a million different questions that pop up in thousands of “PocheMuk”’s heads every day.

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A small selection of entertaining experiences and experiments for children.

Chemical and physical experiments

Solvent

For example, try dissolving everything around with your child! We take a saucepan or basin with warm water, and the child begins to put everything there that, in his opinion, can dissolve. Your task is to prevent valuable things and living creatures from being thrown into the water, look in surprise into the container with your baby to find out if spoons, pencils, handkerchiefs, erasers, and toys have dissolved there. and offer substances such as salt, sugar, soda, milk. The child will happily begin to dissolve them too and, believe me, will be very surprised when he realizes that they are dissolving!
Water under the influence of others chemical substances 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 an intense pink-raspberry color. Having enjoyed this transformation, add vinegar or citric acid - the solution will become discolored again.

"Live" fish

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

Lotus flowers

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

Islands

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

In search of fresh water

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

Making a cloud

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

Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain.

Vulcan on the table

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

Table of natural indicators

Many vegetables, fruits and even flowers contain substances that change color depending on the acidity of the environment. From available material (fresh, dried or ice cream), prepare a decoction and test it in an acidic and alkaline environment (the decoction itself is a neutral environment, water). As acidic environment A solution of vinegar or citric acid is suitable; a solution of soda is suitable for alkaline. You just need to cook them immediately before the experiment: they will spoil over time. Tests can be carried out as follows: pour, say, a solution of soda and vinegar into empty egg cells (each in its own row, so that opposite each cell with acid there is a cell with alkali). Drop (or better yet, pour) a little freshly prepared broth or juice into each pair of cells and observe the color change. Enter the results into a table. The color change can be recorded, or you can paint it with paints: they are easier to achieve the desired shade.
If your child is older, he will most likely want to take part in the experiments himself. Give him a strip of universal indicator paper (sold in chemical supply stores and gardening stores) and offer to moisten it with any liquid: saliva, tea, soup, water - whatever. The moistened area will become colored, and using the scale on the box you can determine whether you have tested an acidic or alkaline environment. Usually this experience causes a storm of delight in children and gives parents a lot of free time.

Salt miracles

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

Secret letter

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

Coca-Cola fountain

Coca-Cola (solution phosphoric acid with sugar and dye) reacts very interestingly when Mentos lozenges are placed in it. The reaction is expressed in a fountain literally gushing out of the bottle. It is better to do such an experiment on the street, since the reaction is poorly controlled. It’s better to crush Mentos a little, and take a liter of Coca-Cola. The effect exceeds all expectations! After this experience, I don’t really want to take all this stuff internally. I recommend conducting this experiment with children who love chemical drinks and sweets.

Drown and eat

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

Live yeast

Tell children that yeast is made up of tiny living organisms called microbes (which means that microbes can be beneficial as well as harmful). As they feed, they emit carbon dioxide, which, when mixed with flour, sugar and water, “raises” the dough, making it fluffy and tasty. Dry yeast looks like small lifeless balls. But this is only until millions of tiny microbes that lie dormant in a cold and dry state come to life. But they can be revived! Pour two tablespoons into a jug warm water, add two teaspoons of yeast to it, then one teaspoon of sugar and stir. Pour the yeast mixture into the bottle, placing a balloon over the neck of the bottle. Place the bottle in a bowl of warm water. And then a miracle will happen before the eyes of the children.
The yeast will come to life and begin to eat sugar, the mixture will be filled with bubbles of something already familiar to children carbon dioxide, which they begin to highlight. The bubbles burst and the gas inflates the balloon.

"Bait" for ice

1. Place the ice in the water.

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

3. Sprinkle some salt on the ice and wait 5-10 minutes.

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

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

physics.

If you make several holes in a plastic bottle, it will become even more interesting to study its behavior in water. First, make a hole in the side of the bottle just above the bottom. Fill a bottle with water and watch with your baby how it pours out. Then poke a few more holes, one above the other. How will the water flow now? Will the baby notice that the lower the hole, the more powerful the fountain comes out of it? Let the kids experiment with the pressure of the jets for their own pleasure, and explain to older children that water pressure increases with depth. That’s why the bottom fountain hits the hardest.

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

Does your baby already determine the water temperature by touch? It’s great if, by lowering the handle into the water, he can tell whether the water is warm, cold or hot. But not everything is so simple; pens can be easily deceived. For this trick you will need three bowls. Pour cold water into the first, hot water into the second (but such that you can safely put your hand in it), and water into the third room temperature. Now suggest baby Place one hand in a bowl of hot water, the other in a bowl of cold water. Let him hold his hands there for about a minute, and then plunge them into the third bowl, which contains room water. Ask baby what he feels. Even though your hands are in the same bowl, the sensations will be completely different. Now you can no longer say for sure whether it is hot or cold water.

Soap bubbles in the cold

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

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

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

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

Experience 1

Take the jar of soap solution out into the extreme cold and blow out the bubble. Immediately, small crystals appear at different points on the surface, which quickly grow and finally merge. As soon as the bubble freezes completely, a dent will form in its upper part, near the end of the tube.

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

Experience 2

Dip the end of the tube into the soapy solution and then remove it. At the lower end of the tube there will be a column of solution about 4 mm high. Place the end of the tube against the surface of your palm. The column will decrease greatly. Now blow the bubble until a rainbow color appears. The bubble turned out to have very thin walls. Such a bubble behaves in a peculiar way in the cold: as soon as it freezes, it immediately bursts. So it is never possible to get a frozen bubble with very thin walls.

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

Experience 3

Pour equal amounts of soap solution into two jars. Add a few drops of pure glycerin to one. Now blow two approximately equal bubbles from these solutions one after the other and place them on a glass plate. Freezing of a bubble with glycerin proceeds a little differently than a bubble from a shampoo solution: the onset is delayed, and the freezing itself is slower. Please note: a frozen bubble from a shampoo solution will remain in the cold longer than a frozen bubble with glycerin.

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

Glass bottle and ball.

Warm the bottle well, put the ball on the neck. Now let’s put the bottle in a bowl of cold water - the ball will be “swallowed” by the bottle!

Match training.

We put a few matches in a bowl of water, drop a piece of refined sugar into the center of the bowl and - lo and behold! The matches will gather in the center. Perhaps our matches have a sweet tooth!? Now let’s remove the sugar and drop a little liquid soap into the center of the bowl: the matches don’t like this - they “scatter” in different directions! In fact, everything is simple: sugar absorbs water, thereby creating its movement towards the center, and soap, on the contrary, spreads over the water and carries matches along with it.

Cinderella. static voltage.

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

Pipette straw

1. Place 2 glasses next to each other: one with water, the other empty.

2. Place the straw in the water.

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

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

A pipette, which you probably have in your home medicine cabinet, works on the same principle.

Straw-flute

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

So we got a “flute”. If you blow lightly into a straw, slightly squeezing it with your teeth, the “flute” will begin to sound. If you close one or the other hole of the “flute” with your fingers, the sound will change. Now let's try to find some melody.

Additionally.

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

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

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

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

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

Description: Game "What does it sound like?" - the teacher invites the children to close their eyes, and he makes sounds using known objects. Children guess what it sounds like. Why do we hear these sounds? What is sound? Children are asked to imitate in their voice: what does a mosquito call? (Z-z-z.)
How does a fly buzz? (W-w-w.) How does a bumblebee buzz? (Uh-uh.)
Then each child is invited to touch the string of the instrument, listen to its sound and then touch the string with his palm to stop the sound. What happened? Why did the sound stop? The sound continues as long as the string vibrates. When she stops, the sound also disappears.
Does a wooden ruler have a voice? Children are asked to make a sound using a ruler. We press one end of the ruler to the table, and clap the free end with our palm. What happens to the ruler? (Trembles, hesitates.) How to stop the sound? (Stop the vibration of the ruler with your hand.) Extract the sound from the glass glass using a stick, stop. When does sound arise? The sound occurs when air moves back and forth very quickly. This is called oscillation. Why does everything sound? What other objects can you name that will sound?

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

Materials: two opaque jars (one filled with water), a glass jar with a wide neck, spoons, small ladles, a bowl of water, a tray, object pictures.

Description. Droplet came to visit. Who is Droplet? What does she like to play with?
On the table, two opaque jars are closed with lids, one of them is filled with water. Children are asked to guess what is in these jars without opening them. Are they the same weight? Which one is easier? Which one is heavier? Why is it heavier? We open the jars: one is empty - therefore light, the other is filled with water. How did you guess that it was water? What color is it? What does the water smell like?
An adult invites the children to fill a glass jar with water. To do this, they are offered a variety of containers to choose from. What is more convenient to pour? How to prevent water from spilling on the table? What are we doing? (Pour, pour water.) What does water do? (It pours.) Let's listen to how it pours. What sound do we hear?
When the jar is filled with water, children are invited to play the game “Recognize and Name” (looking at pictures through the jar). What did you see? Why is the picture so clear?
What kind of water? (Transparent.) What have we learned about water?

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

Materials, funnels, narrow tall glass, round vessel, wide bowl, rubber glove, ladles same size, inflatable balloon, plastic bag, bowl of water, trays, worksheets with sketched shapes of vessels, colored pencils.

Description. In front of the children is a basin of water and various vessels. Little Chick Curiosity tells how he was walking, swimming in puddles, and he had a question: “Can water have some kind of shape?” How can I check this? What shape are these vessels? Let's fill them with water. What is more convenient to pour water into a narrow vessel? (Use a ladle through a funnel.) Children pour two ladles of water into all vessels and determine whether the amount of water in different vessels is the same. Consider the shape of water in different vessels. It turns out that water takes the shape of the vessel into which it is poured. The worksheet sketches the results obtained - children paint over various vessels

5. Foam pillow
Task: to develop in children an idea of ​​the buoyancy of objects in soap foam (buoyancy depends not on the size of the object, but on its heaviness).

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

Description. Misha the bear says that he learned how to make not only soap bubbles, but also soap foam. And today he wants to find out whether all objects sink in soap suds? How to make soap foam?
Children use a pipette to collect liquid soap and release it into a bowl of water. Then try to beat the mixture with chopsticks and a whisk. What is more convenient for whipping foam? What kind of foam did you get? They try to dip various objects into the foam. What floats? What's sinking? Do all objects float equally on water?
Are all objects that float the same size? What determines the buoyancy of objects?

6. Air is everywhere
The task is to detect air in the surrounding space and identify its property - invisibility.

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

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

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

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

Description. Grandfather Know invites children to look at the balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a sail? There is more air pressing on the sail, so the bath moves faster.
What other objects can we make move? How can you make a balloon move? The balls are inflated and released, and the children watch their movement. Why is the ball moving? Air escapes from the ball and causes it to move.
Children play independently with a boat and a ball

8. Every pebble has its own home
Tasks: classification of stones by shape, size, color, surface features (smooth, rough); Show children the possibility of using stones for play purposes.

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

Description. The bunny gives the children a chest with various pebbles that he collected in the forest, near the lake. The children look at them. How are these stones similar? They act in accordance with the model: they press on the stones, knock. All stones are hard. How do the stones differ from each other? Then he draws the children’s attention to the color and shape of the stones and invites them to feel them. He notes that some stones are smooth and some are rough. The bunny asks you to help him arrange the stones into four boxes according to the following characteristics: first - smooth and round; in the second - small and rough; in the third - large and not round; in the fourth - reddish. Children work in pairs. Then everyone looks together at how the stones are laid out and counts the number of stones.
Game with pebbles “Lay out a picture” - the bunny hands out picture diagrams to the children (Fig. 3) and invites them to lay them out from pebbles. Children take trays with sand and lay out a picture in the sand according to the diagram, then lay out the picture as they wish.
Children walk along a path made of pebbles. How do you feel? What pebbles?

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

Materials: boards for modeling, clay, river stone, model of examining the object.

Description. According to the model of examining the subject, grandfather Znay invites the children to find out whether it is possible to change the form of the proposed natural materials. To do this, he invites the children to press their finger on the clay or stone. Where is the finger hole left? What stone? (Dry, hard.) What kind of clay? (Wet, soft, holes remain.) Children take turns taking the stone in their hands: crushing it, rolling it in their palms, pulling it in different directions. Has the stone changed shape? Why can't you break off a piece of it? (The stone is hard, you cannot mold anything from it with your hands, it cannot be divided into parts.) Children take turns crushing the clay, pulling in different directions, dividing it into parts. What is the difference between clay and stone? (Clay is not like stone, it is soft, it can be divided into parts, clay changes shape, you can sculpt from it.)
Children sculpt various figures from clay. Why don't the figures fall apart? (Clay is viscous and retains its shape.) What other material is similar to clay?

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

Materials: illustrations of events taking place in different time days; pictures with images of light sources; several objects that do not provide light; flashlight, candle, desk lamp, chest with a slot.

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

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

Materials: equipment for shadow theater, lantern.

Description. Misha the bear comes with a flashlight. The teacher asks him: “What do you have? What do you need a flashlight for? Misha offers to play with him. The lights turn off and the room goes dark. Children, with the help of a teacher, shine a flashlight and look at different objects. Why do we see everything clearly when a flashlight is shining? Misha places his paw in front of the flashlight. What do we see on the wall? (Shadow.) Offers the children to do the same. Why is a shadow formed? (The hand interferes with the light and does not allow it to reach the wall.) The teacher suggests using the hand to show the shadow of a bunny or dog. Children repeat. Misha gives the children a gift.
Game "Shadow Theater". The teacher takes out a shadow theater from the box. Children examine equipment for a shadow theater. What is unusual about this theater? Why are all the figures black? What is a flashlight for? Why is this theater called shadow theater? How is a shadow formed? Children, together with the bear cub Misha, look at animal figures and show their shadows.
Showing a familiar fairy tale, for example “Kolobok”, or any other.

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

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

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

13. Melting Ice
Task: determine that ice melts from heat, from pressure; what 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: plate, bowl of hot water, bowl of cold water, ice cubes, spoon, watercolor paints, strings, various molds.

Description. Grandfather Know suggests guessing where ice grows faster - in a bowl of cold water or in a bowl of hot water. He lays out the ice and the children watch the changes taking place. The time is recorded using numbers that are laid out near the bowls, and the children draw conclusions. Children are invited to look at a colored piece of ice. What kind of ice? How is this piece of ice made? Why does the string hold on? (Frozen to a piece of ice.)
How can you get colorful water? Children add colored paints of their choice to the water, pour them into molds (everyone has different molds) and place them on trays in the cold.

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

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

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

15. Mysterious pictures
Task: show children that surrounding objects change color if you look at them through colored glasses.

Materials: colored glasses, worksheets, colored pencils.

Description. The teacher invites the children to look around them and name what color objects they see. Everyone together counts how many colors the children named. Do you believe that the turtle sees everything only in green? This is true. Would you like to look at everything around you through the eyes of a turtle? How can I do that? The teacher hands out green glasses to the children. What do you see? How else would you like to see the world? Children look at objects. How to get colors if we don't have the right pieces of glass? Children get new shades by placing glasses - one on top of the other.
Children sketch “mysterious pictures” on a worksheet

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

Materials: magnifying glasses, small buttons, beads, zucchini seeds, sunflower seeds, small pebbles and other objects for examination, worksheets, colored pencils.

Description. The children receive a “gift” from their grandfather. Knowing it, they look at it. What is this? (Bead, button.) What does it consist of? What is it for? Grandfather Know suggests looking at a small button or bead. How can you see better - with your eyes or with the help of this piece of glass? What is the secret of the glass? (Magnifies objects so they can be seen better.) This assistant device is called a “magnifying glass.” Why does a person need a magnifying glass? Where do you think adults use magnifying glasses? (When repairing and making watches.)
Children are invited to independently examine the objects at their request, and then sketch on the worksheet what
the object actually is and what it is like if you look through a magnifying glass

17. Sand Country
Objectives: highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a picture from sand.

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

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

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

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

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

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

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

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

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

Materials: a tray on which there are various glasses, water in a bowl, ladles, “fishing rods” with a thread with a plastic ball attached to the end.

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

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

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

Description. In front of the children are various pairs of objects. Children look at them and determine how they are similar and how they differ. (Similar in size, different in weight.)
They take objects in their hands and check the difference in weight!
Guessing game - children select objects from the sensory box by touch, explaining how they guessed whether it is heavy or light. What determines the lightness or heaviness of an object? (Depending on what material it is made of.) With their eyes closed, children are asked to determine by the sound of an object falling on the floor whether it is light or heavy. (A heavy object makes a louder impact sound.)
They also determine whether an object is light or heavy by the sound of an object falling into the water. (The splash is stronger from a heavy object.) Then they throw the objects into a basin of sand and determine whether the object was carried by the depression left after the fall in the sand. (A heavy object causes a larger depression in the sand.

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

Materials: magnetic game “Fishing”, magnets, small objects from different materials, a bowl of water, worksheets.

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

23. Tricks with magnets
Task: identify objects that interact with a magnet.

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

Description. The children are greeted by a magician and shown the “picky goose” trick.
Magician: Many people think the goose is a stupid bird. But that's not true. Even a little gosling understands what is good and what is bad for him. At least this baby. He had just hatched from the egg, but he had already reached the water and swam. This means that he understands that walking will be difficult for him, but swimming will be easy. And he knows about food. Here I have two cotton wool tied, dip it in mustard and offer the gosling to taste it (a stick without a magnet is brought up) Eat, little one! Look, he turns away. What does mustard taste like? Why doesn't the goose want to eat? Now let’s try dipping another cotton ball into the jam (a stick with a magnet is brought up). Aha, I reached for the sweet one. Not a stupid bird
Why does our little gosling reach for jam with its beak, but turns away from mustard? What is his secret? Children look at a stick with a magnet at the end. Why did the goose interact with the magnet? (There is something metallic in the goose.) They examine the goose and see that there is a metal rod in its beak.
The magician shows the children pictures of animals and asks: “Can my animals move on their own?” (No.) The magician replaces these animals with pictures with paper clips attached to their bottom edges. Places the figures on the box and moves the magnet inside the box. Why did the animals start moving? Children look at the figures and see that there are paper clips attached to the stands. Children try to control animals. A magician “accidentally” drops a needle into a glass of water. How to get it out without getting your hands wet? (Bring the magnet to the glass.)
The children get the various things themselves. objects made from water with pom. magnet.

24. Sunny bunnies
Objectives: understand the reason for the appearance of sunbeams, teach how to let in sunbeams (reflect light with a mirror).

Material: mirrors.

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

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

Materials: mirrors, spoons, glass bowl, aluminum foil, new balloon, frying pan, working PITS.

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

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

Materials: flour, granulated sugar, river sand, food coloring, washing powder, glasses of clean water, spoons or sticks, trays, pictures depicting the presented substances.
Description. In front of the children on trays are glasses of water, chopsticks, spoons and substances in various containers. Children look at water and remember its properties. What do you think will happen if granulated sugar is added to water? Grandfather Know adds sugar, mixes, and everyone observes together what has changed. What happens if we add river sand to the water? Adds river sand to the water and mixes. Has the water changed? Did it become cloudy or remain clear? Has the river sand dissolved?
What will happen to water if we add food coloring to it? Adds paint and mixes. What changed? (The water has changed color.) Has the paint dissolved? (The paint dissolved and changed the color of the water, the water became opaque.)
Will flour dissolve in water? Children add flour to the water and mix. What did the water become? Cloudy or clear? Has the flour dissolved in the water?
Will washing powder dissolve in water? Add washing powder and mix. Did the powder dissolve in water? What did you notice that was unusual? Dip your fingers into the mixture and check if it still feels the same as clean water? (The water has become soapy.) What substances have dissolved in our water? What substances do not dissolve in water?

27. Magic sieve
Objectives: to introduce children to the method of separating k; coves from sand, small grains from large grains, with the help of developing independence.

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

Description. Little Red Riding Hood comes to the children and tells them that she is going to visit her grandmother - to take her a mountain of semolina porridge. But she had a misfortune. She did not drop the cans of cereal, and the cereal was all mixed up. (shows a bowl of cereal.) How to separate rice from semolina?
Children try to separate with their fingers. They note that it turns out slowly. How can you do this faster? Look
Are there any items in the laboratory that can help us? We notice that there is a sieve next to Grandfather Knowing? Why is it necessary? How to use it? What pours out of the sieve into the bowl?
Little Red Riding Hood examines the peeled semolina, thanks for the help, and asks: “What else can you call this magic sieve?”
We'll find substances in our laboratory that we can sift through. We find that there are a lot of pebbles in the sand. How can we separate the sand from the pebbles? Children sift the sand themselves. What's in our bowl? What's left. Why do large substances remain in the sieve, while small substances immediately fall into the bowl? Why is a sieve needed? Do you have a sieve at home? How do mothers and grandmothers use it? Children give a magic sieve to Little Red Riding Hood.

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

Description. The little jackdaw, Curiosity, flew to the children. He asks the children to guess what he has in his bags. The children try to determine by touch. (In one bag there is sand, in the other there are pieces of chalk.) The teacher opens the bags, the children check their guesses. The teacher and the children examine the contents of the bags. What is this? What kind of sand, what can you do with it? What color is chalk? What does it feel like? Can it be broken? What is it for? Little Gal asks: “Can sand be colored? How to make it colored? What happens if we mix sand with chalk? How can you make chalk as free-flowing as sand?” Little Gal boasts that he has a tool for turning chalk into fine powder.
Shows the children a grater. What is this? How to use it? Children, following the example of the little jackdaw, take bowls, graters and rub chalk. What happened? What color is your powder? (The little pebble asks each child) How can I make the sand colored now? Children pour sand into a bowl and mix it with spoons or chopsticks. Children look at colored sand. How can we use this sand?(do beautiful pictures.) The little gal offers to play. Shows a transparent container filled with multi-colored layers of sand and asks the children: “How can you quickly find a hidden object?” Children offer their own options. The teacher explains that you cannot mix sand with your hands, a stick or a spoon, and shows how to push it out of the sand

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

Materials: plastic bottles, nails, matches, water.

Description. Children go for a walk. Parsley brings the children pictures of different fountains. What is a fountain? Where have you seen fountains? Why do people install fountains in cities? Is it possible to make a fountain yourself? What can it be made from? The teacher draws the children's attention to the bottles, nails, and matches brought by Parsley. Is it possible to make a fountain using these materials? What's the best way to do this?
Children poke holes in the bottles with a nail, plug them with matches, fill the bottles with water, pull out the matches, and it turns out to be a fountain. How did we get the fountain? Why doesn't water pour out when there are matches in the holes? Children play with fountains.
object by shaking the vessel.
What happened to the colorful sand? The children note that in this way we quickly found the object and mixed the sand.
Children hide small objects in transparent jars, cover them with layers of multi-colored sand, close the jars with lids and show the little girl how they quickly find the hidden object and mix the sand. Little Galchon gives the children a box of colored chalk as a farewell gift.

30. Playing with sand
Objectives: to consolidate children’s ideas about the properties of sand, to develop curiosity and observation, to activate children’s speech, and to develop constructive skills.

Materials: a large children's sandbox, in which traces of plastic animals are left, animal toys, scoops, children's rakes, watering cans, a plan of the area for walks of this group.

Description. Children go outside and explore the walking area. The teacher draws their attention to unusual footprints in the sandbox. Why are footprints so clearly visible in the sand? Whose tracks are these? Why do you think so?
Children find plastic animals and test their guesses: they take toys, place their paws on the sand and look for the same print. What trace will be left from the palm? Children leave their marks. Whose palm is bigger? Whose is smaller? Check by applying.
The teacher finds a letter in the bear cub's paws and takes out a site plan from it. What is shown? Which place is circled in red? (Sandbox.) What else could be interesting there? Perhaps some kind of surprise? Children, plunging their hands into the sand, look for toys. Who is this?
Each animal has its own home. The fox has... (hole), the bear has... (den), the dog has... (kennel). Let's build a sand house for each animal. What sand is best for building with? How to make it wet?
Children take watering cans and water the sand. Where does the water go? Why did the sand become wet? Children build houses and play with animals.