Olga Gorbunova
Card file of experiments for preschool children on the topic "Space"

Experiments file and experiments on the topic « Space» for preschool children.

Experience number 1"Solar system"

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

Equipment: yellow stick, threads, 9 balls.

What helps the Sun to keep all the solar the system?

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

Experience number 2"Sun and Earth"

Target: to explain to children the ratio of the sizes of the Sun and the Earth.

Equipment: big ball and bead.

Imagine if our sunny reduce the system so for the Sun to become the size of this ball, the Earth, with all the cities and countries, mountains, rivers and oceans, would become the size of this bead.

Experience number 3"Day and night"

Target

Equipment: flashlight, globe.

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

Experience number 4"Day and night "2"

Target: explain to children why it is day and night.

Equipment: flashlight, globe.

Content: create a model of the Earth's rotation 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, strictly allotted way. 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 the 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 see for themselves that no matter how the globe rotates, one of the poles will be illuminated all the time, and the other, on the contrary, will be darkened. Tell the children about the peculiarities of the polar day and night and how people live in the Arctic Circle.

Experience number 5"Who invented summer?"

Target: Explain to children why the seasons change.

Equipment: flashlight, globe.

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

Tell us that it takes the Earth a whole year to orbit the Sun. Show the children where you live on the globe. You can even stick a paper person or a photo of a child there. Move the globe and try with the children to determine what time of year it will be at that 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, the polar day and night change places.

Experience number 6: "Eclipse of the Sun"

Target: explain to 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 think. Observing an eclipse through the smoked glass, we are all looking at the same Moon, which is just opposite the Sun.

Yeah ... Sounds incomprehensible ... Simple improvised means will help us out. Take a big ball (this will naturally be the moon)... And this time our flashlight will become the Sun. The whole experience is to keep the ball in front of the light source - here is the black Sun for you ... Everything is very simple, it turns out.

Card file of experiences and experiments for preschool children Experimental and experimental activities of children. Purpose: 1. to help children get to know better the world of inanimate nature around him. 2. Create.

Card file of experiences and experiments for children of middle preschool age (1st 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.

Tatiana Omelchenko
Experiments on the topic "Space"

Topic: Space - Experiments

Program content: 1. Encourage to find examples in the phenomena of the environment. 2. Develop the ability to generalize the result of work and draw conclusions. 3. Develop observation, mental activity. 4. To form elementary ideas about space in children. 5. Formation of dialectical thinking in preschool children, that is, the ability to see the diversity of the world in a system of interconnections and interdependencies;

Equipment: presentation, projector, laptop.

Experience is an observation that is carried out in specially organized conditions. In each experiment, the cause of the observed phenomenon is revealed, the children are brought to judgments, inferences, Experiments are of great importance for the awareness of children with respectable and investigative connections.

1Slide

Topic: Space Experiences

2slide

Experiment No. 1 Eclipse of the Sun

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

Conclusion: Many phenomena can be explained even to a small child simply and clearly. The most interesting thing is that the Sun is not made black, as some people think. Observing through the smoked glass, we are all looking at the same Moon, which is just opposite the sun.

3 Slide

Conclusions on the 2nd slide

4slide

Experience number 2 Rotation of the moon.

Purpose: Show that the moon rotates on its axis.

Conclusion: Since the moon is always facing the Earth with the same side. You have to gradually rotate around its axis as you move in orbit around the Earth. Since the Moon makes one revolution around the Earth in 28 days, then its rotation around its axis takes the same time.

5 slide

Experiment No. 3 Sun and Earth.

Purpose: Explain to children the relationship between sun and earth.

Conclusion: The diameter of the Sun exceeds 1 million kilometers. Agree that even adults find it difficult to imagine and comprehend such dimensions.

6slide

Experiment No. 4 Solar system.

Purpose: To explain why all the planets revolve around the sun.

Conclusion: the Sun is helped by perpetual motion. If the Sun does not move, then the whole system will fall apart and this perpetual motion will not work.

7slide

Experiment No. 5 Star clock

Purpose: Why do the stars circle in the night sky.

Conclusion: The stars in the constellation Ursa Major make an apparent movement around one star - Polaris - like the hands on a clock. We see the rotation of the starry sky, but it only seems to us. In fact, our Earth rotates. not stars. The Earth's axis of rotation is directed towards the North Star, and therefore it seems to us that the stars revolve around it.

8slide

Experience # 6 Making the Cloud

Purpose: To acquaint children with the process of cloud formation.

Conclusion: It turns out that the drops, when heated on the ground, rise up. There they get cold and they huddle together forming clouds. When they meet together, they increase, become heavy, and fall in the form of rain.

9slide

Thank you for your attention

Space theme

Experience number 1 "Making the cloud".

Target:

- to acquaint children with the process of formation of clouds, rain.

Equipment: three-liter jar, hot water, ice cubes.

Pour into a 3-liter can of hot water (about 2.5 cm). Place a few ice cubes on a baking sheet and place them on the jar. The air inside the can, rising up, will begin to cool. The water vapor contained in it will condense to form clouds.

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

Experience No. 2 "The concept of electric charges."

Target:

- to acquaint children with the fact that all objects have an electric charge.

Equipment: balloon, a piece of woolen fabric.

Inflate a small balloon. Rub the ball on wool or fur, or even better on your hair, and you will see how the ball will begin to stick to literally all objects in the room: to the closet, to the wall, and most importantly, to the child.

This is due to the fact that all objects have a certain electric charge. As a result of contact between two different materials, electrical discharges are separated.

Experiment # 3 "Solar System".

Target:

Explain to children. Why do all the planets revolve around the sun.

Equipment: yellow wooden stick, threads, 9 balls.

Imagine that a yellow stick is the Sun, and 9 balls on strings are planets

We rotate the stick, all the planets fly in a circle, if you stop it, then the planets will stop. What helps the Sun to keep the entire solar system? ..

The sun is helped by perpetual motion.

That's right, if the Sun does not move, the whole system will fall apart and this perpetual motion will not work.

Experience No. 4 "Sun and Earth".

Target:

Explain to children the ratio of the sizes of the Sun and the Earth

Equipment: large ball and bead.

The dimensions of our beloved star are small in comparison with other stars, but huge by earthly standards. The diameter of the Sun is over 1 million kilometers. Agree, even for us, adults, it is difficult to imagine and comprehend such dimensions. “Imagine if our solar system was reduced so that the Sun became the size of this ball, then the earth, together with all cities and countries, mountains, rivers and oceans, would become the size of this bead.

Experience No. 5 "Day and Night".

Target:

The best way to do this is with a model of the solar system! ... It only needs two things - a globe and an ordinary flashlight. Turn on the flashlight in the darkened group room and point it at the globe near your city. Explain to the children: “Look; the flashlight is the Sun, it shines on the Earth. Where it is light, day has already come. Now, let's turn it a little more - now it just shines on our city. Where the rays of the Sun do not reach, we have night. Ask the children what they think is going on where the line between light and dark is blurred. I'm sure any kid will guess that it's morning or evening

Experience number 6 "Day and night number 2"

Target: - explain to children why it is day and night.

Equipment: flashlight, globe.

we create a model of the rotation of the Earth around its axis and the Sun. For this we need a globe and a flashlight. Tell the children that nothing stands still in the universe. Planets and stars move along their own, strictly defined path. Our Earth rotates on its axis and it is easy to demonstrate this with the help of a globe. On the side of the globe that faces the sun (in our case, the lamp) is day, on the opposite side is 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 see for themselves that no matter how he rotates the globe, one of the poles will be illuminated all the time, and the other, on the contrary, will be darkened. Tell the children about the peculiarities of the polar day and night and how people live in the Arctic Circle.

Experience number 7 "Who invented the summer?"

Target:

- explain to children why there is winter and summer.

Equipment: flashlight, globe.

Let's look at our model again. Now we will move the globe around the "sun" and observe what happens to

lighting. Due to the fact that the sun illuminates the surface of the Earth in different ways, the seasons change. If in the Northern Hemisphere it is summer, in the Southern Hemisphere, on the contrary, it is winter. Tell us that it takes the Earth a whole year to orbit the Sun. Show the children where you live on the globe. You can even stick a little paper person or a photo of a toddler there. Move the globe and try with the kids

determine what time of the year will be at this point. And do not forget to draw the attention of young astronomers that after every half of the Earth's revolution around the Sun, polar day and night change places.

Experience number 8 "Eclipse of the sun".

Target:

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

Equipment: flashlight, globe.

A lot of the phenomena taking place around us can be explained simply and clearly even to a very small child. And this must be done! Solar eclipses in our latitudes are very rare, but this does not mean that we should bypass such a phenomenon!

The most interesting thing is that the Sun is not made black, as some people think. Observing the eclipse through the smoked glass, we are all looking at the same Moon, which is just opposite the Sun. Yes ... does not sound clear. Simple improvised means will help us out.

Take a large ball (this, of course, will be the moon). And this time our flashlight will become the Sun. The whole experience is to keep the ball in front of the light source - here is the black Sun for you ... How simple it turns out.

Experience number 9 "Water in a spacesuit."

Target:

Establish what happens to water in an enclosed space, such as a spacesuit.

Equipment: jar with lid.

Pour water into the jar - just enough to cover the bottom.

Close the jar with a lid.

Place the jar in direct sunlight for two hours.

RESULTS: Liquid accumulates on the inside of the can.

WHY? The heat from the sun causes the water to evaporate (change from liquid to gas). Striking the cool surface of the can, the gas condenses (turns from gas to liquid). Through the pores of the skin, people secrete a salty liquid called sweat. Evaporating sweat, as well as water vapor released by people when breathing, after a while condense on different parts of the spacesuit - just like water in a can - until the inside of the spacesuit gets wet. To prevent this from happening, a tube was attached to one part of the suit through which dry air enters. Humid air and excess heat from the human body is expelled through another tube in another part of the suit. Air circulation keeps the suit cool and dry inside.

Experiment No. 10 "Rotation of the Moon".

Target:

Show that the moon rotates on its axis.

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

PROCESS: Draw a circle in the center of one piece of paper.

Write the word "Earth" in the circle and place the sheet on the floor.

With a felt-tip pen, draw a large cross on another sheet and tape it to the wall with tape.

Stand near the sheet with the inscription "Earth" lying on the floor and at the same time stand facing another sheet of paper where the cross is drawn.

Walk around the "Earth" while continuing to face the cross.

Stand facing Earth.

Walk around the "Earth", staying facing it.

RESULTS: While you walked around the "Earth" and at the same time remained facing the cross hanging on the wall, various parts of your body turned out to be turned to the "Earth". When you walked around “Earth”, remaining facing it, you were constantly facing it only with the front part of your body.

WHY? You had to gradually rotate your body as you moved around "Earth". And the Moon, too, since it is always facing the Earth with the same side, it is necessary to gradually turn around its axis as it moves in orbit around the Earth. Since the Moon makes one revolution around the Earth in 28 days, then its rotation around its axis takes the same time.

Experiment No. 11 "Blue Sky".

Target:

Establish why the Earth is called the blue planet.

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

PROCESS: Fill a glass with water. Add a drop of milk to the water and stir. Darken the room and position the flashlight so that the light from it passes through the center of the glass of water. Return the flashlight to its original position.

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

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

Experience number 12 "Far - close."

Target:

Establish how distance from the Sun affects air temperature.

Equipment: two thermometers, a table lamp, a long ruler (meter).

PROCESS: Take a ruler and place one thermometer at the 10 cm mark and the other at the 100 cm mark.

Place a desk lamp at the zero line of the ruler.

Turn on the lamp. After 10 minutes, record the reading of both thermometers.

RESULTS: The near thermometer shows a higher temperature.

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

Experiment No. 13 "Is it far to the moon?"

Target

Learn how you can measure the distance to the moon.

Equipment: two flat mirrors, adhesive tape, a table, a piece of paper from a notebook, a flashlight.

PROCESS: ATTENTION: The experiment must be carried out in a room that can be darkened.

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

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

Position the second mirror so that it reflects the light onto the piece of paper on your chest.

RESULTS: A ring of light appears on the paper.

WHY? The light was first reflected by one mirror onto another, and then onto a paper screen. The retroreflector left on the moon is made up of mirrors similar to the ones we used in this experiment. Having measured the time during which the laser beam sent from the Earth was reflected in the retroreflector installed on the Moon and returned to the Earth, the scientists calculated the distance from the Earth to the Moon.

Experience number 14 "Distant glow".

Target:

Establish why Jupiter's ring is shining.

Equipment : flashlight, talcum powder in a plastic bag with holes.

PROCESS: Darken the room and place the flashlight on the edge of the table.

Keep an open container of talcum powder under a beam of light.

Squeeze the container sharply.

RESULTS: The beam of light is barely visible until the powder hits it. The scattered talcum powder starts to shine and the light path can be seen.

WHY? The light cannot be seen until it is reflected

from anything and will not get into your eyes. Talcum particles behave in the same way as the small particles that make up Jupiter's ring: they reflect light. Jupiter's ring is located fifty thousand kilometers from the planet's cloud cover. These rings are believed to be composed of matter that got there from Io, the closest of Jupiter's four large moons. Io is the only known satellite with active volcanoes. It is possible that Jupiter's ring formed from volcanic ash.

Experience number 15 "Day stars".

Target:

Show that the stars are constantly shining.

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

PROCESS: Punch a few holes in the cardboard with a hole punch.

Place the cardboard in the envelope. In a well-lit room, take an envelope with a piece of cardboard in one hand and a flashlight in the other. Turn on the flashlight and, from 5 cm, shine it on the side of the envelope facing you, and then on the other side.

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

WHY? In a lighted room, light passes through holes in the cardboard regardless of where the lighted flashlight is, but they become visible only when the hole, thanks to the light passing through it, begins to stand out against a darker background. The same thing happens with the stars. During the day they shine too, but the sky becomes so bright due to the sunlight that the light of the stars is eclipsed. It is best to gaze at the stars on moonless nights and away from city lights.

Experience No. 16 "Beyond the Horizon".

Target:

Establish why the sun can be seen before it rises above the horizon

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

PROCESS: Fill the jar with water until it overflows. Close the jar tightly with the lid. Place the jar on the table 30 cm from the edge of the table. Fold the books in front of the jar so that only a quarter of the jar is visible. Form a ball the size of a walnut out of plasticine. Place the ball on a table 10 cm away from the jar. Kneel down in front of the books. Look through a jar of water, looking over the top of the books. If you can't see the plasticine ball, move it.

Remaining in the same position, remove the can from your field of vision.

RESULTS:

You can only see the ball through a jar of water.

WHY?

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

O trial number 17 "Eclipse and the crown".

Target:

Demonstrate how the moon helps observe the solar corona.

Equipment : a table lamp, a pin, a piece of not very thick cardboard.

PROCESS: Use a pin to poke a hole in the cardboard. Punch in the hole slightly so you can see through it. Turn on the lamp. Close your right eye. Bring the cardboard to the left eye. Look through the hole at the on lamp.

RESULTS: Looking through the hole, you can read the inscription on the light bulb.

WHY? The cardboard blocks most of the light coming from the lamp, and makes it possible to see the inscription. During a solar eclipse, the Moon obscures bright sunlight and makes it possible to study the less bright outer shell - the solar corona.

Experiment No. 18 "Star Rings".

Target:

Establish why the stars appear to be moving in circles.

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

PROCESS: Cut a 15 cm circle out of paper. Draw 10 small dots on a black circle at random with chalk. Poke a circle with a pencil in the center and leave it there, securing it with duct tape at the bottom. Hold the pencil between your palms and twirl it quickly.

RESULTS: Light rings appear on the rotating paper circle.

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

Experience No. 19 "Star Hours".

Target:

Find out why the stars circle in the night sky.

Equipment : umbrella in dark color, white crayon.

PROCESS: With chalk draw the constellation Ursa Major on one of the segments of the inner part of the umbrella. Raise your umbrella over your head. Rotate the umbrella counterclockwise slowly.

RESULTS: The center of the umbrella stays in one place while the stars move around.

WHY? The stars in the constellation Ursa Major make an apparent movement around one central star - Polaris - like the hands on a clock. One revolution takes one day - 24 hours. We see the rotation of the starry sky, but it only seems to us, because in fact our Earth rotates, and not the stars around it. It makes one revolution around its axis in 24 hours. The Earth's axis of rotation is directed towards the North Star, and therefore it seems to us that the stars revolve around it.

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 the creative imagination and verbal-logical thinking of children.
3. To cultivate curiosity, benevolence and discretion.
Equipment and materials:multimedia installation, tape recorder; soft modules, tables, chairs, aprons, cards "Safety Rules for Experiments and Experiments", 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, training cards "Cosmos".
The course of educational activities:
The teacher and children are included in the group (hall).
- Do you guys like to travel?
- Yes!
- Tell me about your travels. Where have you, at such a young age, already managed to visit?
- My family and I were vacationing 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! You are familiar with the word travel. What does the word "virtual" mean?
- Fictional.
- 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 is the name of people who fly into space and conduct tests there?
- Astronauts.
-Exactly! Imagine ourselves as astronauts?
- Yes.
- The cosmonauts have special suits. What are they called?
- Spacesuits.
- Unfortunately, we have no spacesuits. But, there are such interesting aprons and our imagination. Put them on and imagine that they are spacesuits.
- Before me are real astronauts! In such spacesuits, you are not afraid of outer space!
- It's time to go! What will we fly on? - On a rocket?
- We have soft modules. Shall we try to turn them into a rocket?
- Yes.
- I propose to arrange them in the shape of a circle (these will be our seats) and do not forget to leave a place for the landing hatch. Arrange the 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 loudly, clearly pronounce the word "launch". We take in air through the nose ... We begin the countdown: 10,9,8,7,6,5,4,3,2,1. Start! An audio recording of the rocket taking off is played.Space music sounds. The teacher turns on the disc lamp.
- Guys, what's going on? The teacher gets up and begins to imitate the state of weightlessness.
- It's weightlessness.
- We're 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 through the porthole. 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 shape does it have?
- The shape of the 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 planet Earth. Because only on it there is life. But it was not always so. Want to know how our planet came to be?
- Yes.
- Some scientists suggest that the Sun was originally a huge incandescent ball. Once an explosion occurred on it, as a result of which huge pieces broke off from the Sun, which they began to call planets. At first, our planet was hot, but gradually it began to cool down. 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 happens then?
- Steam is generated.
- We see how the water begins to evaporate. In the cold air, steam turns back into water and begins to accumulate. We can see this if we hold glass over the thermos. What happens when too many drops of water accumulate on the glass?
- They will fall back into the thermos.
- You're right. This is how, according to scientists, water fell in the form of rain on the already cooled Earth, and the first ocean was formed. And life arose in the ocean. Unfortunately, it is impossible to find out exactly what the Earth was like many billions of years ago, so this is just a guess from scientists.
The image of the moon appears on the screen.
- Guys, just look, we are flying past some heavenly body. What's this?
- It's a planet.
- Maybe my riddle will help you to know this planet:
It grows thin, then it grows fat,
Shines from the sky, but does not warm,
And only one to Earth
Always looking sideways.
- This is the moon.
- 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 celestial body closest to the earth and the only one 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 impact of huge meteorite stones billions of years ago. Want to see how it was?
- Yes!
- Then, I propose to go to the next compartment. The teacher and the children come to the table on which there is a bowl of flour.
- Guys, look, in front of you is a bowl of flour. Let's imagine that this is the surface of the Moon covered with cosmic dust. And these balls - jumpers - meteorites. Shall we arrange a meteorite attack on the lunar surface? I propose to throw "meteorites" from different heights, so that later we can see whether the same craters are formed in our country. Children and the teacher throw jump balls into the bowl of flour from different heights.
- What happens to the flour?
- Pits are formed in it.
- Are they the same?
- No!
- What determines the size of the pits-craters?
- From the size of the bouncing ball.
- And the depth of the fossa?
- From how high he was thrown.
- That's right guys, the higher the jumping ball is from the surface during the throw, the higher the speed of its flight, which means that the hole-crater will be deeper. And the size of the meteorite affects the size of the crater formed. 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 propose to return to our landing bay and see what we are flying 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 is 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 living on Mars?
- The Martians.
- They seem to be glad to meet us and send their musical greetings! Let's dance with them? The teacher includes a musical exercise "Aliens".
- Guys, in fact, people on Mars have not found any Martians, 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, which cover the entire planet and can last for several months.
The alarm sounds on the spaceship.
- Guys, the instruments show that right now Mars is in the period of dust storms. We flew too close and our spacecraft was damaged. Therefore, it is urgent to return to Earth. Fasten seat belts. We are returning to Earth. An audio recording of the rocket landing and landing is played.
- Here we are at home, on our native Earth ... It's a pity that we did not manage to see the rest of the planets of the solar system. Although, at the cosmodrome there is a laboratory in which you and I can create our own space. Imagine ourselves as research scientists?
- Yes!
- Guys, all objects at the cosmodrome are under protection, so in order to get to the laboratory, we need to tell us 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 hint cards with the rules for conducting experiments. Children name the rules.
- You can ask questions, listen, watch, smell and touch with your hands only if the adult permits. You cannot taste, talk and shout loudly, you need to be careful not to break anything.
- Well done boys! Now we can go to the laboratory. The teacher and the children come to the table, on which are placed cups with a special solution, cups with sunflower oil, pipettes and skewers for each child.
- In the glasses on the table there is a liquid with a very pungent odor. It is necessary to sniff it with caution. And in no case should you try to taste. This will be our space environment. In it we will create a system of planets. To do this, we need to draw some oil from the cup into the pipette. The teacher and the children draw oil into a pipette. If 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, then dip the pipette into the oil, then release your fingers sharply and lift the pipette over the cup. There was oil in the pipette.
- Now carefully drip a large drop of oil into the glass or several small drops in the same place ( either squeezing or unclenching the rubber part of the pipette with the index and thumb of the right hand). Watch the drop. In water, it would float and spread over the surface as a round speck of fat. And in a special solution, a drop floats into a beautiful golden ball. This is our first planet. You can even come up with a name for it. For example, call her by your name. And now, using a skewer or an eyedropper, 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 independently experiment and observe what is happening.
- Guys, the laboratory is closing, and it's time for us to return to kindergarten. We will walk along the path of stars, we will go straight to the kindergarten. The teacher and children walk along a path made of stars.
- Did you like our virtual trip?
- Yes!
- What was the most interesting in our trip?
- I liked to participate in the formation of craters on the moon. I enjoyed 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 spaceship fly past? Why is the moon called a satellite of planet Earth? What are craters? Who have we met on Mars? Why did we have to interrupt the trip? What did we do in the laboratory at the cosmodrome?)
- 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. It's so interesting! And cognitive cards "Cosmos" will help you with this. Goodbye, guys! Don't forget to tell your friends about our wonderful journey!

Experiments on the theme "Space"

Experience number 1 "Making the cloud".

Target:

- to acquaint children with the process of formation of clouds, rain.

Equipment: three-liter jar, hot water, ice cubes.

Pour into a 3-liter can of hot water (about 2.5 cm). Place a few ice cubes on a baking sheet and place them on the jar. The air inside the can, rising up, will begin to cool. The water vapor contained in it will condense to form clouds.

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

Experiment # 2 "Solar System".

Target:

Explain to children. Why do all the planets revolve around the sun.

Equipment: yellow wooden stick, threads, 9 balls.

Imagine that a yellow stick is the Sun, and 9 balls on strings are planets

We rotate the stick, all the planets fly in a circle, if you stop it, then the planets will stop. What helps the Sun to keep the entire solar system? ..

The sun is helped by perpetual motion.

That's right, if the Sun does not move, the whole system will fall apart and this perpetual motion will not work.

Experience No. 3 "Sun and Earth".

Target:

Explain to children the ratio of the sizes of the Sun and the Earth

Equipment: large ball and bead.

The dimensions of our beloved star are small in comparison with other stars, but huge by earthly standards. The diameter of the Sun is over 1 million kilometers. Agree, even for us, adults, it is difficult to imagine and comprehend such dimensions. “Imagine if our solar system was reduced so that the Sun became the size of this ball, then the earth, together with all cities and countries, mountains, rivers and oceans, would become the size of this bead.

Experience No. 4 "Day and Night".

Target:

- explain to children why it is day and night.

Equipment: flashlight, globe.

The best way to do this is with a model of the solar system! ... It only needs two things - a globe and an ordinary flashlight. Turn on the flashlight in the darkened group room and point it at the globe near your city. Explain to the children: “Look; the flashlight is the Sun, it shines on the Earth. Where it is light, day has already come. Now, let's turn it a little more - now it just shines on our city. Where the rays of the Sun do not reach, we have night. Ask the children what they think is going on where the line between light and dark is blurred. I'm sure any kid will guess that it's morning or evening

Experience number 7 "Who invented the summer?"

Target:

- explain to children why there is winter and summer.

Equipment: flashlight, globe.

Let's look at our model again. Now we will move the globe around the “sun” and observe what happens to the lighting. Due to the fact that the sun illuminates the surface of the Earth in different ways, the seasons change. If in the Northern Hemisphere it is summer, then in the Southern Hemisphere, on the contrary, it is winter. Tell us that it takes the Earth a whole year to orbit the Sun. Show the children where you live on the globe. You can even stick a little paper person or a photo of a toddler there. Move the globe and try with the children to determine what time of year it will be at that point. And do not forget to draw the attention of young astronomers that after every half of the Earth's revolution around the Sun, polar day and night change places.

Experience No. 5 "Eclipse of the Sun".

Target:

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

Equipment: flashlight, globe.

A lot of the phenomena taking place around us can be explained simply and clearly even to a very small child. And this must be done! Solar eclipses in our latitudes are very rare, but this does not mean that we should bypass such a phenomenon!

The most interesting thing is that the Sun is not made black, as some people think. Observing an eclipse through the smoked glass, we are all looking at the same Moon, which is just opposite the Sun. Yes ... does not sound clear. Simple improvised means will help us out.

Take a large ball (this, of course, will be the moon). And this time our flashlight will become the Sun. The whole experience is to keep the ball in front of the light source - here is the black Sun for you ... How simple it turns out.

Experience number 6 "Far - close."

Target:

Establish how distance from the Sun affects air temperature.

Equipment: two thermometers, a table lamp, a long ruler (meter).

PROCESS:

Take a ruler and place one thermometer at the 10 cm mark and the other at the 100 cm mark.

Place a desk lamp at the zero line of the ruler.

Turn on the lamp. After 10 minutes, record the reading of both thermometers.

RESULTS: The near thermometer shows a higher temperature.

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

Experience №7 "Space in the bank".

Method of work execution:

1) we take the prepared container and put cotton wool inside

2) pour glitter into the jar

3) pour a bottle of glycerin into a jar

4) dilute food coloring and pour everything into a jar

5) top up 6) if done in a jar, then close everything with a lid and seal with glue or plasticine of water