developing skills through … of experiments you hold in your hands was put together during...

DISCOVERING THE WORLD

DEVELOPING SKILLS THROUGH

EXPERIMENTATION AND EXPLORATION

http://www.aasmaepk.edu.ee/wp-content/uploads/2012/10/llp_logo.png

Collection of experiments you hold in your hands was put together during international

Comenius project „Discovering the world. Developing skills through experimentation and

exploration“ in 2013-2015. In project participated 5 different kindergartens and schools from

5 different countries.

Partners were:

Colegio Público de Beriáin, Spain

Przedszkole nr 34, Poland

Kėdainių lopšelis-darželis ,,Žilvitis“, Lithuania

75. Yıl Zübeyde Hanım Anaokulu, Turkey

Tallinna Asunduse Lasteaed, Estonia.

The aim of the project was to awaken in kindergarten children interest for the science world.

Children got the chance to do different experiments with their teacher guiding them. The

hypothesis was posed, the process was monitored and conclusions were made after each

experiment. Experiments were made in the following areas:

Water

Air

Archaeology

Sounds

Colours

Plants

Magnets

Sculpture

Magnifying glass.

Each country kindergarten or school has added to the booklet English and their mother tongue

version of the experiments. Total count of the experiments is 45.

We wish that our book would inspire other teachers and parents to awaken interest in science

and thought that interest to discover the world around us. You can download it, print it or look

at it in the web. For more information about the project you can visit

www.discoveringtheworld.eu

Good experimenting with your children!

Käesolev eksperimentide kogu on valminud aastatel 2013-2015 Comeniuse rahvusvahelise

koostööprojekti

„Discovering the world. Developing skills through experimentation and exploration.“

lõpptulemusena. Projektis osalesid viie maa lasteaiad ja koolid. Partneriteks oli

Colegio Público de Beriáin Hispaaniast

Przedszkole nr 34 Poolast

Kėdainių lopšelis-darželis ,,Žilvitis“ Leedust

75. Yıl Zübeyde Hanım Anaokulu Türgist,

Tallinna Asunduse Lasteaed Eestist.

Projekti eesmärgiks oli juba eelkooliealistes lastes äratade huvi teadusmaailma vastu. Lapsed

said õpetajate juhendamisel viia läbi erinevaid katseid. Ühiselt püstitati hüpoteesid, jälgiti

toimuvat ning hiljem jõuti katsetulemuste põhjal järeldusteni. Eksperimendid katsid

järgmiseid teemavaldkondi:

Vesi

Õhk

Arheoloogia

Helid

Värvid

Taimed

Magnetid

Skulptuur

Luup

Iga partnermaa lasteaed on lisanud brošüüri nii inglise kui oma maa keelse ühe katse kõikide

teemade kohta. Kokku on eksperimente 45.

Soovime, et meie raamat inspireeriks ka teisi õpetajaid ning lapsevanemaid äratama lastes

huvi teadusliku mõtlemise ja seeläbi maailma avastamise vastu. Raamatut on võimalik

kasutatada nii veebipõhiselt kui ka alla laadida ning trükkida. Rohkem infoformatsiooni

projekti kohta leiab selle käigus valminud kodulehelt aadressil

www.discoveringtheworld.eu

Head katsetamist koos lastega!

Experiments with water

WATER

The creation of Frost

Age of children: 6-7 years

Aims(s): Child learns to know frost and how it is created.

Materials: Plastic bottle, freezer, water.

Procedure: Room temperature water is being poured in to the big plastic bottle. Put the bottle

with water to the freezer and leave it over night. Next day the bottle will be covered in frost.

Children can feel the frost with all senses: taste, smell, touch, see and scent.

Conclusion: Child knows how to make frost and how it tastes, smells, feels and looks like.

VESI

Härmatise tekkimine

Laste vanus: 6-7 eluaastat

Eesmärk: Laps õpib tundma härmatist ja selle tekkepõhjuseid.

Vahendid: Plastikpudel, sügavkülmik, vesi.

Töö käik: Toasoe vesi kallatakse suurde plastikpudeliise. Pudel veega pannakse

sügavkülmikusse. Pudel jääb külma terveks ööks. Järgmisel päeval on pudelile tekkinud

härmatis.

Järeldused: Lapsed saavad tekkinud härmatist kõikide meeltega tunnetada: maitsta, haista,

kompida, nuusutada, vaadata.

WATER

”Density in liquids”

Age of children: 6 years old

Aims

- Firstly to discover what happens with an objet in the water. Does it sink or float?

- Be able to experiment themselves.

- To discover if it is the same when the water is with salt.

Materials

- an egg

- a glass

- water

- salt

- differen objects (wood, brick, plastic...)

Procedure

- We show the children a bowl with water and different objects (wood, stone, plastic...)

- They make predictions: Will they sink or float? We note down their answers.

- They check the predictions. Were they right or wrong?

- We pay expecial attention with an egg. Does it float in fresh water? And in salty water?

Conclusion

- Every material is different, some sink and some float.

- It is easy and funny to discover it.

- What is the reason whay an egg sinks in fresh water and floats in salty water? Is it magic?

They are explained the density concept (in a very simply way).

AGUA

„Densidad de los líquidos”

Edad: 6 años

Objetivos

- En primer lugar descubrir qué pasa cuando lanzas un objeto al agua: ¿flota? ¿se hunde?

- Ser capaces de descubrirlo por ellos mismos.

- Descubri si ocurre lo mismo cuando echamos un huevo a agua normal o a agua con sal.

Materiales

- Agua

- Diferentes objetos (madera, plástico, ladrillo...)

- Un huevo

- Sal

Procedimiento

- Eseñamos a los alumnos un bol con agua y diferentes objetos

- Hacen predicciones: ¿qué creéis que va a pasar con, por ejemplo, la pieza de plástico?

¿flotará o se hundirá?

- Expresan su opinión con un cartel.

- Lo comprueban ellos mismos.

- Ahora lo hacemos con un huevo.

- Ven que se hunde.

-Le ponemos sal al agua ¿Qué va a pasar? ¿Cambiará algo?

- Lo descubren (el huevo en agua salada flota)

Conclusión

- Todos los materiales son diferentes. Unos flotan y otros no.

- Es fácil y divertido descubrirlo.

- La densidad del agua salada hace que el huevo ya no se hunda sino que flote.

WATER

“Floating pins”

Age of children: 5

Aims:

• Children learn about the phenomenon of surface tension of water

• They learn about a pond skater that uses the water surface tension

Materials: • water

• glasses and bowls

• pins

• tweezers

Procedure:

Children pour water into cups and bowls themselves. Then they receive a task to put the pin

on the water surface. Children are experimenting how to put the needle so it will not drown.

Children look for explanation why the needle did not drown. Children verify how many pins

can be placed on the water. Children watch a video showing pond skater sustaining on the

surface of the water.

Conclusion:

Pins placed carefully and flat on the water will float on its surface. Pins use the surface

tension it means that they float on the water film, which is formed between at the surface of

water and air. Children can decide how many pins can float on the water surface before the

"film" is thorn.

WODA

„Pływające szpilki”

Wiek: 4 – 6

Cele:

Dzieci zapoznają się ze zjawiskiem napięcia powierzchniowego wody.

Poznają nartnika wodnego wykorzystującego napięcie powierzchniowe wody

Materiały:

woda

szklanki i miski

szpilki

pinceta

Przebieg: Dzieci samodzielnie przelewają wodę do szklanek i misek. Następnie otrzymują

zadanie położenia igły na powierzchni wody. Dzieci eksperymentują w jaki sposób trzeba

położyć igłę, aby nie utonęła. Dzieci szukają wyjaśnienia, dlaczego igła nie utonęła. Dzieci

sprawdzają ile szpilek można położyć na wodzie. Dzieci oglądaj film pokazujący nartnika

utrzymującego się na powierzchni wody.

Wnioski: Szpilki położone ostrożnie i płasko będą pływać na powierzchni wody. Szpilki

wykorzystują napięcie powierzchniowe to znaczy, że pływają na „błonce wody”, która

tworzy się na granicy wody i powietrza. Dzieci mogą ustalić ile szpilek może pływać na

powierzchni wody zanim „błonka” się rozerwie.

EXPERIMENT WITH WATER

“Rising water”

Age of children: 5 – 6 years.

Aim: Get to know, why does the water rises in a glass.

Materials: A plate, a candle, some water, ink, high glass, matches.

Procedure: Stick the candle in the middle of the plate. Color some water with the ink and

pour it into the plate. Light up the candle. Be careful with matches. Turn the glass upside

down and cover the candle. Wait till the candle will go out and watch the water rises up the

glass.

Conclusion: The flame warms up the glass and the air expands in it. When the candle goes

out the air gets cold and its capacity decreases. The air pressure works on the water in the

plate and it rises up in a glass.

EKSPERIMENTAS SU VANDENIU

“Kylantis vanduo”

Amžius: 5 -6 metai.

Tikslas: Sužinoti, kodėl vanduo pakyla stiklinėje.

Priemonės: Lėkštė, žvakė, vanduo, rašaliniai dažai, stiklinė, degtukai.

Eiga: Prilipdyti žvakę lėkštės viduryje. Nudažyti vandenį su rašaliniais dažais ir įpilti į lėkštę.

Uždegti žvakę. Atsargiai elgtis su degtukais. Apvožti stikline degančią žvakę. Palaukti kol

žvakė užges ir stebėti kaip mėlynas vanduo kyla stiklinės sienelėmis.

Išvados: Liepsna įkaitina indą ir oras jame išsiplečia. Žvakei užgesus, oras vėsta, jo tūris

mažėja. Vandenį lėkštėje veikia atmosferos slėgis, todėl vanduo suteka ir pakyla stikline.

WATER

Rain flowing through the clouds

Age of children: 4/5

Aim: To observe the occurence of the rain

Materials: Transparent large and deep pot, water, shaving foam, blue coloured paint food.

Procedure: Put water in large transparent pot, cover the water with shaving foam and pour on

it blue food paint. Observe the result, put a few drops of liquid food paint on the clouds. Then

the food paint will strat to flow through the clouds.

Conclusion: How the rain begins. Have you seen occurence of thrain before? What happens

if it doesnt rain.

SUYA

Yağmur bulutları akan

Çocuk Yaşları: 4/5

Amaç: Yağmurun oluşumunu gözlemlemek

Malzemeler: Şeffaf geniş ve derin bir tencerede, su, tıraş köpüğü, mavi renkli boya yiyecek.

Prosedür: büyük şeffaf tencereye su koyun tıraş köpüğü ile su kapağı ve üzerinde mavi gıda

boyası dökün. , Sonuç gözlemleyin bulutların üstünde sıvı gıda boyası birkaç damla koyun.

Sonra gıda boyası bulutların akmasına strat olacaktır.

Sonuç: Yağmur başlar nasıl. Daha önce Thrain'in oluşumu gördünüz mü? Yağmur doesnt ne

olur.

Experiments with air

AIR

Little cloud


Aims(s): To create a cloud in a bottle.

Materials: A bottle of warm water.

Procedure: A child fills the bottom of the bottle with hot water (few cm up to half a bottle).

Closes the bottle and shakes the bottle until the air is saturated with water vapor. After this,

nothing happens.

A child squeezes the bottle and lets it loose.

A child repeats the action as long as there is a small space between the water an steam, and it

is seen that there is a cloud in a bottle .

Burning matchstick, which creates smoke, can be put in a bottle to get a better cloud. In our

experiment we did not do it- cloud in the center of the bottle appeared just with water.

Conclusions: Children handeled the experiment nicely. It was difficult to explain the

saturated air in the bottle, but after the formation of the cloud/vapor occurs, children

understood what the teacher wanted to tell;)

ÕHK

Väike pilv


Eesmärk: Tekitada pudelis pilv.

Vahendid: Pudel, soe vesi.

Töö käik: Laps täidab pudeli põhja sooja veega (pool kuni paar cm). Suleb pudeli ja raputab,

et pudelis olevat õhku veeaurust küllastada. Peale seda ei toimu midagi. Laps surub pudelit ja

laseb lahti. Teeb seda nii kaua kui vee ja auru vahel tekib väike vahe ja on näha, et pilv on

pudelis. Parema pilve saamiseks võiks panna pudelisse põleva tiku, mis tekitab suitsu. Meie

seda ei teinud vaid, saime ka nii pilvekese pudelisse.

Järeldused: Lapsed said ülesandega kenasti hakkama. Raske oli seletada pudelis olevat

küllastunud õhku, kuid pilve/auru tekkimisel said nad aru, mida õpetaja öelda tahab;)

AIR

“We are scientists”

Age of children: 6 years old.

Aims:

• Discover the world: Air.

• Develop skills through experimentation.

• Follow the steps of the scientific method.

Materials

• A coin.

• A glass bottle.

• A bowl with cold water.

Procedure

• First, we put the coin in the water and let it cool down for a minute.

• Then, we place the coin on top of the bottle making sure that no air can get in or out.

• Finally, the pupils rub their hands together in order to heat them. They place them on the sides of the bottle for a minute.

Conclusion

• Hot air goes up.

• You can transfer your body heat to other objects by touching them.

• Air is strong. It can push and move objects.

AIRE

”Somos científicos”

Edad: 6 años

Objetivos

- Descubrir el mundo: Aire

-Desarrollar habilidades a través de la experimentación.

-Seguir los pasos del método científico.

Materiales

- Una moneda.

- Una botella de cristal vacía.

- Un bol con agua fría.

Procedimiento

- Primero se pone la moneda en el bol de agua fría y se deja un minuto.

- Después se pone la moneda encima de la botella asegurándose de que cubra el orificio y que

no entre ni salga aire.

- Por último, los alumnos se frotan las manos para calentarlas. Tocan la botella a ambos lados

con las manos.

EXPERIMENT WITH AIR

“Funny balloons”

Age of children: 6-7 years old

Aim: To show children how it is possible to inflate a balloon in a bottle by inhaling.

Materials: A bottle and balloon.

Procedure: Take a balloon and a plastic bottle. Place a little hole in a middle of a bottles wall.

Insert a balloon inside a bottle and fit its edges around drinking hole. Inhale air from inside

the bottle by sucking it out.

Conclusion: Children learned how you can blow a balloon by inhaling. Also, kids learned

about different air pressure in the room and in a little water bottle.

EKSPERIMENTAS SU ORU

“Linksmieji balionai“

Amžius: 6-7 metai;

Tikslai: Parodyti vaikams, kaip įmanoma pripūsti balioną ne pučiant orą, o traukiant jį.

Priemonės: Plastikinis indas, balionas.

Eiga: Paimkite balioną ir plastikinį indą; padarykite nedidelį plyšelį indo sienelėje; balioną

įdėkite į indą,o jo kraštus užkabinkite aplink indo gėrimo angą; kvėpkite orą iš buteliu

traukiant jį į save.

Išvados: Vaikai išmoko, kaip galima pripūsti balioną traukiant orą. Taip pat, mažieji sužinojo

apie skirtingą oro slėgį esantį patalpoje ir plastikiniame inde.

AIR

Power of the air

Age of children: 4-5

Aims: Activation power of the air.

Materials: Balloon, CD, lid cover of the washing detergent.

Procedure: The head of the detergent bottle is placed to the center of CD. Inflated balloon is

atached to the head of the bottle.

Conclusion: When it is put on a flat surface, deflating balloon moves the CD on the surface.

Objects move with the power of the air.

http://www.discoveringtheworld.eu/index.php?option=com_content&view=article&id=1024:power-of-the-air&catid=38&Itemid=1759

HAVA

Hava gücü

Çocuk Yaşları: 4-5

Amaç: Hava Aktivasyon gücünü.

Malzemeler: Balon, CD, çamaşır deterjanı, kapak örtüsü.

Prosedür: Deterjan şişenin baş CD merkezine yerleştirilir. Şişirilmiş balon şişe başına

atached edilir.

Sonuç: Düz bir yüzeye koymak olduğunda, balon deflating yüzeyde CD'yi taşır. Nesneler

hava gücü ile hareket eder.

Archeological experiments

ARCHEOLOGY

What is inside us?


Aim(s): To embed full and half hours, human body parts, and organs (heart, breathing, brain,

etc.) using archaeological methods/knowledge.

Materials: Snow, brush, laminated drawings of body parts and organs.

Procedure: The teacher prepares outdoors clock with a full and half hour (12 and 6) and

places under the clock (also under the snow) parts of human body and organs. Children act in

pairs. The test day was a total of five pairs. Children take turns performing the tests.

Meanwhile other kids are playing away. Teacher asks where is the clocks large hand if the

time is five o'clock or, for example, where is the clocks large hand if the time is half past two.

Children will discuss with each other and take turns trying to find the right answersbody parts

or organs. When the kids are back in the classroom, they sort what they found. By sorting

they separate body parts from organs and puting those into two different piles. At the end of

the experiment children hang the assembled human body on the wall.

Conclusions: Children did the task very well. Most of the children recognized full and half

hours. Children knew learnt body parts and organs and they also used archaeological

techniques and knowledge. They asked to repeat the activity again when the snow comes

down again.

ARHEOLOOGIA

Mis on meie sees?


Eesmärk: Kinnistada kella täis-ja pooltundi, inimese kehaosi ja elundkondi (süda, hingamine,

aju jne) kasutades arheoloogilisi võtteid/teadmisi.

Vahendid: Lumi, hari, kiletatud kehaosad ja elundkonnad.

Töö käik: Õpetaja valmistab ette õues kella, mille täis-ja pooltunni (12 ja 6) numbri alla

paneb kas siis kehaosad või elundkonnad. Lapsed tegutsevad paaris. Katse päeval oli kokku 5

paari. Sooritavad katset kordamööda. Ülejäänud paarid mängivad eemal. Õpetaja küsib, kus

on suur seier, kui kell on näiteks viis ja kus on suur seier, kui kell on näiteks pool kolm.

Lapsed arutavad omavahel ja kordamööda püüavad õigest kohast leida vastused ehk siis

kiletatud kehaosad või valdkonnad. Toas sorteerivad leitud asjad ära. See tähendab, et number

1 alla luud/kehaosad ja number 2 alla elundkonnad. Ülesanne lõpeb sellega, et lapsed

kleebivad inimese seinale.

Järeldused: Lapsed said ülesannetega väga hästi hakkama. Enamus lastest tundis täis- ja

pooltundi. Teadsid õpitud kehaosi ja elundkondi, kasutasid arheoloogilisi võtteid ja teadmisi.

Nad palusid neid tegevusi veel korrata kui lumi taas maha tuleb;)

ARCHEOLOGY

”We are archaeologists”


Aim(s)

- Recreate an archaeology site in our playground.

- Become archaeologists for one day.

- Recreate the steps an archaeologist follow at work.

- Classify the findings.

Materials: what do you need?

- A sand box

- Soil or sand

- Stones

- Rope and some nails

- Coins, broken pots, etc.

- Beach buckets

- Brushes

- Plastic bags

- Worksheets

- Pencils

Procedure: How to do it?

- Firstly children attend to the teachers´explanations.

- When they know how to do it, they start excavating with their beach buckets, in groups.

- If they find something that was hidden in the soil or in the sand, they clean the piece with a

brush. If not, they continue excavating.

- Pupils put their findings in a plastic bag to be fixed afterwards.

- Finally they write the quadrant they found the piece in.

Conclusion: What the experiment taught us?

- It show us how difficult the archaeologist work is.

- It is hard to find something hidden.

- It is necessary to spend more than one journey excavating.

ARQUEOLOGÍA

"Somos arqueólogos"

Edad de los niños: 4 años

Objetivos

- Recrear un yacimiento arqueológico en el patio del colegio.

- Convertirse en arqueólogo/a por un día.

- Recrear los pasos que sigue un arqueólogo en su trabajo.

- Clasificar lo encontrado.

Materiales. ¿Qué se necesita?

- Un arenero.

- Tierra y/o arena.

- Piedras.

- Cuerdas de diversos tipos.

- Monedas, trozos de cerámica...

- Cubos de playa.

- Pinceles.

- Bolsas de plástico.

- Hojas de registro.

- Lápices.

Procedimiento. ¿Cómo se hace?

- Primeramente, los alumnos atienden las explicaciones de la profesora.

- Cuando sepan qué tienen que hacer, comienzan la excavación con sus cubos, en grupos.

- Si encuentran algo que había sido escondido en la tierra o en la arena, lo recogen con

cuidado y lo limpian con un pincel. Si no, continuan con la excavación.

- Lo alumnos van introduciendo lo que encuentran, bien clasificado, en bolsas de plástico.

- Finalmente, rellenan la ficha con el cuadrante en el que ha sido encontrado el objeto.

Conclusión: ¿Qué nos ha enseñado el experimento?

- ¡Qué difícil pero qué interesante es el trabajo de arqueólogo!.

- No es tan fácil encontrar algo que está escondido.

- Es necesario ser muy cuidadoso en la excavación para poder recore toda la información.

"RECONSTRUCTION”

Age of children: 3 to 6

Aims:

Children

develop natural curiosity and interest in archaeology;

learn to draw conclusions from observation;

learn about the work of an archaeologist, how to prepare an artefact directory, and how to

create a design for objects to be reconstructed

Materials: Unearthed pottery fragments, pencils, artefact record sheet, artefact pictures

Procedure:

Children describe unearthed artefacts - shape, material, location of dig. The teacher shows and

describes pictures from archaeological site. Children put their finds on paper and outline the

shape on record sheets, trying to guess the look of the whole thing using just the fragment.

Children discuss their work, try to explain what the thing might have been used for.

Conclusion:

Children realize that through their work archaeologists help us understand the way people

used to live. Unearthed objects are used to predict their function and application. Children

learn that objects can be reconstructed using just their fragments.

ZABAWA BADAWCZA „REKONSTRUKCJE”

Wiek dziecka: 3-6 lat

Cele:

Dziecko:

1. Rozbudzanie w dzieciach ciekawości poznawczej i zainteresowań związanych z

archeologią.

2. Rozwijanie w dzieciach umiejętności wnioskowania na podstawie obserwacji.

3. Poznanie kolejnych etapów pracy archeologa, katalogowania fragmentów artefaktów

oraz tworzenia wzorów przedmiotów do rekonstrukcji.

Materiały: Wykopane przez dzieci fragmenty naczyń glinianych, ołówki, Kwestionariusz –

Karta zabytku, Zdjęcia artefaktów,

Przebieg: Dzieci opowiadają o wykopanym przez siebie przedmiocie. Opisują jaki ma kształt, z jakiego

materiału jest zrobiony, w jakim sektorze został wykopany. Nauczyciel pokazuje dzieciom

zdjęcia z wykopalisk i opowiada o nich. Każde dziecko odrysowuje swoje „wykopalisko" na

"Karcie Zabytku" i dorysowuje pozostałą jego część. Dzieci omawiają swoje prace, tłumaczą

do czego mogły służyć ludziom w przeszłości narysowane przez nich przedmioty.

Wnioski:

Dzieci rozumieją, że w wyniku pracy archeologa dowiadujemy się, jak żyli ludzie w

przeszłości. Dzieci wnioskują na podstawie wykopanego fragmentu przedmiotu o jego

rodzaju, czyli jak wyglądał przedmiot i w jakiej dziedzinie był wykorzystywany. Dzieci mają

świadomość, że na podstawie fragmentów wykopalisk prowadzi się rekonstrukcję

przedmiotów.

ARCHEOLOGY

“Little archeologists”

Age of children: 5- 6 years.

Aim: To get acquainted with archeology. The most important thing working as archeologist is

digging.

Materials: Sandbox, shovels, brushes, various ancient items and its shivers, plastic bags,

pencils, paper.

Procedure: Pupils are divided in groups. Using shovels they are digging sand. When they

discover a finding, they clean it with brush, place in a plastic bag. After collecting all the

findings, they draw some pictures on them and trying to identify what is that.

Conclusion: These lessons teach each pupil’s knowledge, discovery, gaming activity.

ARCHEOLOGIJA

“Mažieji archeologai”

Amžius: 5 – 6 metai.

Tikslas: Supažindinti su archeologija. Svarbiausias dalykas archeologo darbe – kasinėjimai.

Priemonės: Smėlio dėžė, kastuvėliai, šepetėliai, įvairūs senoviniai daiktai ir jų nuolaužos,

plastikiniai maišeliai, pieštukai, popierius.

Eiga: Vaikai suskirstomi grupelėmis. Naudodamiesi kastuvėliu kasinėja smėlį, radę radinį,

nuvalo šepetėliu, deda į plastikinį maišelį. Surinkus radinius juos apipiešia ir mėgina nustatyti,

kas tai yra.

Išvados: Tokie užsiėmimai ugdo vaikų pažinimo, tyrinėjimo, žaidybinį aktyvumą.

ARCHEOLOGY

‘Small archaeologists’


Aims: Starting from pre-school age in order to contribute to the development of history and

society bilnc;

-To get to knowthescienceof archeology.

-Groupworkskillsto win.

-Parts will create a whole (synthesis) and can be divided into the components (analysis) to

ensure the formation of ideas among students.

-Ensure communication with students and the surrounding soil

-Students People's arrival has changed the tools that they use the time to

provide monitoring facilities.

Materıals:

-excavation area

-digging

-brush

-Aquarius

-bag

Procedure: After theexcavation areais settostartdigging. After cleaning brush with the

excavation of the pieces are put into bags to be made classification and inspection. At the

same işlemtekrarlanarak excavations are completed.

Conclusion: Nooner have found in scientific studies should .Uygula They also

learned about archeology and functioning,

ARKEOLOJİ

'Küçük arkeologlar'


Amaç: Tarih ve toplum bilnc gelişimine katkıda bulunmak amacıyla okul öncesi yaşlardan

başlayarak;

Arkeolojinin knowthescienceof almak Yapılır.

-Groupworkskillsto Kazanmak.

-Parçalar Bir bütün (sentez) yaratacak ve öğrenciler arasında fikir oluşmasını sağlamak için

bileşenleri (analiz) ayrılabilir.

Öğrencilerle garanti etmek haberleşme ve çevresindeki toprak

-Öğrenciler Halk gelişi onlar izleme olanakları sağlamak için zaman kullanmak araçları

değişti.

Malzemesi:

-excavation alanı

-digging

fırçalar

-Aquarius

-bag

Prosedürü: theexcavation areais settostartdigging sonra. Adet kazı fırça temizlendikten sonra

torbalara konur sınıflandırma ve denetim yapılacak. Aynı işlemtekrarlanarak kazılar

tamamlandı.

Sonuç: Nooner bilimsel çalışmalarda bulduk gerekir .Uygula Onlar da, arkeoloji ve işleyişi

hakkında öğrendim

Experiments with sonds

SOUNDS

What do we hear?

Age of children: 6-7 year

Aim(s): Child knows that different things can make sounds (fork).

Materials: Fork, floss.

Procedure: Children take the floss and put it around the fork, so that ends of the floss are

even. The ends of the floss child puts around the fingers. Child taps the fork on the table and

then puts the fingers with the floss around them to his or hers years. So the vibration of the

fork is heard. The floss helps to hear it.

Conclusion: During this experiment child understands and knows that there are ways to hear

the vibrations of different things.

HELID

Mida me kuuleme?


Eesmärk: Laps teab, et vibratsiooni võib ka kuulda (kahvel).

Vahendid: Kahvel, niit.

Töö käik: Lapsed võtavad niidi ja mõõdavad paraja pikkusega jupi. Panevad selle ümber

kahvli nii, et niidiotsad oleksid ühepikkused. Niidiotsad keeravad ümber oma sõrme nii, et

kahvel nagu „ripuks” kahe sõrme vahel. Laps „koputab” kahvliga vastu lauda ja siis paneb

sõrmed, mille küljes on niidiotsad, vastu oma kõrvu. Sek moel saab ta läbi niidi kuulda kahvli

vibratsiooni.

Järeldused: Eksperimendi käigus laps saab teada, et on olemas viis kuidas võib kuulda

vibratsiooni.

SOUNDS

”Noisy Makers”

Age of children: 6-7 years old

Aim(s)

- Are all sounds similar? Discover what make differences.

- Be able to experiment themselves.

- Be able to choose one sound from others depending on the materials.


- Plastic containers: film canisters, yogurt cups, plastic bottles....

- Glue or tape to seal the top of the containers and to attach decorations.

- Fillings: dry seeds, uncooked beans or rice, sand, pebbles, coins, marbles, rocks...

- Decorations: stickers, colored papers, cutouts from magazines....


Find some plastic film cotainers, plastic yogurt cups, plastic juice bottles.... Make sure that the

containers have covers for the tops. Fill the containers ½ or ¼ full with dry seeds, uncooked

beans or rice, pebbles or sand. Seal the top of the container with glue or tape. Decorate the

container with glue and magazine cutouts, sitickers or colored paper, then shake, shake, shake.

Compare sounds made by the different materials.

Conclusion: What the experiment taught us? - Not all the sounds are similar

- It is easy and funny to discover it.

- Sounds deppend on the materials.

- Not everything make the same sound.

- I am able to relate sounds and materials.

SONIDOS

„Haciendo ruido”

Edad de los niños: 6-7 años

Objetivos

- ¿Todos los sonidos son inguales? Descubre qué marca la diferencia.

- Ser capaces de descubrirlo por ellos mismos.

- Ser capaz de distinguir un sonido respecto a otro dependiendo de los materiales.


- Contenedores de plástico: vasos de yogur, botellines de agua....

- Pegamento y cello.

- Materiales para rellenar los contenedores: arroz, semillas, arena.....

- Decoración: pegatinas, trozos de revista....


Ecuentra el contenedor de plástico apropiado. Asegúrate de que tienen tapa. Llénalos hasta la

mitad o ¼ de semillas, arroz, arena..... Sella la tapa con pegamento o cello. Decora el

contenedor con pegatinas, pinturas, trozos de papel de colores.... Compara los sonidos hechos

por el contenedor dependiendo de el material con el que lo hayas llenado.


- Todos los materiales son diferentes. Unos flotan y otros no.

- Es fácil y divertido descubrirlo.

- La densidad del agua salada hace que el huevo ya no se hunda sino que flote.

“JUMPING CONFETTI”

Age of children: 4 - 6

Aims:

Children:

1. Check how the sounds spread out.

2. Learn the visualization of sound waves.

Materials: a small bowl or a vase, a rubber band, a pot, a large wooden spoon, musical

instruments: a trumpet, cymbals, etc., confetti, rice

Procedure: Cut out a half of a balloon, stretch it over the edge of a bowl and fasten with a rubber band.

Place some rice or confetti on the surface of the stretched balloon. Holding the pot next to the

bowl hit its side using a large wooden spoon. (do the experiment one more time using an

instrument instead of the pot and the spoon) and observe what happens to the rice or the

confetti.

Conclusion:

1.When we hit the pot or we play an instrument the rice / confetti jumps up.

2.Hitting an object or blowing an instrument cause vibrations of the air particles, which are

located next to the object.

3. The vibrating air particles travel in a form of a sound wave, they meet the bowl and cause

the vibrations of the balloon’s coating. The above vibrations cause the movement of the seeds

located on the membrane.

ZABAWA EKSPERYMENTALNA ,,SKACZĄCE KONFETTI”

Wiek: 4 – 6

Cel:

1. Dzieci sprawdzają jak rozchodzą się dźwięki

2. Wizualizacja fal dźwiękowych.

Materiały:

mała miska lub wazon, balon, gumka recepturka, garnek, duża drewniana łyżka instrumenty

muzyczne np. trąbka, talerze, konfetti, ryż

Przebieg:

Odetnij połowę balonu i jego część rozciągnij na misce i przymocuj gumką. Na

naciągniętym balonie połóż konfetti lub ziarnka ryżu. Trzymając garnek w pobliżu miski

uderzaj w jego ściankę dużą drewnianą łyżką (powtórz eksperyment używając instrumentu

zamiast garnka i łyżki) i obserwuj co dzieje się z konfetti i ryżem.

Wnioski:

1. Kiedy uderzamy w garnek lub gramy na instrumencie konfetti /ryż podskakują do

góry.

2. Uderzając w przedmiot lub wydobywając dźwięki z instrumentu wywołujemy drgania

cząsteczek powietrza znajdujących się wokół źródła dźwięku.

3. Drgające cząsteczki powietrza w postaci fali dźwiękowej natrafiają na miskę i

wprawiają w wibracje powłokę balonu. Drgania powodują podskakiwanie drobinek

znajdujących się na membranie.

EXPERIMENT WITH SOUND

“Playing glass”

Age of children: 6-7 year old

Aim: Create a sound with just a glass and water. To feel the joy of discovering. Turn

themselves positively.

Materials: Glass and water.

Procedure: Take a glass and pour water into it. Next you need to wet your finger and flick

glass edges with it. Then glass starts making interesting and kind of wonderful continued

sound.

Conclusion: Experiment taught kids how you can create a wonderful sound by using simple

equipment. Children were amazed the way they created music without the instruments.

EKSPERIMENTAS SU GARSU

“Grojančios taurės”

Amžius : 6-7 metai;

Tikslai: Sukurti garsą naudojant tik taurę ir vandenį. Pajusti atradimo džiaugsmą. Pozityviai

nusiteikti.

Priemonės: Taurės/stiklinės, vanduo.

Eiga: Paimkite stiklinę ir įpilkite šiek tiek vandens į ją. Toliau jums reikia sušlapinti vieną

pirštą ir nesustojant braukti juo taurės kraštu. Tokiu būdu taurė nejuntamai vibruos ir sukels

labai įdomų ir nuostabų besitęsiantį garsą.

Išvados: Eksperimentas vaikus išmokė,kaip galima sukurti nuostabų garsą naudojant

paprasčiausias priemones. Vaikai buvo nustebę, kad jie sugebėjo nesinaudodami

instrumentais sukurti muziką.

SOUNDS

We can see the sounds!

Age of children: 7

Objetives:

- To discover wich sense we mainly need for receiving sounds. Only one?

- To discover another sense to feel sounds.

- To enjoy with science.

Materials:

- Film paper.

- Rubber ban.

- Plastic container.

- Polystyrene pieces.

- A whistle.

Procedure:

-Sound the whistle

-The polistyrene pieces move over the paper film.

-kids can experiment the way that vibrations spread out in the air in a practical way.

Conclusions:

-It is possible to see the sound!

- We are able to do our own experiments.

- We enjoy with science.

SESLER

Biz sesler görebilirsiniz!

Çocuk Yaşları: 7

Hedeflerinden:

- Biz esas sesleri almak için ihtiyacınız olan wich anlamda keşfetmek. Sadece bir?

- Sesleri hissetmek için başka anlam bulmak için.

- Bilimle zevk için.

Malzemeler:

- Film kağıt.

- Kauçuk yasağı.

- Plastik kap.

- Polistiren parçalar.

- Bir düdük.

Prosedürü:

-Düdük ses

-The Polistiren esaslı parçaları, kağıt film üzerine hareket eder.

-Çocuklar titreşimler pratik bir şekilde havada yayılmış yolu deneyebilirsiniz.

Sonuç:

-Bu Ses görmek mümkün!

- Biz kendi deneyleri yapabilir.

- Biz bilim keyfini çıkarın.

Experiments with colours

COLOURS

Color Mixing


Aim(s): Learn how to mix paints to get other colors.

Materials: Gouaches, water, paint rollers, colored paper shapes, glue

Procedure: Children cover the paper with one color and then add another color and see the

results. When the paint has dried on paper, children glue various shapes on it. Shapes that

children are using, are with the same color that children used to cover the paper.

Conclusions: It's easy and fun to mix paints to make new colors. The only colors that cannot

be made by mixing two other colors are the three primary colors - red, blue and yellow. The

three secondary colors are green, orange, and violet, they are each a mixture of two primary

colors.

VÄRVID

Segame värvid kokku


Eesmärk: Laps õpib, kuidas värvide segamisel saadakse uusi värve.

Vahendid: Guašid, vesi, värvirull, värvilisest paberist kujundid, liim.

Töö käik: Lapsed katavad paberi ühe värviga, siis lisavad paberile teise värvi. Seejärel

näevad nad tekkinud värvisegu tulemust. Kui värv on kuivanud, liimivad nad paberile

värvilised kujundid. Kujundid on sama värvi, mida kasutati paberi katmiseks.

Järeldused: Laste jaoks oli lõbus ja lihtne värve kokku segada, saades seeläbi uusi. Ainsad

värvid, mida meil ei õnnestu teiste värvide kokkusegamise tulemusel saada, on kolm

põhivärvi – punane, sinine ja kollane. Kolm sekundaarvärvi on roheline, oranž ja lilla. Need

värvid on kõik saadud kahe põhivärvi segamisel.

COLOURS

”Colour changing milk”


Aims

- To predicts what happens when you add colour to milk (Is it the same as with water).

- To discover how affects the soap in the mixture (milk and colours).

- To create beautiful works of art.

Materials

- Milk

- A plate

- Food coloring (red, yellow, green, blue)

- Dish-washing soap.

- Cotton swabs.

Procedure

- Pour enough milk in the dinner plate to completely cover the bootom to the depth of about ¼

inch. Allow the milk to settle.

- Add one drop of each of the four colors of food coloring to the milk. Keep the drops close

together in the center of the plate of milk.

- Predict what will happen when you touch the tip of the cotton swab to the center of the milk.

It´s important not to stir the mix. Just touch it with the tip of the cotton swab.

- Now place a drop of liquid dish soap on the other end of the cotton swab. Place the soapy

end of the cotton swab back in the middle of the milk and hold it there for 10 or 15 seconds.

Look at that burst of color!!

- Add another drop of soap to the tip of the cotton swab and try it again. Experiment with

placing the cotton swab at different places in the milk.

Conclusion

- Milk is mostly water but it also contains vitamins, minerals, proteins and tiny droplets of fat

suspended in solution.

- Fats and proteins are sensitive to changes in the surrounding solution (milk).

- The colors in the milk continue to move even when the cotton swab is removed.

COLORES

Cambio de color de la leche

Edad: 6 años

Objetivos

- Predecir qué va a pasar cuando añades colores a la leche (¿Lo mismo que en el agua?).

- Descubrir cómo afecta el jabón a la mezcla de leche y colores.

- Crear bonitas obras de arte.

Materiales

- Leche.

- Un plato.

- Colorante alimenticio (rojo, amarillo, verde y azul).

- Jabón de fregar los platos.

- Bastoncillos de algodón.

Procedimiento

- Añadir leche a un plato hasta cubri el fondo del mismo.

- Añadir una gota de cada color del colorante alimentcio a la leche. Mantener las gotas juntas

en el centro del plato.

- Predecir qué va a pasar si tocas con el bastocillo de algodón en la leche. Importante no

removel la mezcla.

- Ahora pon una gota de jabón en la punta del bastonicillo e introdúcelo en la leche unos 10-

15 segundos.¿ ¿Qué ocurre??

- Haz lo mismo varias veces y comprueba qué pasa.

Conclusión - La leche es mayoritariamente agua pero también contiene vitaminas, proteínas, minerales y

pequeñas gotas de grasa suspendidas en el líquido.

- Las grasas y las proteínas son sensibles a reaccionar en la leche.

- El color continua moviéndose en la leche aun cuando el bastoncillo es retirado.

COLOURS

Refraction of light


Aims: Observation of refraction during a change of environment.

Materials: A cardboard box with cuts of about 5 cm lined with white paper, a jar, water and a

torch.

Procedure: Make two cuts of about 5 cm length at about 2 cm from the edge of the

cardboard box. Line the cupboard with white paper and place the jar filled with water inside.

Direct the light from the torch into the jar so it goes through the cuts in the box.

Conclusions:

The lights travel in straight lines until they meet an obstacle. The lights passing from one

transparent substance into another ( for example from air into water) refract and change its

direction. After penetrating through the jar containing water the beams cross with each other.

KOLORY

Zabawa esperymentalna załamanie światła

Wiek: 5 - 6

Cele: Obserwacja załamania światła podczas zmiany środowiska

Materiały: Kartonowo pudełko z nacięciami ok. 5 cm wyłożone białym papierem, słoik,

woda, latarka

Przebieg: Wykonujemy dwa nacięcia o długości ok 5 cm i oddalone ok 2 cm od krawędzi

kartonowego pudełka. Wykładamy dno pudelka białym papierem i umieszczamy słoik z wodą

wewnątrz pudełka. Świecimy latarka przez nacięcia w pudełku kierując snop światła na słoik.

Wnioski: Światło rozchodzi się po liniach prostych dotąd, aż nie napotka na swojej drodze

jakiejś przeszkody. Światło przechodząc z jednej substancji przezroczystej do drugiej

załamuje się (np. z powietrza do wody) zmienia kierunek. Po przeniknięciu przez słoik z

wodą wiązki światła krzyżują się.

EXPERIMENT WITH COLORS

”Skittles rainbow”


Aim: To make colored water of the “Skittles” candies, to make the rainbow layers with

colorful water.

Materials: “Skittles” candies, bowl of hot water, 6 glasses, 6 teaspoons.

Procedure: Count the candies and separate them by color: purple – 10, green – 8, yellow – 6,

orange – 4, red – 2. Put two tablespoons of hot water in each glass. Put the skittles into the

glasses of water, one color in each glass. They dissolve better if you stir them, and also when

the water is really hot. They dissolved in hour. Pour the purple into the empty glass. From

now on be very careful. Don’t move the glass you are putting the colors into. Don’t knock the

table – the colors will mix. Use a teaspoon to suck up the green color. Hold it against the glass

near the top. This helps to layer the colors, if you go to quickly or pour the water straight in

they will mix. Repeat with each color, in order of how many skittles you used. So purple,

green, yellow, orange, red. Use a different spoon for each color as they mix easily and ruin the

pretty rainbow colors. Our experiment was successful.

Conclusion: Each glass started with the same amount of water. Each colored solution we

made had a different amount of sugar (skittles = sugar). The more sugar (skittles) added to the

original amount of water, the more dense that solution became, because had made layer

beautifully colored.

EKSPERIMENTAS SU SPALVOMIS

“Skittles vaivorykštė”


Tikslai: Pasigaminti spalvotą vandenį iš „Skittles“ saldainių.

Iš spalvingo vandens padaryti vaivorykštės spalvos sluoksnius.

Priemonės: „Skittles“ saldainiai, dubenėlis su karštu vandeniu, 6 stiklinaitės, 6 arbatiniai

šaukšteliai.

Eiga: Suskaičiuoti saldainius ir atskirti spalvomis: violetinė – 10, žalia – 8, geltona – 6,

oranžinė – 4, raudona – 2. Įpilti du šaukštus karšto vandens į kiekvieną stiklinaitę. Suberti

vienodos spalvos saldainius į stiklinaites su vandeniu. Jie ištirps geriau, jei maišysite juos,

kaip vanduo bus dar karštas. Jie ištirps per valandą. Pilti violetinę spalvą į tuščią stiklinėlę.

Atsargiai, nejudinant stiklinės pilti sluoksniais spalvas. Pilant žalią spalvą naudoti arbatinį

šaukštelį. Laikyti jį iš viršaus, prie stiklinės krašto. Tai padės susisluoksniuoti spalvom, jei

pilsite per greitai, spalvos gali susimaišyti. Tai daryti su kiekviena spalva eilės tvarka. Taigi

violetinei, žaliai, geltonai, oranžinei, raudonai spalvai pilti reikia naudoti atskirą šaukštelį.

Išvados: Pradžioje kiekviena stiklinė turėjo tiek pat vandens. Kiekviename spalvos tirpale

mes turėjome skirtingą cukraus kiekį. Kur daugiau pridėta cukraus („Skittles“) , ten ir

didesnis tapo tirpalo tankumas ,dėl to ir susisluoksniavo gražiai spalvos.

COLOURS

Lets mix the colours

Age of children: 6 years

Aim: Obtaining sub-colors from the main colors.

Materials: 3 transparent plates, finger paints (red, yellow, blue) A4 papers

Procedure: Put 2 different color fingerpaint onto the plate and mix them. Talk about the new

color. Each kidpaint a Picture with this new sub-color.

Results: They learnt the subcolors by mixing main colors. We learnt that we can obtain many

different colors by using a few main colors.

RENKLER

Renk karışımı Lets

Çocuk Yaşları: 6 yıl

Amaç: Ana renkler alt renkleri elde edilmesi.

Malzemeler: 3 şeffaf plakalar, parmak boyaları (kırmızı, sarı, mavi) A4 kağıtları

Prosedürü: plaka üzerine 2 farklı renk Fingerpaint koyun ve iyice karıştırın. Yeni renk

hakkında konuşun. Her yeni alt renkli bir resim kidpaint.

Bulgular: Bunlar ana renkleri karıştırarak subcolors öğrendi. Biz birkaç ana renkler

kullanarak çok farklı renkler elde edebilirsiniz öğrendim.

Experiments with plants

PLANTS

From seed you get yield, from yield you get seed! Pumpkin, dill, onion.


Aim(s): Child sees development of the plant from seed to the yield.

Materials: Pumpkin, soil, containers, seeds of dill and onion, water

Procedure: Mature pumpkin was cut; the seeds were removed and dried out in the sun on the

windowsill. Pumpkin and dill seeds were compared and tasted. On the first Friday the dill

seeds and the first pumpkin seed were planted. Next Friday the second seed of pumpkin was

planted to the other edge of the container. The third pumpkin seed was planted on the third

Friday. Children received the task to take care of the plants. Pumpkin seeds planted at

different times gave children the opportunity to compare pumpkin growing process.

Onion growth environment: does it need soil, water or both? The roots of one onion were put

into the water and the other onion was planted into the soil. Both containers are made out of

glass so children could see the changes that were going to happen to the roots of both onions.

For weeks to come children can compare how onion green feathers grow and do the taste

differently because of the growth environment. The difference in taste and growth wasn’t very

big.

The dill needs much warmth and moisture in the beginning. Sown seeds were in the beginning

covered with see through membrane – it better holds moisture and warmth that is needed for

the sprout.

Conclusions: During this experiment child understands and knows what to do to get yield and

seeds.

TAIMED

Seemnest saab saagi, saagist saab seemne! Kõrvits, till, sibul.


Eesmärk: Laps näeb taime arengut seemnest saagini.

Vahendid: Kõrvits, muld, anumad, tilliseemned, sibulamugulad, vesi.

Töö käik: Poolitasime küpse kõrvitsa, eemaldasime sealt seest seemned, kuivatasime päikese

käes aknalaual seemned ära. Võrdlesime ja maitsesime kõrvitsaseemneid ja tilliseemneid.

Külvasime reedel mulda tilliseemned ja esmalt ühe kõrvitsaseemne. Järgmise kõrvitsaseemne

külvasime sama anuma teise serva järgmisel reedel. Kolmanda kõrvitsaseemne külvasime

kolmandasse serva kolmandal reedel. Lapsed said ülesandeks taimede eest hoolitseda. Eri

aegadel külvatud seemned võimaldasid lastel võrrelda kõrvitsataime selle erinevatel

kasvuetappidel.

Sibula kasvukeskkond: kas vajab mulda, vett või mõlemat? Ühe sibula juureotsad pandi

vette, teise sibula istutasime mulda. Mõlemad on klaasist anumates, et lastel oleks võimalik

juurte muutumist jälgida. Nädalate jooksul saavad lapsed võrrelda, kuidas kahe erineva sibula

pealsed kasvavad. Pealseid saab mõõta ja maitsta. Ilmnes, et olulist vahet ei olnudki.

Till vajab kasvamiseks algul palju soojust ja niiskust. Külvatud seemned katsime alguses

kaanekestega – nii säilib tärkamiseks vajalik niiskus ja tarvilik soojus.

Järeldused: Selle katse käigus laps mõistab ja teab, mida teha, et saada saaki ja seemned.

PLANTS

Colours of nature

Age of children: 3 year old

Aims

- Identify some plants and get to know some of their characteristics and their process of

growth.

- Observe some natural phenomena.

- Enjoy doing activities in contact with the nature.

Materials

- Seeds

- Soil/ sand

- Plants

- Photographs of the plants in different colours

- Flowers

- Seedbeds

- Stockings

- Ink

- Register papers

- Pencils

Procedure

We did some experiments:

- We seeded different types of seeds (beans, lettuce, green, pumkin, lentils, tomatoe, etc.) to

see their growth.

- We dyed some carnations in blue and red.

- We put some tomatoes in a glass with water to see how their roots grew.

- We did a hairy doll.

Conclusion - The growth of the seed that later

becomes a plant.

- The plant´s needs and cares.

PLANTAS

„Los colores de la naturaleza”

Age: 3 años

Objetivos

- Identificar plantas cercanas y conocer algunas de sus características como su proceso de

crecimiento.

- Observar fenómenos del medio natural.

- Disfrutar realizando actividades en contacto con la naturaleza.

Materiales

- Semillas

- Tierra y/o arena.

- Plantas

- Fotos de plantas de diferentes colores

- Flores

- Semilleros

- Tejido de media

- Tinta

- Hojas de registro.

- Lápices.

Procedimiento

Realizamos varios experimentos:

- Sembramos semillas de diferentes tipos, (lentejas, alubias, calabaza, perejil, habas, tomate,

lechuga, césped.....) para ver su crecimiento a lo largo de los días.

- Con tinta azul y roja teñimos claveles blancos.

- Introdujimos patatas en un vaso medio lleno de agua para ver como se desarrollaban las

raíces.

- Construimos nuestro muñeco- peludo.

Conclusión Cómo crece una semilla hasta convertirse en una planta. Los cuidados que necesita una

planta.

PLANTS

Experimenting through play


Aims: children

3. Check whether water which is taken by a flower is transported to each part of this

flower.

4. Colour water in jars with different dyes.

Materials:

3 flowers with white blossom (eg .carnations), 2 dyes of different colors, 3 jars , water, knife,

cutting board

Procedure:

At first, fill three jars with water. Then, add few drops of dye to every jar, each of different

colour. Together with a child cut the stem of one flower. Put the first flower into the jar with

blue dye and the second - into the jar with red dye. Put the third flower into the jar with fresh,

clean water (it is a test). Next, wait for a few hours.

Conclusions:

1. Water with dye is transported up to stems, reaching petals.

2. Petals change their colour depending on the colour added to the water

3. Water is transported in small tubes – called vascular bundles

4. Flower in fresh, clean water does not change its colour.

ROŚLINY

Barwienie roślin

Wiek: 4 - 6

Cel: Dzieci

1. Sprawdzają czy woda ,którą pobierają rośliny, dociera do każdej części roślin.

2. Zabarwiają wodę w słoikach różnymi barwnikami .

Materiały:

3 kwiaty z białymi kwiatostanami (np. goździki ), 3 barwniki różnego koloru,4 słoiki, woda,

nóż, deska do krojenia

Przebieg:

Napełnij słoiki wodą. Do trzech słoików dodaj kilka kropel barwników - do każdego

inny kolor. Wspólnie z dzieckiem przetnij wzdłuż łodygę jednego kwiata. Jedną

połowę łodygi włóż do słoika z barwnikiem np. niebieskim, a drugą do słoika z

barwnikiem np. czerwonym. Drugi kwiat włóż do słoika z wodą zabarwioną na

zielono. Trzeci kwiat włóż do słoika z czystą wodą - to próba kontrolna. Poczekaj

kilka godzin.

Wnioski:

1. Woda wraz z barwnikiem została przetransportowana w górę łodygi docierając do

płatków.

2. Płatki zmieniły swój kolor zależnie od barwnika dodanego do wody.

3. Woda transportowana jest małymi rurkami - wiązkami przewodzącymi.

4. Kwiat w czystej wodzie nie zmienił barwy.

EXPERIMENT WITH PLANTS

Age of children: 6-7 year old.

Aim: To get to know the diversity of plants.

Understand plats growing cycle.

Materials: Cups for plants planting, seeds, peat, water, ruler.

Procedure: You need to take cups for plats planting. Place a peat into the cups and wet them.

After that you need to plants the seeds inside.

Conclusion: Children planted and germinated seeds. Watched how they are growing and

measured it once a week. We noticed that children view to plats were different after weeks of

growing their own one. They were no longer indifferent for a beauty of growing plant. Most

important kids learned that it takes a lot of care and patience to grow the plant.

EKSPERIMENTAS SU AUGALAIS

Vaikų amžius: 6-7 metai;

Tikslai:

Sužinoti daugiau apie augalų įvairovę;

Suprasti augalų augimo ciklą;

Priemonės: Ko mums reikės?

Indelių augalų sodinimui;

Sėklų;

Durpių;

Vandens;

Liniuotės;

Procesas: Kaip tai padaryti?

Paimkite indelius augalų sodinimui; į juos supilkite durpes ir sudrėkinkite su šlakeliu

vandens; galiausiai, reikia po sėklą pasodinti į kiekvieną indelį su durpėmis.

Pabaiga: Ko mus išmokė šis eksperimentas?

Vaikai sodino ir daigino sėklas. Stebėjo kaip jos auga ir kartą per savaitę išmatuodavo aukštį.

Pastebėjome,kad vaikų požiūris į augalus pasikeitė,kai jie pradėjo auginti savąjį. Jie nebebuvo

tokie abejingi augančių augalų grožiui. Svarbiausia, vaikai suprato,kad auginant augalą reikia

rūpesčio ir priežiūros.

Mūsų eksperimentas pavyko!

PLANTS

Transportation in plants


Aims: Purpose is to study the effect of a colour on leaves of a plant when the colour is added

into the water which the plant is in.

Materials: 2 cloves, blue and red food paint, glass to put the plant in.

Procedure: We put water in a glass. Then add food colour into the water. We put clove in

that glass full with coloured water. Then we wait.

Conclusion: The clove leaves take the colour of the water.

BİTKİLER

Bitkilerde Taşıma


Amaç: Amaç renk bitki olan suya eklendiğinde, bir bitkinin yaprakları üzerinde bir rengin

etkisini incelemektir.

Malzemeler: 2 diş, mavi ve kırmızı gıda boyası, cam bitki koymak.

Prosedürü: Biz bir bardak su koyun. Sonra suya gıda renk katacak. Biz renkli su ile dolu

olduğu cam karanfil koydu. Sonra bekle.

Sonuç: karanfil yaprakları suyun rengini alır.

Expeiments with magnets

MAGNETS

Self-made comass


Aim(s): Child knows the characteristics of magnet and uses them to make a compass.

Materials: Cork, water, saucer, metal spire.

Procedure: The cork was cut to be 1 cm thick by the teacher. Children poured water in to the

saucer and brought it to the table. Children started to magnetise metal spire and did it for

about few minutes. Then they placed the cork in the water and carefully placed magnetised

metal spire on the cork. It started to spin and finally turned itself to the North, because the

Earth also behaves like a big magnet.

Conclusions: By making self-made compass child learns where in his group is North, South,

East, West.

MAGNETID

Isetehtud kompass


Eesmärk: Laps teab magneti omadusi ja kasutab neid teadmisi komassi valmistamiseks.

Vahendid: Kork, vesi, kauss, metallist torn.

Töö käik: Õpetaja oli korgi lõiganud ühe sentimeetri paksusteks tükkideks. Lapsed tõid veega

täidetud kausid lauale. Lapsed hakkasid magnetiseerima metallist torni, tehes seda umbes paar

minutit. Seejärel pannakse kork vette ning asetatakse hoolikalt magnetiseeritud torn korgi

peale. See hakkab pöörlema ning lõpuks keerab end põhja suunas, sest ka Maa käitub nagu

üks suur magnet.

Järeldused: Kompassi tegemise käigus õpib laps, kus suunas on tema rühmas põhi, lõuna,

ida, lääs.

.

MAGNETS

”Magnets experiment”

Age of children: 5years old

Aim(s)

- To oberve what happen if your put different materials near a magnet.

- To be able to do it on their own

- To realise the differences between materials.


- paper clip

- magnets

- sheet

- book

- iron nail


Follow the next steps and observe what happens:

- Put a paper clip far from a magnet. Move teh magnet close to the paper clip.

- Lay a sheet over the magnet and place the paper clip on top.

- Lay a sheet over the magnet and place the paper clip on top.

- Lay a book over the magnet and repeat the previous action.

- Appoach an iron nail to the paper clip.

- Dangle an iron nail from the end of a horseshoe magnet.

- Rub an iron nail along a magnet 20 tiemes, in the same direction. Approach it to the paper

clip.

Conclusion: What the experiment taught us?

- Every material has magnetic properties.

- Only some materials have strong effects with magnets that we can see them.

- Metal is attrackted by magnets.

IMANES

„Experimento con imanes”


Objetivos

- Observar qué pasa si acercas ciertos materiales a los imanes.

- Ser capaces de descubrirlo nosotros solos.

- Darse cuenta de las diferencias entre los materiales.


- clips

- imanes

- folios

- libros

- clavos


- Ponemos un clip lejos del iman. Vamos acercando poco a poco el imán. ¿Qué pasa?

- Coloca un folio de papel encima de un imán y coloca a su vez un clip sobre éste. ¿Qué

sucece ahora?

-Coloca un libro encima del imán y repite lo mismo que en el paso anterior. ¿Sucede lo

mismo?

- Acerca un clamo a un clip.

- Cuelga otro clavo desde un imán con forma de herradura.

- Frota el clavo a lo largo del imán unas 20 veces. Acércalo al clip. ¿Qué ha sucedido?


- Todos los materiales tienen propiedades magnéticas.

- Sólo algunos materiales reaccionan con los imanes y pueden ser vistos los efectos.

- Los metales son atraídos por los imanes.

HOW TO DETERMINE THE STRENGTH OF MAGNETS?


Aim: Children investigate how magnetic force can be measured.

Materials: Magnets of different sizes, a paper clip, two plastic cups, a thread, coins of the same

denomination (or marbles of the same weigh)

Procedure: To the top of a plastic cup we attach equal thread and a paper clip at the end of thread. Using

one of the magnets we raise the plastic cups to a height of about 15cm. Slowly we put 1 coin

after another into the plastic cups until the first cup falls down. We do the same with magnets

of different sizes to check their strength. We count the number of coins that were “upheld” by

the magnet. We write down the number of coins held by each magnet. Finally, we present

graphically the direction of magnetic force and gravity.

Conclusion:

Magnet attracts metal paper clip on which cups are hanged, because there is the magneticforce

that we can measure and present it with vectors.

Various magnets have different strength.

„JAK ZMIERZYĆ SIŁĘ MAGNESU”

Wiek: dziecka: 4-6 latki

Cel:

Zbadanie, w jaki sposób można zmierzyć siłę magnetyczną.

Pomoce:

różne magnesy, spinacze, 2 plastikowe kubki, nitka, monety o równym nominale (lub kulki o

równym ciężarze)

Procedura:

Do plastikowych kubków mocujemy równej długości nitki i spinacz na ich końcu. Za pomocą

wybranego magnesu podnosimy kubki na wysokość ok.15 cm. Wolno do kubków wkładamy

po 1 monecie do czasu, aż pierwszy kubek spadnie. Liczymy ilość monet, które „utrzymał”

magnes. W ten sam sposób sprawdzamy siłę pozostałych magnesów. Zapisujemy ilość monet,

jaką utrzymały poszczególne magnesy. Przedstawiamy graficznie kierunek działanie siły

magnetycznej i grawitacji.

Wnioski:

a) Magnes przyciąga metalowy spinacz, na którym zawieszone są kubki, ponieważ istnieje

siła magnetyczna, którą możemy zmierzyć oraz przedstawić za pomocą wektorów.

b) Różne magnesy mają różną siłę.

EXPERIMENT WITH MAGNETS

“Driving”


Aim: To investigate how magnet affects through paper.

Materials: 2 magnets: small and big, cardboard size A3, the car made from a paper.

Procedure: Draw a road on A3 size paper list. On a small paper car stick the small magnet on

a bottom. Put the car on the road and slide the big magnet under the paper. The car will move.

Conclusion: The car is moving in the direction of the movements of magnet. Magnet power

functions through the cardboard.

EKSPERIMENTAS SU MAGNETU

“Vairavimas”


Tikslas: Tirti, kaip magnetas veikia per popierių.

Priemonės: 2 magnetai: mažas ir didelis, A3 formato kartono lapas, iš popieriaus pagaminta

mašina.

Eiga: Ant A3 formato popieriaus nupiešti kelią. Ant mažos popierinės mašinos kitos pusės

prilipdyti magnetą. Padėti popierinę mašiną ant nupiešto kelio ir braukyti didelį magnetą po

kartonu. Mašina judės.

Išvados: Automobilis juda magneto judėjimo kryptimi. Magnetas veikia per kartoną.

MAGNETS

Attraction field of magnet


Aims: To observe attraction power of a magnet.

Materials: Thtead, attache, box, magnet.

Procedure: A magnet is attached to the internal top of the box. Thread is tied to the bottom of

the box.An attache is tied to the other end of the thread. Box is turned upside down. Then

result is observed.

Conclusion: It is observed that the magnet attracts the attache in a certain distance. Magnet

had has attraction power in certain field.

MIKNATIS

Mıknatısın çekim alanı


Amaç: Bir mıknatısın çekim gücü gözlemlemek.

Malzemeler: Thtead, ataşe, kutu, mıknatıs.

Prosedürü: Bir mıknatıs kutusunun iç üstüne takılır. Konu ipliğin diğer ucuna bağlıdır

box.An ataşe tabanına bağlıdır. Kutu altüst olur. Sonra sonuç gözlenmektedir.

Sonuç: Mıknatıs belli bir mesafe içinde ataşe çeken gözlenmektedir. Mıknatıs belli alanda

cazibe gücüne sahiptir almıştı.

Experiments with sculpture

SCULPTURE

Making sculpture out of clay


Aim(s): Child knows the characteristics of clay and can use it in the creative work.

Materials: Clay, water, gouaches.

Procedure: Child makes acquaintance with clay characteristics, shares the knowledge in the

morning circle with group mates. Child makes out of the clay Estonian national bird – barn

swallow and paints it with colours – black and white.

Conclusion: child knows the characteristics of clay and can use it in the creative work.

SKULPTUUR

Kuju valmistamine savist.


Eesmärk: Laps teab savi karakteristikuid ning kuidas seda kasutada loomingulises töös.

Vahendid: savi, vesi, guaššvärvid.

Töö käik: Laps tutvub savi omadustega ja jagab oma teadmisi hommikuringis teiste lastega.

Laps teeb savist eesti rahvuslinnu – pääsukese ja värvib selle valge ning musta värviga.

Järeldused: Laps teab savi karakteristikuid ja oskab seda kasutada loomingulises töös.

SCULPTURE

”Sculpting with heat”


Aim(s)

- What a sculpure is (different dimensions)

- Discover how to do your own sculpture.

. Discover how to use heat and different materials.


- acetate papers

- permanent crayons

- hair-dryer


- First decorate acetates with the permanent crayons. As many pictures and colous as they

want.

- One child holds the acetate and another one puts the hair-dryer on next to it.

- Move the hair dryer and the acetato to obtein different figues.

- Now colocate the sculptures in a visible place.

Conclusion:

- Iam able to do my own sculpture.

- Something that is plain a sculpture using heat. (How the heat affects in some materials).

ESCULTURA

„Esculpiendo con calor”


Objetivos

- Saber qué es una escultura (sus diferentes dimensiones.

- Decubrir cómo puedes hacer tu propia escultura.

- Descubrir como utilizar el calor con ciertos materiales.

Materiales.

- Acetato

- Rotuladores permanentes de varios colores.

- Un secador de pelo.


- Decoramos los acetatos con los rotuladores de colores. Usamos tantos colores y hacemos

tantos dibujos como queramos.

- Se acerca el secador encendio al acetato.

- Se va moviendo el secador según se quiera dar las formas.

- Se colocan las esculturas en un lugar visible.

Conclusión

- Soy capaz de hacer mi propia escultura.

- Algo que es planto puede tomar volumen utilizando el calor.

SCULPTURE

Experiment play „Gypsum sculpture”


Aims: Children

1. Learn the characteristics of gypsum: its plasticity, susceptibility to processing.

2. Learn the possibilities of using gypsum in various areas

Materials:

100g of powder gypsum, water, a spoon, plastic knife or burr, plastic cup (we can use

an empty yogurth cup)

Procedure: Put the gypsum into and add an appropriate amount of water. Mix them together

until you receive a smooth mixture. Allow it to rest for at least 24 hours to firm up. After that

time our gypsum is ready to become a sculpture. We use a knife, a burr or a chisel to remove

small elements of the gypsum. Later, we make a bas- relief.. Children conduct experiment to

see how gypsum reacts – for example the powder is similar to flour and after adding some

water it turns into gruel. Later it thickens, becomes hard and is ready to work with.

Conclusions: Gypsum, after adding some water, hardens and is ready to use. During

sculpturing we have to remove small elements of gypsum very carefully, because it is hard.

Making cuts and removal of fragments is permanent and cannot be changed. However, after

prolonged contact with water, the gypsum mold is deformed and even destroyed, making

murky suspension.

RZEŹBA

Zabawa badawcza „Rzeźba z gipsu”

Wiek dziecka: 3-6 lat

Cele: Dziecko sprawdzi właściwości gipsu, jego plastyczność i podatność na obróbkę.

Dziecko pozna możliwości wykorzystania gipsu w różnych dziedzinach.

Materiały:

- około 100gram gipsu sypkiego

- woda

- łyżka do mieszania

- plastykowy nożyk lub skrobak

- plastykowy kubeczek, np. po jogurcie

Przebieg: Rozmowa z dziećmi na temat gipsu. Co to jest gips, do czego służy, jak można go

wykorzystać? Przygotowujemy wspólnie z dziećmi gips do rzeźbienia. Wsypujemy gips do

miseczki i dolewamy odpowiednią ilość wody a następnie ucieramy na gładką masę.

Rozmawiamy z dziećmi na temat konsystencji roztworu. Możemy do eksperymentalnego

pojemniczka dolać większą ilość wody. Po uzyskaniu gotowej papki przelewamy do

plastikowego kubeczka po jogurcie i odstawiamy na około dobę do zastygnięcia

(wyschnięcia). Po upływie tego czasu gips twardnieje, wtedy rozcinamy kubeczek.

Porównujemy konsystencję w eksperymentalnym kubeczku. Rozmawiamy z dziećmi na temat

zaobserwowanych różnic. Przygotowana zgodnie z instrukcją masa jest gotowa do wykonania

rzeźby. Za pomocą nożyka, skrobaka lub dłutka usuwamy małe fragmenty gipsu w celu

uzyskania zaplanowanej formy, tak aby uzyskać kształt rzeźby przestrzennej.

Wnioski: Gips po połączeniu z wodą staje się zawiesiną, a następnie twardnieje i można w

nim rzeźbić. Podczas rzeźbienie trzeba usuwać ostrożnie małe kawałki gipsu, ponieważ jest

twardy i mało plastyczny. Gips przy obróbce pozostawia sproszkowany pył. Wykonanie

nacięć i usunięcie fragmentów gipsu jest trwałe i nie można już ich zmienić. Jednak po

długotrwałym kontakcie z wodą forma z gipsu ulega odkształceniu a nawet zniszczeniu

tworząc mętną zawiesinę.

ICE AND SALT SCULPTURES

Age of children: 5 – 6 years old.

Aims: Watch how the colors starting seep inside the block of ice. Watch how the salt ate ice

piece.

Materials: Bottle of freeze water, salt, liquid water colors, droppers or a spoons, plate.

Procedure: Cut open plastic bottle to release ice and place on plate. Dump salt crystals onto

the top of the ice and then with an eye dropper start placing drops of color on top.

Conclusion: The results are downright gorgeous us. Some of the salt (especially where it was

dumped) had hardened into a solid mass. As the ice melted we looked closed at how the salt

was melting the ice and discussed how in some cold areas of the world, salt is often used on

the streets during the winter to melt ice.

LEDO IR DRUSKOS SKULPTŪROS


Tikslai: Stebėti, kaip spalvos, liejasi, skverbiasi į ledo gabalą. Stebėti, kaip druska griaužia

ledą.

Priemonės: Sušaldytas vanduo butelyje, druska, atskiesti akvareliniai dažai, pipetės ar

šaukštai, lėkštelės.

Eiga: Prapjauti butelį, išimti ledą ir padėti ant lėkštės. Berti druską ant ledo viršaus ir tada su

pipete ant ledo lašinti spalvas.

Išvados: Darbas išėjo puošnus, spalvingas. Druska sukietėjo į vientisą masę (ypač kur buvo

daugiau priberta druskos). Mes matėme iš arti kaip ledas tirpsta, kaip druska tirpdina ledą ir

aptarėme, kad kai kuriose pasaulio šalyse druska dažnai naudojama gatvėse, kad ištirpdytų

ledą.

SCULPTURE

Sculpture clay

Age of children: 5

Aims: To be acquinted with sculpture art from different art branches.

Materials: Clay, roller cylinder, slides about subject.

Procedure: First information about sculpture art is given with a slide presentation. Then a trip

to city museum is organized to see the statues closely. Statues are studied and their photographs

are taken from the museum director. These photographs are displayed in a corner of the

classroom.

Conclusion: After museum trip the teacher distibutes clay doughes to the students and asks the

them to make statues. Then the students compare stheir statues with the photographs taken from

museum.

HEYKEL

Heykel kil

Çocuk Yaşları: 5

Amaç: Farklı sanat dallarından heykel sanatı ile tanıştım edilecektir.

Malzemeler: Kil, rulo silindir, konuyla ilgili slaytlar.

Prosedürü: Heykel sanatı hakkında ilk bilgiler slayt sunumu ile verilir. Ardından kent müzesi

gezisi yakından heykelleri görmek için düzenlenmiştir. Heykel incelenmiş ve fotoğraf müze

müdürü alınır. Bu fotoğraflar sınıfta bir köşesinde görüntülenir.

Sonuç: Öğretmen kil dağıtır müze gezisi sonrası öğrencilere Hamur ve heykeller yapmak

ister. Ardından öğrenciler müzeye alınan fotoğraflarla kendi heykelleri karşılaştırın.

Exprment with magnifying glass

MAGNIFYING GLASS

Enlarged motive


Aim(s): Child knows what magnifying glass does.

Materials: Magnifying glass, orsedue.

Procedure: Children explore different orsedues with the magnifying glass. Child makes his

or hers own motive on the table and then looks at it through the magnifying glass.

Conclusion: Child knows that magnifying glass enlarges things.

LUUP

Suurendatud muster


Eesmärk: Laps teab mis funktsiooni täidab suurendusklaas ehk luup.

Vahendid: Luup, liitrid.

Töö käik: Lapsed uurivad erinevaid liitreid luupi all. Koostavad laua peale mustrit ning siis

vaatavad mustri peale läbi luupi.

Järeldused: Laps teab, et luup suurendab asju.

MAGNIFYING GLASS

Age of the children: 3 years

Aims

- To introduce the knowledge and use of magnifying glasses as a tool of observation and research.

- To discover how objects look through magnifying glasses.

- To explore the environment

Materials

- Magnifying glasses.

- Different materials: leaves, stones, insects, clothes….

Procedure

- Use the magnifying glass in our classroom to see everyday objects.

- Take things from the park (plants, insects, leaves…), keep them in a Tupperware to watch them in class with the magnifying glass.

Conclusions

-Children are interested in finding objects.

-Children know that through the magnifying glass, we see the objects bigger.

LUPAS

Edad: 3 años

Objetivos

- Acercar a los niños al conocimiento y utilización de las lupas como herramienta de observación e investigación.

- Descubrir cómo se ven los objetos a través de las lupas.

- Crear situaciones de experimentación.

Proceso

- Usar la lupa para observar objetos de la clase.

- Recoger tesoros del parquet (plantas, insectos, hojas…) para guardarlos en un Tupperware y observarlos en clase con las lupas.

Resultados

- Los alumnos están interesados en buscar, encontrar y observar objetos.

- Los alumnos saben que a través de las lupas podemos ver los objetos más grandes.

EXPERIMENT WITH MAGNIFYING GLASSES

Age of children: 5 – 6 years old.

Aims: To show how to use a magnifying glass.

Materials: Magnifying glasses, soil, seeds.

Procedure: Use the magnifying glass and look at soil, seeds. To see how everything is

increasing.

Conclusion: That the closer child hold the glass to an object, the large the object appears.

EKSPERIMENTAS SU PADIDINAMUOJU STIKLU


Tikslai: Parodyti, kaip naudotis padidinamuoju stiklu.

Priemonės: Padidinamasis stiklas, žemė, sėklos.

Eiga: Naudojantis padidinamuoju stiklu stebėti žemę, sėklas. Pamatyti, kaip viskas yra

padidinta.

Išvados: Kuo arčiau vaikai laiko padidinimo stiklą prie daikto, tuo jis pasidaro didesnis.

MAGNIFYING GLASS

Magnifying glass fingerprint


Aims: Purpose is to teach children that every one has a fingerprint.

Materials: Magnifying glass, finger paint, paper.

Procedure: Each of the children dips his/her fingers into paint then press painted fıngers on a

paper, create their finger prints on that paper then study these finger prints in detail by using a

magnifying glass.

Conclusion: Every one has a finger print. His/her finger print is different then the others’

BÜYÜTEÇ

Büyüteç parmak izi


Amaç: Amaç, her biri bir parmak izi vardır çocuklara öğretmektir.

Malzemeler: Büyüteç, parmak boya, kağıt.

Prosedürü: Çocukların her biri daha sonra, bir kağıda boyanmış parmaklarınızı basın o kağıt

üzerinde kendi parmak izi oluşturma sonra bir büyüteç kullanarak ayrıntılı olarak bu parmak

izi çalışması boya içine onun / parmaklarını dips.

Sonuç: Her biri bir parmak izi vardır. Onun / onu parmak izi 'sonra diğerleri farklı.

developing skills through … of experiments you hold in your hands was put together during...

Documents