Space for preschool children: activities for preschoolers. Card index of experiments for preschool children on the topic “Space Experiments for children related to space
Card index of experiences and experiments
on the topic "Space"
Experience No. 1 "Solar System"
Target : Explain to children why all planets revolve around the Sun.
Equipment : yellow stick, thread, 9 balls.
What helps the Sun hold up the entire solar system?
The sun is helped by perpetual motion. If the Sun does not move, the entire system will fall apart and this eternal movement will not operate.
Experience No. 2 "Sun and Earth"
Target: Explain to children the relationship between the sizes of the Sun and the Earth.
Equipment: big ball and bead.
Imagine if our solar system were reduced so that the Sun became the size of this ball, then the Earth with all the cities and countries, mountains, rivers and oceans would become the size of this bead.
Experience No. 3 “Day and Night”
Target: Explain to children why there is day and night.
Equipment: flashlight, globe.
Ask the children what they think happens where the line between light and dark is blurred. (The guys will guess that it is morning or evening)
Experience No. 4 “Day and Night “2”
Target : Explain to children why there is day and night.
Equipment: flashlight, globe.
Content: We 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 your children that nothing stands still in the Universe. Planets and stars move along their own strictly designated path. Our Earth rotates around its axis and this is easy to demonstrate with the help of a globe. On the side of the globe that faces the Sun (in our case, the flashlight) there is day, on the opposite side it is night. Earth's axis is not located 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 children see for themselves that no matter how the globe rotates, one of the poles will always be illuminated, while the other, on the contrary, will be darkened. Tell the children about the features of the polar day and night and how people live in the Arctic Circle.
Experience No. 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 differently, the seasons change. If it is summer in the Northern Hemisphere, then in the Southern Hemisphere, on the contrary, it is winter.
Tell us what the Earth needs whole year in order to fly 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 your children to determine what time of year it will be at this point. And don’t forget to draw the children’s attention to the fact that every half revolution of the Earth around the Sun, polar day and night change places.
Experience No. 6: "Eclipse of the Sun"
Target: Explain to children why solar eclipses occur.
Equipment: Flashlight, globe.
The most interesting thing is that the Sun is not made black, as many people think. Observing the eclipse through smoked glass, we are looking at the same Moon, which is located opposite the Sun.
Yeah... It sounds incomprehensible... Simple improvised means will help us out. Take a large ball (this, naturally, will be the Moon). And this time our flashlight will become the Sun. The whole experience is to hold the ball against the light source - here you go black Sun... It turns out that everything is very simple.
Experiment No. 7 “Rotation of the Moon”
Target : show that the Moon rotates on its axis.
Equipment: 2 sheets of paper, adhesive tape, felt-tip pen.
Walk around the “Earth” while still facing the cross. Stand facing the “Earth”. Walk around the “Earth”, remaining 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 towards the “Earth”. When you walked around the “Earth”, remaining facing it, you were constantly facing it only with the front part of your body. WHY? You had to gradually turn your body as you moved around the “Earth.” And the Moon, too, since it always faces the Earth with the same side, has to gradually rotate around its axis as it moves in orbit around the Earth. Since the Moon makes one revolution around the Earth in 28 days, its rotation around its axis takes the same amount of time.
Experience No. 8 “Blue Sky”
Target: establish why the Earth is called the blue planet.
Equipment: glass, milk, spoon, pipette, flashlight.
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 release and scatter short blue waves, causing the water to appear bluish. The molecules of nitrogen and oxygen found in the earth's atmosphere, like milk particles, are small enough to also be released from sunlight blue waves and disperse 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 large particles of milk reflect and scatter more than just the blue color. The same thing happens to the atmosphere when large amounts of dust or water vapor accumulate there. The cleaner and drier the air, the bluer sky, because blue waves scatter the most.
Experience No. 9 “Far and Close”
Target: establish how distance from the Sun affects air temperature.
Equipment: 2 thermometers, table lamp, long ruler (meter)
Results: The closest thermometer shows a higher temperature.
WHY? The thermometer that is closer to the lamp receives more energy and therefore heats up more. The further the light spreads from the lamp, the more its rays diverge, and they can no longer heat up the distant thermometer much. The same thing happens with planets. Mercury, the planet closest to the Sun, receives the most energy. Planets farther from the Sun receive less energy and their atmospheres are cooler. Mercury is much hotter than Pluto, which is very far from the Sun. As for the temperature of the planet's atmosphere, it is also influenced by other factors, such as its density and composition.
Experience No. 10 “How far is it to the moon?”
Target: Find out how you can measure the distance to the Moon.
Equipment : 2 flat mirrors, adhesive tape, table, piece of notebook, flashlight.
Tape the mirrors together so that they open and close like a book. Place mirrors on the table.
Attach a piece of paper to your chest. Place the flashlight on the table so that the light falls on one of the mirrors at an angle.
Find a position for the second mirror so that it reflects light onto the piece of paper on your chest.
Results: A ring of light appears on the paper.
WHY? The light was first reflected from one mirror to another, and then onto a paper screen. The retroreflector left on the Moon is made up of mirrors similar to those we used in this experiment. By measuring the time during which a laser beam sent from the Earth was reflected in a retroreflector installed on the Moon and returned to Earth, scientists calculated the distance from the Earth to the Moon.
Experience No. 11 "Distant Glow"
Target: determine why Jupiter's ring shines.
Equipment: flashlight, talcum powder in plastic packaging with holes.
Results: the beam of light is barely visible until the powder hits it. The scattered talc particles begin to shine and the light path can be seen.
WHY? Light cannot be seen until it bounces off something and hits your eyes. Talc particles behave in the same way as the small particles that make up Jupiter's ring: they reflect light. Jupiter's ring is located fifty thousand kilometers from the planet's cloud cover. These rings are thought to be made up of material that came from Io, the closest of Jupiter's four moons. Io is the only moon we know of with active volcanoes. It is possible that Jupiter's ring was formed from volcanic ash.
Experiment No. 12 "Day Stars"
Target: show that the stars are constantly shining.
Equipment: hole punch, postcard-sized cardboard, white envelope, flashlight.
Results: holes in the cardboard are not visible through the envelope when you shine a flashlight on the side of the envelope facing you, but become clearly visible when the light from the flashlight is directed from the other side of the envelope, directly at you.
WHY? In a lit room, light passes through the holes no matter where the lit 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 stars. During the day they also shine, but the sky becomes so bright due to sunlight that the light of the stars is obscured. The best time to look at the stars is on moonless nights and away from city lights.
Experience No. 13 “Beyond the Horizon”
Target: establish why the Sun can be seen before it rises above the horizon.
Equipment: clean liter glass jar with a lid, table, ruler, books, plasticine.
Place the jar on the table 30 cm from the edge of the table. Place books in front of the can so that only a quarter of the can remains visible. Make a ball the size of a walnut from plasticine. Place the ball on the table, 10 cm from the jar. Kneel in front of the books. Look through the jar of water, looking over the books. If the plasticine ball is not visible, move it.
Remaining in this position, remove the jar from your field of vision.
Results: you can only see the ball through a jar of water.
WHY? The jar of water allows you to see the ball behind the stack of books. Anything you look at can only be seen because the light emitted by that object reaches your eyes. Light reflected from a plasticine ball passes through a jar of water and is refracted in it. Light emanating from celestial bodies passes through the earth's atmosphere (hundreds of kilometers of air surrounding the Earth) before reaching us. The Earth's atmosphere refracts this light in the same way as a jar of water. Due to the refraction of light, the Sun can be seen several minutes before it rises above the horizon, as well as for some time after sunset.
Experiment No. 14 “Star Rings”
Target: determine why stars appear to move in circles.
Equipment : scissors, ruler, white chalk, pencil, adhesive tape, black paper.
Poke a pencil through the center of the circle and leave it there, securing it at the bottom with duct tape. Holding the pencil between your palms, quickly twist it.
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 photograph stars using long exposures. The light from the stars leaves a long circular trail on the photographic plate, as if the stars were moving in a circle. In fact, the Earth itself moves, and the stars are motionless relative to it. Although it seems that the stars are moving, the plate is moving along with the Earth rotating around its axis.
Experiment No. 15 “Star Hours”
Target: find out why stars move in a circular motion across the night sky.
Equipment: umbrella dark color, white chalk.
Results: the center of the umbrella will remain in one place while the stars move around.
WHY? Stars in a 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 this is only an illusion to us, since 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.
Natalia Sheveleva
SOD. Summary of educational, design and research
classes “Mysteries of Space”
in the preparatory school group
Target: in progress experimental activities clarify, specify and expand children's knowledge about space.
Tasks:
Give basic ideas about the structure of the solar system, stars and planets,
Learn how to conduct an experiment
Arouse interest in space exploration, develop a desire to make discoveries,
To form in children, through experience, elementary concepts about the laws of space,
Develop the ability to draw conclusions based on the results of experiments.
Progress of the lesson.
Guys, Cosmonautics Day is approaching. Cosmonautics - from the word space.
What is space? Listen to the answers. Specify.
The entire vast world that is outside the Earth is called space
Guys, how many of you want to know right now what space is, distant and mysterious, and what happens in it? Who wants to become a scientist - experimenter? There are so many of us! Great! And right now we will empirically solve the mysteries of space.
And so that we don’t forget anything, we will write down the results in our academic cards. One of you will give a presentation.
Is space called another word? Universe. The Universe is the whole world. Everything that surrounds us on all sides.
For example, the sky, and the Sun is in the sky. The sun is a huge ball of hot gases. The size of our star is simply enormous. The diameter of the Sun exceeds 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.
Experiment No. 1 “Sun and Earth”
Goal: explain the relationship between the sizes of the Sun and Earth
Equipment: large ball and bead, illustration of the Sun.
Move: if the Sun were to shrink 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 planet earth. The earth is a huge solid ball. On the surface of this ball 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 illustrations of meteor showers and meteorites.) Earth is the only habitable planet we know of. There is water and air on earth. 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, illustration of the Earth from space.
Procedure: fill a glass with water, add a drop of milk to the glass and stir. Let's darken the room and install a flashlight so that the beam of light from it passes through central part glasses of water. We will see that a 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, emits a blue color when the rays of the sun fall on it. This makes the sky appear blue from the ground, and the earth appears blue from space. If there is a lot of dust and moisture in the air, the sky appears gray.
On a cloudless, clear evening, the entire sky above our head is strewn with many stars. They appear as small sparkling dots because they are far from the 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 conventionally divided the sky into regions, and the stars into groups - constellations. The most noticeable stars in each group were connected by imaginary lines, and then they 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 cannot see the stars. Why?
Experiment No. 3 “Day Stars”
Purpose: to show that stars always shine.
Equipment: hole punch, postcard-sized cardboard, white envelope, flashlight, illustration of the starry sky.
Procedure: in a lighted room, punch several holes in the cardboard with a hole punch. Place the cardboard in the envelope. Take the envelope in one hand and the flashlight in the other. Shine the light on the side of the envelope facing us - the holes are not visible. Shine a light on the other side of the envelope - the holes are clearly visible. Light passes through the holes in any case, but we see them only if the hole stands out against a dark background.
Conclusion: the stars also glow during the day, but they are not visible in a bright sky. Stars are clearly visible only in a dark sky. At night.
To remember, sketch this law on your cards.
There is not a single celestial body in the universe that stands 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 rush through space at great speed along their path. There is a strict order in the universe and not a single star or planet will leave its path or orbit and collide with one another. The word cosmos means “order”, “structure”.
What celestial bodies can you name besides the Earth, the Sun, and the stars? (Moon, planets)
The moon is a satellite of the earth. It revolves around the earth. Why doesn't the moon fly into space and fall to Earth due to gravity? I propose to conduct an experiment.
Experiment No. 4 “Why doesn’t the Moon fall to Earth?”
Goal: explain to children why the moon does not fall to the earth.
Equipment: sports ring, rope, illustration of the Moon, illustration of the experiment.
Procedure: 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 untwist the ring using the rope. The rope prevents the ring from flying away. The rope is the force of gravity. As soon as the moon stops rotating, the force of gravity will immediately land it and pull it towards the earth.
Conclusion: the whole secret is in movement
To remember, sketch this law on your cards.
A long time ago, scientists noticed that there are objects in the sky that move and wander. They called these objects planets. Planets are closer to us than other stars. And they, just like our Earth, revolve around it. All the planets, and there are 8 of them, which revolve around the Sun, form the solar system. Mercury is the planet closest to the sun. Venus appears as a silvery shiny ball. It is clearly visible in the morning. That is why it is called the morning star.
If you see a reddish dot in the night sky that seems to be winking at you, then you know that this is the planet Mars. Earth's closest neighbor. Mars has little oxygen and the highest mountains.
Jupiter is the most big planet 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 - unique planet solar system. Its peculiarity is that it rotates around the Sun not like everyone else, but “lying on its side.” Uranus also has rings, although they are harder to see. Neptune last planet solar system. Pluto is excluded from the list 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.
Experiment No. 5 “Solar System”
Goal: explain to children why all planets revolve around the sun.
Equipment: a stick with an LED at the end, 9 balls on strings 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 stick - all the planets fly in a circle, if its rotation is stopped until the planets stop. What helps the sun hold up 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, sketch this law on your cards.
Look at the picture of the solar system. Which planets do you think will have higher temperatures? (On those closer to the sun.) Why? Let's check your assumption.
Experiment No. 6 “Hot and Cold”
Goal: check how the temperature on the planet depends on its proximity to the sun.
Equipment: table lamp, meter bar with thermometers, the thermometers are marked as follows: black - 18, blue - 25, red - 35.
Progress: imagine that the lamp is the Sun. Thermometers are installed where the outermost planets are located. Let's see how the sun's rays affect the temperature of the planets. Turn on the lamp. The teacher announces the number of degrees.
What can we say about the temperature on the planets? (on the far side less, on the near side more)
What does the temperature on the planets depend on? (depending on the distance the planet is from the Sun)
What happens to the rays of the Sun while they reach a distant planet?)
To remember, sketch this law on your cards.
Note. While waiting for the results of the experiment, you can spend a physical minute.
We are a chain behind each other,
We walk hand in hand. (Walk in a chain, right shoulder forward, holding hands)
Turning inside the circle,
Slowly close the ring. (Stop, form a circle, holding hands)
Here is a ring, that is, a circle. (Straight arms are raised up).
Our hands, raised,
Suddenly they became rays. (Stretch up on your toes).
We closed, turned (Hands down, step forward, turn around.)
Once! And they turned into the sun. (Hands up - stretch on your toes).
So that they can see us better,
One - sit down, two - sit down. (Hands forward, squat twice).
Now the comet is rushing into the distance (Raise straight arms up, joining palms
Right in the starry silence of hands in a fist above your head. Stretch on your toes).
And turning into a star, (Stretch your arms above your head, spread your fingers).
Shines brightly in the dark. (Perform “flashlight” movements with your hands).
We can make a flag (Alternating movements with straight arms up and down in front of you).
We can use a triangle (connect your palms with a triangle in front of you).
It's all easy and simple (Wave your right hand in front of you)
A preschooler will do it.
Bottom line. How many mysteries of space have we tried to solve today? 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?
What law surprised you?
Which law was the most interesting for you?
What new things did our experiments help you learn about space?
Before the start of the thematic week, show your child a photo or presentation about the planets, the solar system, space, and read a thematic book.
- Making a rocket for space travel. A rocket can be made from chairs, pillows, boxes, cardboard, bottles, drawn, molded from plasticine, laid out from counting sticks, cubes, construction sets.
Here are some examples of “Rocket” crafts:
- Play preparing an astronaut for a flight.
The suit check begins. Does the helmet fit comfortably on your head? (Turns, head tilts to the right, left, forward, backward, circular rotations of the head).
An astronaut can move through space using a device placed in a backpack on his back. We check how tightly the backpack is held behind your back. (Circular movements, raising and lowering the shoulders).
Are the numerous zippers and buckles fastened well? (Turns and tilts of the body to the right, left, forward, backward, circular movements torso, bending towards the feet).
Do the gloves fit snugly on your hands? (Rotational movements with the hands extended forward at chest level, alternating and simultaneous swings of the arms, raising the arms up in front of oneself with alternate bending and extension of the hands, lowering them down through the sides, also alternately bending and straightening the hands).
How does the radio work? Doesn't it act up? (Half squats, jumping on two legs in place).
Are your boots too tight? (Walking in a circle on toes, heels, outer and inner feet, toe-off, side gallop to the right, left, single file step).
Is the spacesuit’s “heating system” okay? Is it easy to breathe in it? (Inhale - arms up, exhale - arms down).
- Launch the rocket.
Place a paper rocket on a cocktail straw and blow into the straw so that the rocket flies up:
Inflate a rocket balloon and tape a cocktail tube to it. Stretch the thread across the room and thread it through the tube. Now release the ball. The air will begin to come out of it, and the ball will fly.
- Having become familiar with the planets of the solar system, you can depict them in different ways.- mold from salt dough or plasticine, draw with prints of cut potatoes or a cork lid, line with buttons or plasticine, make a mobile from cardboard or felt figures.
We made this drawing: we painted a starry sky by splashing white paint on black paper using a brush. Each planet separately, cut out and glued them onto the starry sky.
The moon can be drawn like this. Cut a circle out of cardboard, draw circles - craters - on it with wax crayons, and then paint over the entire Moon with watercolors.
Lantern "Constellations". Draw constellations on black cardboard, make holes in the places where the stars are located. Glue the resulting cards onto paper cupcake tins, put them on a flashlight and tie them with thread. Now light a flashlight in a dark room and point it at the wall to create a projection of the constellation.
Educational area:"Cognitive Development".
Subject:"Space experiments".
Tasks:
1. Clarify and expand children’s ideas about space through familiarization with new concepts (virtual travel, weightlessness, satellite, crater, compartment, rover) and conducting 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, cards “Safety rules when conducting tests 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, distributions, waste containers, educational cards “Cosmos”.
Progress of educational activities:
The teacher and children enter the group (hall).
— Guys, do you like to travel?
- Yes!
— Tell me about your travels. Where have you already been at such a young age?
— My family and I were on vacation in Turkey... And we went to Sochi in the summer...
- Today you and I will also go on a trip. And it will be a virtual trip into space! The word travel is familiar to you. 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 do they call people who fly into space and conduct tests there?
- Cosmonauts.
-Exactly! Let's imagine ourselves as astronauts?
- Yes.
— Cosmonauts have special suits. What are they called?
- Space suits.
— Unfortunately, you and I don’t have spacesuits. But, there are such interesting aprons and our imagination. Put them on and imagine that they are spacesuits.
- In front of me are real astronauts! In such spacesuits you and open space not scary!
- 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 shape of a circle (these will be our seats) and don’t forget to leave room for the landing hatch. Arrange modules. We take our seats 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 and clearly pronounce the word “launch.” We take in air through the nose... We begin counting down the time: 10,9,8,7,6,5,4,3,2,1. Start! An audio recording of the sound of a rocket taking off is played.Cosmic 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.
- This is 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 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 what it looks like from space. What shape does it have?
- The shape of a ball.
— The earth is a huge ball. Just look how beautiful she is! It is often called 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 does life exist. But it was not always so. Do you want to know how our planet came to be?
- Yes.
— Some scientists suggest that the Sun was originally a huge hot ball. One day 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 with hot water. I suggest you fantasize and imagine that this is our hot planet. Now I will open the lid and “our planet” will begin to cool down. What happens?
— Steam is formed.
— We see how the water begins to evaporate. In cold air, the steam turns back into water and begins to accumulate. We can see this if we hold the glass over the thermos. What happens when too many water droplets accumulate on the glass?
- They will fall back into the thermos.
- You're right. This is exactly how, according to scientists, water fell in the form of rain onto the already cooled Earth, and the first ocean was formed. And life arose in the ocean. Unfortunately, it is impossible to know exactly what the Earth was like many billions of years ago, so these are just scientists’ guesses.
An image of the Moon appears on the screen.
- Guys, just look, we are flying past some celestial body. What is this?
- This is a planet.
— Maybe my riddle will help you recognize this planet:
Sometimes he loses weight, sometimes he gets fatter,
It shines from the sky, but does not warm,
And only one to Earth
Always looking away.
- 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 heavenly body, which revolves around the planet. The moon is the celestial body closest to the earth and the only one where humans have been. 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 children approach the table on which there is a bowl of flour.
- Guys, look, there is a bowl of flour in front of you. Let's imagine that this is the surface of the Moon, covered cosmic dust. And these balls are jumpers - meteorites. Shall we stage a meteorite attack on the lunar surface? I propose throwing “meteorites” from different heights, so that later we can see whether the same craters are formed. Children and the teacher throw bouncing balls into a bowl of flour from different heights.
— What happens to the flour?
- Pits form in it.
-Are they the same?
- No!
— What determines the size of the pit-craters?
- Depending on the size of the jumping ball.
- And the depth of the hole?
- From the height from which he was thrown.
— That’s right, guys, the higher the jumping ball is from the surface during the throw, the greater the speed of its flight, which means 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. Is our imaginary lunar surface similar to the real one?
- Yes.
“I suggest we return to our landing compartment 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 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 are the creatures that live on Mars called?
- Martians.
- They seem to be glad to meet us and send their musical greetings! Shall we dance with them? The teacher turns on the musical physical exercise “Aliens”.
- Guys, in fact, man never discovered any Martians on Mars, although... maybe he just didn’t look well. But the rovers sent to the planet ( spacecraft, designed for movement on the surface of the planet Mars) were able to discover 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.
An alarm sounds on the spaceship.
— Guys, instruments show that now there is a period of dust storms on Mars. We flew too close and our spaceship received damage. 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 native Earth... It’s just a pity that we weren’t able 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. Let's imagine ourselves as research scientists?
- Yes!
— Guys, all the objects at the cosmodrome are guarded, so in order to get into the laboratory we need to be told the safety rules when conducting experiments. They are encrypted on these clue cards. Let's try to decipher them. The teacher takes turns showing the children hint cards with the rules for conducting experiments. Children name the rules.
- You can ask questions, listen, look, smell and touch only if an adult allows it. You can’t taste it, talk or shout loudly, you need to be careful not to break anything.
- Well done boys! Now we can go to the laboratory. The teacher and 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 liquid in the glasses on the table with a very pungent odor. It must be sniffed with caution. And under no circumstances should you taste it. This will be our space environment. In it we will create a system of planets. To do this, we need to take a little oil from a cup into a pipette. The teacher and 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 lower the pipette into the oil, then quickly release your fingers and lift the pipette above the cup. There was oil in the pipette.
- Now carefully drop a large drop of oil into a glass or several small drops in the same place ( alternately squeezing and unclenching the rubber part of the pipette with the index and thumb of the right hand). Watch the drop. In the water it would float up and spread over the surface like a round speck of fat. And in a special solution, the 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 it by your 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 cosmos, you are powerful creators! Children experiment on their own 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 and go straight to kindergarten. The teacher and children walk along a path made of stars.
— Did you like our virtual trip?
- Yes!
— What was the most interesting thing on our trip?
— I liked to participate in the formation of craters on the Moon. I liked dancing with the Martians. And what I liked most was 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 did we meet on Mars? Why did we have to interrupt the trip? What did we do in the laboratory at the cosmodrome?)
— I liked traveling with such wonderful guys like you!
— Guys, during 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 the educational cards “Cosmos” will help you with this. Goodbye, guys! Don't forget to tell your friends about our wonderful trip!
Experiments on the theme "Space"
Experiment No. 1 “Making a cloud.”
Target:
- introduce children to the process of formation of clouds and rain.
Equipment:three-liter jar, hot water, ice cubes.
Pour into a three-liter jar hot water(approximately 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, forming clouds.
This experiment simulates the process of cloud formation as warm air cools. 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.
Experiment No. 2 “Solar System”.
Target:
Explain to the children. Why do all planets revolve around the Sun?
Equipment:yellow wooden stick, threads, 9 balls.
Imagine that the yellow stick is the Sun, and 9 balls on strings are the 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 hold up the entire solar system?..
The sun is helped by perpetual motion.
That's right, if the Sun doesn't move, the whole system will fall apart and this eternal motion won't function.
Experiment No. 3 “Sun and Earth”.
Target:
Explain to children the relationship between the sizes of the Sun and Earth
Equipment:big ball and bead.
The size of our beloved star is small compared to other stars, but by earthly standards it is huge. The diameter of the Sun exceeds 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, along with all the cities and countries, mountains, rivers and oceans, would become the size of this bead.
Experiment No. 4 “Day and Night”.
Target:
- Explain to children why there is day and night.
Equipment:flashlight, globe.
The best way to do this is on a model of the solar system! . You only need two things for it - a globe and a regular flashlight. Turn on a flashlight in a darkened group room and point it at the globe approximately your city. Explain to the children: “Look; The flashlight is the Sun, it shines on the Earth. Where it is light, it is already day. Now, let’s turn it a little more - now it’s just shining on our city. Where the rays of the Sun do not reach, it is night. Ask the children what they think happens where the line between light and dark is blurred. I’m sure any kid will guess that it’s morning or evening
Experiment No. 7 “Who invented 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 differently, the seasons change. If it is summer in the Northern Hemisphere, then in the Southern Hemisphere, on the contrary, it is winter. Tell us that it takes the Earth a whole year to fly around the Sun. Show the children the place on the globe where you live. You can even stick a little paper man or a photo of a baby there. Move the globe and try it with your children
determine what time of year it will be at this point. And don’t forget to draw the attention of young astronomers to the fact that every half revolution of the Earth around the Sun, polar day and night change places.
Experiment No. 5 “Eclipse of the Sun.”
Target:
- Explain to children why there is an eclipse of the sun. Equipment: flashlight, globe.
Many phenomena occurring around us can be explained even completely small child simple and clear. And this must be done! Solar eclipses in our latitudes - a great rarity, but this does not mean that we should ignore such a phenomenon!
The most interesting thing is that the Sun is not made black, as some people think. Observing the eclipse through smoked glass, we are looking at the same Moon, which is located opposite the Sun. Yes... it sounds unclear. Simple means at hand will help us out.
Take a large ball (this, naturally, will be the Moon). And this time our flashlight will become the Sun. The whole experience consists of holding the ball opposite a light source - here you have the black Sun... How simple it all turns out.
Experiment No. 6 “Far - close.”
Target:
Determine 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 second thermometer at the 100 cm mark.
Place a table lamp at the zero mark of the ruler.
Turn on the lamp. After 10 minutes, record the readings of both thermometers.
RESULTS: The closest thermometer shows a higher temperature.
WHY? The thermometer that is closer to the lamp receives more energy and therefore heats up more. The further the light spreads from the lamp, the more its rays diverge, and they can no longer heat up the distant thermometer much. The same thing happens with planets. Mercury, the planet closest to the Sun, receives the most energy. Planets farther from the Sun receive less energy and their atmospheres are cooler. Mercury is much hotter than Pluto, which is very far from the Sun. As for the temperature of the Planet’s atmosphere, it is also influenced by other factors, such as its density and composition.
Experiment No. 7 “Space in a jar.”
Work method:
1) take the prepared container and put cotton wool inside
2) pour glitter into the jar
3) pour a bottle of glycerin into the jar
4) dilute food coloring and pour everything into a jar
5) top up 6) if you made it in a jar, then close everything with a lid and seal it with glue or water plasticine