Olga Gorbunova
Card file of experiments for preschool children on the topic "Space"
Card file of experiments and experiments on the topic « Space» for preschool children.
Experience #1"Solar system"
Target: explain to children why all the planets revolve around the sun.
Equipment: yellow stick, thread, 9 balls.
What helps the sun to hold the entire solar system?
The sun is aided by perpetual motion. If the Sun does not move, the whole system will fall apart and this perpetual motion will not work.
Experience #2"Sun and Earth"
Target: Explain to children the ratio of the sizes of the Sun and the Earth.
Equipment: big ball and bead.
Imagine if our solar reduce the system In order for the Sun to become the size of this ball, the Earth would then become the size of this bead with all cities and countries, mountains, rivers and oceans.
Experience #3"Day and night"
Target
Equipment: flashlight, globe.
Ask children how they think what happens where the line between light and dark is blurred. (The guys will guess that this is morning or evening)
Experience No. 4"Day and night "2"
Target: explain to the children why there is day and night.
Equipment: flashlight, globe.
Content: we create a model of the rotation of the Earth around its axis and around the Sun. For this we need a globe and a flashlight. Tell the children that nothing stands still in the universe. Planets and stars move in their own way, strictly allotted path. Our Earth rotates around its axis and with the help of a globe - this is easy to demonstrate. On the side of the globe that faces the sun (in our case, to a flashlight)- day, on the opposite - night. The earth's axis is not straight, but tilted at an angle (this is also clearly visible on the globe). That is why there is a polar day and a polar night. Let the guys make sure that no matter how the globe rotates, one of the poles will always be illuminated, while the other, on the contrary, is darkened. Tell the children about the features of the polar day and night and about how people live in the Arctic Circle.
Experience No. 5"Who Invented Summer?"
Target: explain to the children why the seasons change.
Equipment: flashlight, globe.
Due to the fact that the Sun illuminates the surface of the Earth in different ways, the seasons change. If it is summer in the Northern Hemisphere, then it is winter in the Southern Hemisphere.
Explain that it takes the Earth a whole year to go around the Sun. Show the children the place on the globe where you live. You can even stick a paper man or a photo of a child there. Move the globe and try with the children to determine what season it will be at this point. And do not forget to draw the attention of the guys to the fact that every half-turn of the Earth around the Sun, polar day and night change places.
Experience No. 6: "Eclipse of the Sun"
Target: explain to the children why there is an eclipse of the sun.
Equipment: Flashlight, globe.
The most interesting thing is that the Sun is not made black, as many people think. Watching the eclipse through the smoked glass, we are looking at the same Moon, which is just opposite the Sun.
Yeah ... It sounds incomprehensible ... Simple improvised means will help us out. Take a big ball (this, of course, will be the moon). And this time our flashlight will become the Sun. Whole experience is to keep the ball in front of the light source - that's the black Sun for you ... Everything is very simple, it turns out.
Card file of experiments and experiments for preschool children Experimental and experimental activities of children. Purpose: 1. to help children get to know the world of inanimate nature around them better. 2. Create.
Card file of experiments and experiments for children of middle preschool age (1 quarter) Shepel M. V. Smirnova O. M. September Experiments with water Topic: Water transparency Purpose: To prove to children that water is transparent. Materials: Two plastic.
Interesting experiments for children at home will allow you to lure your baby to an interesting activity, as well as stimulate his cognition and desire to learn new things. You can conduct a variety of experiments from the moment when the child is able to perceive information or at least carefully observe the process. The best option for the simplest experiments is the age of 2 years, after which, following the growth of the child, you can complicate the experiments and bring your child to help.
Modern science for children and parents allows you to use improvised materials to conduct various experiments at home. Children in the world of science will be able to better know all the features of what is happening around, as well as learn a lot of useful and interesting things for themselves. Science through the eyes of children will take on a completely different look, and simple and fun manipulations carried out during all procedures will surely interest your child, and he will be happy to take part.
Simple Science: Experiments and Experiments for Kids
Experiments and experiments for children 5-7 years old will be the best solution for a great pastime with the baby. School years begin and instilling with the help of various interesting "tricks" will be a good solution. Entertaining science, carried out at home, opens up a completely different world for the child, in which seemingly simple things turn into something unimaginable.
Simple scientific activities for children of different ages will allow your child to better understand the characteristics of different substances, their combinations and arouse a healthy interest in learning new things, but for now we bring to your attention 6 experiments that you can do at home.
Chemical experiments for children are an important point, because you can not only discover something new for the child, but also explain the behavior with different substances and the precautions that should be observed. Your attention is presented 3 chemical experiments, which can be carried out at home.
non-newtonian fluid
A fairly simple experiment, which requires only water and starch. You can use any color food coloring to add color. It is necessary to mix water with starch in a ratio of 1 to 1. The result is a substance that, in a calm form, retains all the characteristics of water, but upon impact or an attempt to break, it acquires indicators more characteristic of a solid body.
Turning milk into a cow
An interesting experiment using milk and vinegar. Milk should be slightly heated in the microwave or on the stove, without boiling. After that, add vinegar to the container with milk and begin to mix actively. After a while, clots begin to form, consisting of casein, a protein found in cow's milk. With a large accumulation of these clots, strain the liquid, and collect the collected casein clots into one, from which you can fashion a figure of a cow or any other object. After drying the product, after a few days you get a durable toy made of natural material with hypoallergenic characteristics.
"Elephant Toothpaste"
An impressive experiment that causes a sea of positive emotions and delight in a child. It will require hydrogen peroxide (6%), dry yeast, liquid soap, food coloring and some water. To obtain the effect, it is necessary to add yeast to a mixture of water, soap and peroxide. The exothermic reaction caused by this will lead to an instantaneous expansion of the resulting sweep, which will immediately blow out of the container like a fountain. To keep the house clean, it is better to conduct this experiment on the street, because the height of the jet can reach several meters.
However, not only chemistry can please your kids. There are also experiments for children in such a field of science as physics. Especially for you, we have prepared 3 of the simplest of them.
Leaky package
To conduct the experiment, a regular bag, some water and a few sharpened pencils are enough. It is necessary to draw water into the bag and tie it tightly. After that comes the moment of true surprise for your children when, having completely pierced the bag with a pencil, the water will not flow from it. This is due to the fact that polyethylene is a fairly elastic material and is able to envelop a pencil, preventing water from flowing out.
Frozen soap bubble
To implement this idea, you will need an ordinary soap bubble and suitable weather conditions (preferably -15 degrees). The child will be able to watch how quickly an ordinary bubble changes its state of aggregation, freezing and acquiring a completely different look.
color tower
All you need is water, sugar and various food colorings. By mixing water with sugar in various proportions, you get mixtures of different density, which allows them not to mix with each other in one vessel, thus creating a turret of different colors.
You can also learn a lot of interesting things by watching the program simple science, exciting experiments for children, the videos of which we have already prepared for you.
Natalya Sheveleva
SOD. Synopsis of cognitive, design and research
classes "Mysteries of space"
in preschool group
Target: in the process of experimental activities to clarify, concretize and expand children's knowledge of space.
Tasks:
To give elementary ideas about the structure of the solar system, stars and planets,
Learn to experiment
Awaken interest in the knowledge of the cosmos, develop the desire to make discoveries,
To form in children by experience elementary concepts of the laws of space,
To form the ability to draw conclusions from the results of experiments.
Course progress.
Guys, Cosmonautics Day is approaching. Astronautics - from the word space.
What is space? Listen to the answers. Clarify.
The whole vast world that is outside the Earth is called space.
Guys, which of you wants to know right now what is space, distant and mysterious, and what is happening in it? Who wants to become a scientist - an experimenter? How many of us! Great! And right now we are going to solve the mysteries of the cosmos by experience.
And so that we do not forget anything, we will write down the results in our scientific cards. One of you will make a presentation.
Space is also called by another word? Universe. The universe is the whole world. Everything that surrounds us from all sides.
For example, the sky, and the sun in the sky. The sun is a huge ball of hot gases. The dimensions of our luminary are simply enormous. The diameter of the Sun is over a million kilometers. Even adults find it difficult to imagine and comprehend such dimensions. To try to imagine the size of the Sun, we will conduct an experiment.
Experience No. 1 "Sun and Earth"
Purpose: to explain the ratio of the sizes of the Sun and the Earth
Equipment: big ball and bead, illustration of the Sun.
Move: if the Sun were reduced to the size of a ball, then our Earth would become the size of this bead. That more?
Conclusion: The sun is much larger than the earth
We live on the Earth. The earth is a huge solid ball. On the surface of this sphere there is land and water. The earth is surrounded by an atmosphere. It protects the planet from the hot rays of the sun and meteorites and ice falling from the sky. They burn up in the atmosphere. (Show pictures of meteor showers and meteorites.) Earth is the only inhabited planet we know of. Earth has water and air. Our planet is called the blue planet.
Why? Experience will help answer the question.
Experience No. 2 "Blue Sky"
Purpose: to establish why the earth is called the blue planet.
Equipment: glass, water, milk, spoon, pipette, flashlight, Earth illustration from space.
Step: fill a glass with water, add a drop of milk to the glass and stir. Darken the room and set the flashlight so that the beam of light from it passes through the central part of the glass of water. We will see that the beam of light passes only through pure water, and water diluted with milk has a bluish-gray tint.
Conclusion: there is oxygen in the atmosphere, which, like milk particles, gives off a blue color when the sun's rays fall on it. This makes the sky look blue from the ground, and the earth looks blue from space. If there is a lot of dust and moisture in the air, then the sky seems gray.
On a cloudless clear evening, the whole sky above our head is strewn with many stars. They appear as small sparkling dots because they are far from Earth. In fact, stars are huge hot balls of gas, similar to the Sun.
Stars differ from each other in size: there are stars - giants, and there are stars - dwarfs. Even in ancient times, people conditionally divided the sky into regions, and the stars into groups - constellations. The most prominent stars in each group were connected by imaginary lines, and then looked at what the pattern looked like. There is a whole menagerie in the sky: Ursa Major and Ursa Minor, Cancer, Swan, Dragon, Scorpio, and also Hercules.
The stars don't shine like the sun. But they glow. And we see them because the sun's rays fall on them.
The sun shines constantly, but during the day we do not see the stars. Why?
Experience No. 3 "Daytime Stars"
Purpose: to show that the stars always shine.
Equipment: hole punch, postcard-sized cardboard, white envelope, flashlight, starry sky illustration.
Progress: in a lighted room, punch several holes in the cardboard with a hole punch. Put the card in an envelope. Take an envelope in one hand and a flashlight in the other. Shine on the side of the envelope facing us - the holes are not visible. Shine on the other side of the envelope - the holes are clearly visible. Light passes through the holes anyway, but we only see them if the hole stands out against a dark background.
Conclusion: during the day, the stars also glow, but they are not visible in a bright sky. Stars are only visible in dark skies. At night.
To remember, draw this law on your cards.
There is not a single celestial body in the universe that would stand still. Everything is moving. It seems to us that the stars are motionless, but in fact the stars are so far away that we do not notice how they are rushing through space at great speed along their path. There is a strict order in the universe and not one star or planet will go out of its way or orbit and not collide with one another. The word kosmos means "order", "system".
What celestial bodies can you name besides the Earth, the Sun, the stars? (moon, planets)
The moon is a satellite of the earth. It revolves around the earth. Why does the moon not fly away into space and fall to the Earth due to gravity? I suggest doing an experiment.
Experience number 4 "Why does the moon not fall to the Earth?"
Purpose: to explain to children why the moon does not fall to the earth.
Equipment: sports ring, rope, moon illustration, experience illustration.
Move: tie one end of the rope to the ring, and hold the other in your hand. The ring is the moon, and the child is the earth. Ask the child to unwind the ring by the rope. The rope does not allow the ring to fly away. Rope is the force of gravity. As soon as the moon stops rotating, the force of the earth's gravity will immediately land it, pull it to the earth.
Conclusion: the whole secret is in motion
To remember, draw this law on your cards.
A long time ago, scientists noticed that there are objects in the sky that move, wander. They called these objects planets. Planets are closer to us than other stars. And they, like our Earth, revolve around it. All the planets, and there are 8 of them, that revolve around the Sun, form the solar system. Mercury is the closest planet to the sun. Venus appears as a silvery shiny ball. It is clearly visible in the morning. Therefore, it is called the morning star.
If in the night sky you see a reddish dot that seems to wink at you, then know that this is the planet Mars. Earth's closest neighbor. Mars has little oxygen and the highest mountains.
Jupiter is the largest planet in the solar system. Jupiter, Saturn, Uranus, Neptune consist of condensed gases. Saturn has many satellites and many moons. There are so many of them that they look like rings of stones and cosmic dust. Uranus is a unique planet in the solar system. Its peculiarity is that it revolves around the Sun not like everyone else, but “lying on its side”. Uranus also has rings, although they are harder to see. Neptune is the last planet in the solar system. Pluto is excluded from the series of planets.
Look at the picture of the solar system. Why do all the planets of the solar system move strictly in their orbit. What is keeping them there? (Children's guesses)
Let's check your assumptions and conduct another experiment.
Experience number 5 "Solar system"
Purpose: to explain to children why all the planets revolve around the sun.
Equipment: a stick with an SD at the end, 9 balls on threads of different lengths attached to a disk, an illustration of the structure of the solar system.
Move: imagine that the stick with the disk is the sun, and the balls are the planets. We rotate the wand - all the planets fly in a circle, if its rotation is stopped before and the planets stop. What helps the sun to hold the entire solar system? (the sun is helped by movement, rotation)
Conclusion: if the Sun does not move and rotate, then the planets will not be attracted to it. There will be no attraction that prevents the planets from entering from their orbit.
To remember, draw this law on your cards.
Look at the picture of the solar system. Which planets do you think will have the highest temperatures? (Those closer to the sun.) Why? Let's test your guess.
Experience number 6 "Hot and cold"
Purpose: to check how the temperature on the planet depends on the proximity to the sun.
Equipment: a table lamp, a meter bar with thermometers, the marks on the thermometers are as follows: black - 18, blue - 25, red - 35.
Move: Imagine that the lamp is the Sun. Thermometers are installed where the extreme planets are located. Let's see how the sun's rays affect the temperature of the planets. We turn on the lamp. The teacher announces the number of degrees.
What can be said about the temperature on the planets? (less on the far, more on the near)
What determines the temperature on the planets? (depending on how far the planet is from the sun)
What happens to the rays of the sun until they reach a distant planet?)
To remember, draw this law on your cards.
Note. In anticipation of the results of the experiment, you can spend a physical minute.
We're chained to each other
Let's go hand in hand. (They walk in a chain, right shoulder forward, holding hands)
Turning inside the circle
Slowly close the ring. (They stop, form a circle, holding hands)
Here is a ring, that is, a circle. (Straight arms raise up).
Our hands are raised
They suddenly became rays. (Stretches up on toes.)
We closed, turned around (Hands down, step forward, turn around.)
Once! And turned into the sun. (Hands up - stretch on toes).
To see us better
One - sit down, two - sit down. (Hands forward, squat two times).
Now the comet is rushing into the distance (Straight hands raise up, connecting palms
Right in the starry silence of the hands in a fist above his head. Stretch on toes).
And turning into a star, (Straight arms above your head - spread your fingers).
Shines brightly in the dark. (Perform "flashlight" movements with the hands).
We can make a flag (Alternating movements with straight arms up and down in front of us).
We can - a triangle (Connect the palms of the triangle in front of you).
It's all easy and simple (Wave your right hand in front of you)
Do a preschooler.
Outcome. How many mysteries of space have we tried to solve today with you? And how many more cosmic mysteries and laws remain unsolved!
Guys, let's look at your cards and remember what mysteries of space we tried to solve today?
Which law surprised you?
Which law was the most interesting for you?
What new things about space did our experiments help you learn?
Educational area:"Cognitive Development".
Topic:"Space Experiments".
Tasks:
1. Clarify and expand children's ideas about space through acquaintance with new concepts (virtual travel, weightlessness, satellite, crater, compartment, rover) and conducting experiments and experiments.
2. Develop creative imagination and verbal-logical thinking of children.
3. Cultivate curiosity, goodwill and prudence.
Equipment and materials:multimedia installation, tape recorder; soft modules, tables, chairs, aprons, “Safety rules for experiments and experiments” cards, a thermos with hot water, glass, a bowl of flour, jumping balls, glasses with an alcohol solution, pipettes, skewers and plates for each child, jars with sunflower oil, wet wipes, delivery, garbage containers, educational cards "Cosmos".
The course of educational activities:
The teacher and the children are included in the group (hall).
Guys, do you like to travel?
- Yes!
Tell me about your travels. Where have you been at such a young age?
- My family and I vacationed in Turkey ... And we went to Sochi in the summer ...
Today we will also go on a journey. And it will be a virtual journey into space! The word travel is familiar to you. What does the word "virtual" mean?
- Invented.
- That's right, "virtual", that is, not real, imaginary. I hope you like to fantasize?
- Yes!
"Then let's not waste time!"
- To go on a space journey, we need to become ... What are the people who fly into space and conduct tests there called?
— Cosmonauts.
-Exactly! Imagine ourselves as astronauts?
- Yes.
— Astronauts have special suits. What are they called?
- Suits.
“Unfortunately, we don’t have space suits. But, there are such interesting aprons and our imagination. Put them on and pretend they are spacesuits.
“I have real astronauts in front of me!” In such suits, you are not afraid of outer space!
- It's time to go! What will we fly on? - On a rocket?
— We have soft modules. Let's try to turn them into a rocket?
- Yes.
- I propose to arrange them in the form of a circle (these will be our seats) and do not forget to leave a place for the landing hatch. Set up modules. We take places in the rocket.
- Attention! There are 10 seconds left before the rocket launch. - Guys, distribute the air in such a way as to count from 10 to 1 and pronounce the word “launch” loudly and clearly. We take in air through the nose ... We start the countdown: 10,9,8,7,6,5,4,3,2,1. Start! An audio recording of the noise of a rocket taking off sounds.Space music sounds. The teacher turns on the disco lamp.
- Guys, what's going on? The teacher gets up and begins to simulate the state of weightlessness.
- It's weightlessness.
We are in space. There is no gravity here. Therefore, we are in a state of weightlessness. How beautiful it is here!
A picture of the planet Earth appears on the screen.
- Guys, look out the window. What do you see?
“This is our Earth.
- That's right, this is our home planet - Earth. This is how it looks from space. What form does it have?
- The shape of a ball.
The earth is a huge ball. Just look how beautiful she is! It is often referred to as the "blue planet". Why do you think?
Because there is a lot of water on Earth.
- Well done! There are 9 planets in the solar system, among which the most unique planet is the planet Earth. Because it is the only place where life exists. But it was not always so. Do you want to know how our planet appeared?
- Yes.
- Some scientists suggest that the Sun was originally a huge hot ball. Once there was an explosion on it, as a result of which huge pieces broke off from the Sun, which became known as planets. At first, our planet was hot, but gradually it began to cool. Look, I have a thermos of hot water. I propose to dream up and imagine that this is our hot planet. Now I will open the lid and "our planet" will start to cool down. What is happening?
- Steam is generated.
We see how the water begins to evaporate. In cold air, the vapor turns back into water and begins to accumulate. We can see this if we hold glass over the thermos. What happens when too many water drops accumulate on the glass?
They will fall back into the thermos.
- You're right. That is how, according to scientists, water in the form of rain fell on the already cooled Earth, and the first ocean was formed. And life originated in the ocean. Unfortunately, it is impossible to know exactly what the Earth was like many billions of years ago, so these are only guesses of scientists.
The image of the moon appears on the screen.
- Guys, just look, we are flying past some celestial body. What's this?
- It's a planet.
“Maybe my riddle will help you recognize this planet:
It gets thinner, it gets fatter
Shines from the sky, but does not warm,
And only one to Earth
Always looking sideways.
- It's Luna.
- The moon is a satellite of the earth. What do you think a satellite is?
- It revolves around the earth.
- That's right, guys, a satellite is a celestial body that revolves around the planet. The moon is the closest celestial body to the earth and the only one that has been visited by man. There is no water, no air, no weather on the Moon. And its surface is strewn with craters - pits that appeared from the impacts of huge meteorite stones billions of years ago. Want to see how it was?
- Yes!
“Then, I suggest you go to the next compartment. The teacher and the children approach the table on which there is a bowl of flour.
- Guys, look, in front of you is a bowl of flour. Imagine that this is the surface of the moon, covered with cosmic dust. And these balls - jumpers - meteorites. Arrange an attack of meteorites on the lunar surface? I propose to throw "meteorites" from different heights, so that later we can see if the same craters are formed in our country. Children and the teacher throw bouncing balls into a bowl of flour from different heights.
- What happens to flour?
- Holes form in it.
- Are they the same?
- Not!
- What determines the size of the crater pits?
- On the size of the bouncing ball.
What about the depth of the hole?
From how high he was thrown.
- That's right, guys, the higher the jumper ball is from the surface during the throw, the greater the speed of its flight, which means that the pit-crater will be deeper. And the size of the meteorite affects the size of the formed crater. Look at the screen. This is a photograph of the surface of the moon from space. Does our imaginary lunar surface look like the real one?
- Yes.
“I suggest we return to our landing bay and see what we are flying through at the moment.
An image of Mars appears on the screen.
- This is the most mysterious planet in our solar system - Mars. It is also called the "red planet". Why do you think?
Because it's red.
“You are right, precisely because it has a reddish-brown surface tint. And it is mysterious because people have long believed that there is life on Mars. What is the name of the creatures that live on Mars?
— Martians.
“It seems they are glad to meet us and send their musical greetings!” Shall we dance with them? The teacher includes a musical physical minute "Aliens".
- Guys, in fact, no Martians were ever found on Mars, although ... maybe he was just looking badly. But the rovers sent to the planet (a spacecraft designed to move on the surface of the planet Mars) were able to find there the highest mountain in the solar system, the deepest valley and the most extensive dust storms in the solar system that cover the entire planet and can last several months.
Sounds the alarm on the spaceship.
- Guys, the instruments show that now on Mars is just the period of dust storms. We flew too close and our spaceship was damaged. Therefore, it is urgent to return to Earth. Fasten seat belts. We are returning to Earth. An audio recording of the landing and landing of the rocket sounds.
- Here we are at home, on our native Earth ... It's a pity that we didn't manage to see the rest of the planets of the solar system. Although, at the cosmodrome there is a laboratory in which we can create our own space. Imagine ourselves as scientists-researchers?
- Yes!
- Guys, all objects at the cosmodrome are guarded, so in order to get to the laboratory we need to tell the safety rules when conducting experiments and experiments. They are encrypted on these clue cards. Let's try to decipher them. The teacher alternately shows the children cards-hints with the rules for conducting experiments. Children name the rules.
- You can ask questions, listen, look, smell and touch with your hands only if an adult allows. You can’t taste it, talk loudly and shout, you need to be careful not to break anything.
- Well done boys! Now we can go to the laboratory. The teacher and the children approach the table, on which there are cups with a special solution, cups with sunflower oil, pipettes and skewers for each child.
There is a liquid with a very pungent odor in the glasses on the table. You need to sniff it with care. And by no means can you taste it. This will be our space environment. In it we will create a system of planets. To do this, we need to draw a little oil from the cup into the pipette. The teacher and children collect oil in a pipette. If the children do not know how to use a pipette, then the teacher explains to them in detail how to do it: take the pipette in your right hand, like a pen or pencil, just hold it by the rubber part. Squeeze the rubber part of the pipette with your index finger and thumb, and then lower the pipette into the oil, then sharply open your fingers and lift the pipette above the cup. There was oil in the pipette.
- Now carefully drop a large drop of oil or several small drops into the glass in the same place ( then squeezing, then unclenching the rubber part of the pipette with the index and thumb of the right hand). Watch the drop. In water, it would float up and spread over the surface with a round speck of fat. And in a special solution, a drop floats in a beautiful golden ball. This is our first planet. You can even come up with a name for it. For example, call her by her name. And now, using a skewer or pipette, you can add new planets, combine them into one huge one, or, conversely, divide them into several. In your own space, you are powerful creators! Children experiment and observe what is happening on their own.
- Guys, the laboratory is closing, and it's time for us to return to kindergarten. We will walk along the path of the stars, we will go straight to the kindergarten. The teacher and children walk along a path lined with stars.
Did you enjoy our virtual tour?
- Yes!
What was the most interesting part of our trip?
- I liked to participate in the formation of craters on the moon. I liked dancing with the Martians. And most of all I liked creating my own planets ...
(If children find it difficult to answer, you can ask leading questions. What planets did our spacecraft fly by? Why is the Moon called a satellite of the planet Earth? What are craters? Who did we meet on Mars? Why did we have to cut the trip short? What did we do in the laboratory at the spaceport?)
— And I liked traveling with such wonderful guys like you!
- Guys, in the lesson we managed to learn a lot of new and interesting things about space and space objects, and I would really like you to continue studying this topic. Because it's so interesting! And Cosmos educational cards will help you with this. Goodbye, guys! Don't forget to tell your friends about our wonderful trip!
First you just need to tell the kid that the Earth rotates around its axis and around the Sun, and this is very important. If suddenly it would stop, then life on it would stop: in one hemisphere it would become unbearably hot, and in the other everything would freeze, since the Sun would remain only on one side. In nature, there is a saving pattern - a daily 24-hour cycle of rotation around its axis. At night, the planet has time to cool down a little, and during the day it warms up. Therefore, animals, plants and people can live peacefully and rejoice.
Let's try to reproduce the daily cycle at home, with the help of experience for children. We need a tangerine, a long stick and a candle. The time for the experiment is not earlier than 21.00, so that twilight thickens and it is more interesting.
Experiments for children: tangerine planet Earth
1. We take a tangerine, it will play the role of our planet. In shape, it even looks a bit like the Earth, as if flattened at the poles, that is, having the shape of an ellipse. We draw a man on the skin of a mandarin. It will conditionally indicate the place where the child is located.
2. Turn off the light and light a candle - our "Sun". We put the candle on the table - steadily, preferably in a candlestick or a special stand.
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3. We pierce the tangerine with a long stick, trying not to damage the slices. The wand is an imaginary earthly axis.
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4. We bring the tangerine to the candle. Does the flame illuminate only one half of the fruit? So the sun illuminates one hemisphere. You can slightly tilt the wand - the earth's axis is also tilted. Light falls on the drawn man. And where it's dark, it's night.
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5. And now turn the tangerine stick so that the other half is lit up with flames. So the Earth turns around its axis, and the day is replaced by night. And now let the baby, if he wants, repeat the experience from beginning to end on his own.
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Explanation of the experiment for children
The earth is constantly spinning around its axis (as we turned our tangerine). Therefore, sunlight either falls on the planet or it does not. The mandarin turned around its “axis”, and the light from the flame fell on it selectively: first one half was illuminated, then the other. Everything is like in nature.