Interesting experiments with plants for beginners. Interesting experiments with plants. Egg experiments

Experience #1

Do plants need heat?

Target: identify the heat needs of the plant.

in winter, branches are brought in, put in two vases with water. One vase is left on the windowsill, the second is placed behind the frame, then the buds open.

Experience #2

"Bulbs and Light"

Target: identify the plant's need for sunlight, generalize ideas about the importance of favorable conditions for plant growth.

Observation sequence:before observation, it is necessary to germinate 3 bulbs: 2 in the dark, one in the light. After a few days, when the difference is obvious, invite the children to look at the bulbs and establish how they differ from each other in color and shape of the leaves: yellow and twisted leaves for those bulbs that sprouted in the dark.

The second observation is made when the bulb with yellow leaves straightens and turns green. Then expose the third bulb to the light. When the state of the third bulb also changes, the following observation is made, at which the results of the experiment are discussed. The teacher helps the children to generalize the idea of ​​the meaning of favorable conditions.

Experience #3

"Can a plant breathe?"

Target. Reveal the plant's need for air, respiration. Understand how the process of respiration occurs in plants.

Materials. Houseplant, cocktail tubes, vaseline, magnifying glass.

Process. An adult asks if plants breathe, how to prove that they breathe. Children determine, based on knowledge about the process of breathing in humans, when breathing, air must enter the plant and leave it. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that Vaseline does not let air through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week.

Results. The leaves “breathe” with their underside, because those leaves that were smeared with Vaseline from the underside died.

Experience No. 4

Do plants have respiratory organs?

Target. Determine that all parts of the plant are involved in respiration.

Materials. A transparent container with water, a leaf on a long petiole or stalk, a cocktail tube, a magnifying glass.

Process. An adult offers to find out if air passes through the leaves into the plant. Suggestions are made about how to detect air: children examine the cut of the stem through a magnifying glass (there are holes), immerse the stem in water (observe the release of bubbles from the stem). An adult with children conducts the experiment “Through the leaf” in the following sequence: a) pour water into a bottle, leaving it 2-3 cm unfilled;

b) insert the leaf into the bottle so that the tip of the stem is immersed in water; tightly cover the opening of the bottle with plasticine, like a cork; c) here they make holes for the straw and insert it so that the tip does not reach the water, fix the straw with plasticine; d) standing in front of a mirror, suck the air out of the bottle. Air bubbles begin to emerge from the submerged end of the stem.

Results. Air passes through the leaf into the stem, as the release of air bubbles into the water is visible.

Experience No. 5

"Do roots need air?"

Target. Identifies the cause of the plant's need for loosening; prove that the plant breathes by all parts.

Materials. A container with water, the soil is compacted and loose, two transparent containers with bean sprouts, a spray bottle, vegetable oil, two identical plants in pots.

Process. Children find out why one plant grows better than another. Consider, determine that in one pot the soil is dense, in the other - loose. Why dense soil is worse. They prove it by immersing identical lumps in water (water passes worse, there is little air, since fewer air bubbles are released from dense earth). They clarify whether the roots need air: for this, three identical bean sprouts are placed in transparent containers with water. In one container, using a spray gun, air is injected to the roots, the second is left unchanged, in the third - a thin layer of vegetable oil is poured onto the surface of the water, which prevents the passage of air to the roots. Observe the changes in the seedlings (it grows well in the first container, worse in the second, in the third - the plant dies).

Results. Air is necessary for the roots, sketch the results. Plants need loose soil to grow, so that the roots have access to air.

Experience No. 6

What does the plant secrete?

Target. Establish that the plant releases oxygen. Understand the need for respiration for plants.

Materials. A large glass container with an airtight lid, a plant stem in water or a small pot with a plant, a splinter, matches.

Process. An adult invites children to find out why it is so pleasant to breathe in the forest. Children assume that plants release oxygen for human respiration. The assumption is proved by experience: a pot with a plant (or a cutting) is placed inside a high transparent container with a sealed lid. Put in a warm, bright place (if the plant gives oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out if oxygen has accumulated in the jar (oxygen burns). Watch for a bright flash of the flame of a splinter brought into the container immediately after removing the lid.

Results. Plants release oxygen.

Experience No. 7

"Do all leaves have food?"

Target. Determine the presence of plant nutrition in the leaves.

Materials. Boiling water, begonia leaf (the reverse side is painted burgundy), white container.

Process. An adult suggests finding out if there is nutrition in leaves that are not painted green (in begonias, the reverse side of the leaf is painted burgundy). Children assume that there is no food in this sheet. An adult offers children to place a sheet in boiling water, after 5 - 7 minutes to examine it, draw the result.

Results. The leaf turns green, and the water changes color, therefore, there is nutrition in the leaf.

Experience No. 8

"In the Light and in the Dark"

Target. Determine the environmental factors necessary for the growth and development of plants.

Materials. Onions, a box made of durable cardboard, two containers with earth.

Process. An adult offers to find out by growing onions whether light is needed for plant life. Close part of the bow with a cap made of thick dark cardboard. Sketch the result of the experiment after 7 - 10 days (the onion under the cap has become light). Remove the cap.

Results. After 7 - 10 days, the result is again sketched (the onion turned green in the light - which means food has formed in it).

Experience No. 9

"Labyrinth"

Target.

Materials. A cardboard box with a lid and partitions inside in the form of a labyrinth: a potato tuber in one corner, a hole in the opposite.

Process. A tuber is placed in a box, closed it, put in a warm, but not hot place, with a hole towards the light source. Open the box after the emergence of potato sprouts from the hole. Consider, noting their directions, color (sprouts are pale, white, twisted in search of light in one direction). Leaving the box open, continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green).

Results. A lot of light - the plant is good, it is green; little light - the plant is bad.

Experience No. 10

What is needed to feed a plant?

Target. Set how the plant seeks light.

Materials. Indoor plants with hard leaves (ficus, sansevier), adhesive plaster.

Process. An adult offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's assumptions are tested by experience; part of the leaf is sealed with a plaster, the plant is placed to a light source for a week. After a week, the patch is removed.

Results. Without light, plant nutrition is not formed.

Experience No. 11

"What are the roots for?"

Target. Prove that the root of the plant absorbs water; clarify the function of plant roots; establish the relationship between the structure and functions of a plant.

Materials. A stalk of a geranium or balsam with roots, a container with water, closed with a lid with a slot for the stalk.

Process. Children look at cuttings of balsam or geranium with roots, find out why the roots are needed for the plant (the roots fix the plants in the ground), whether they take water. An experiment is carried out: the plant is placed in a transparent container, the water level is noted, the container is tightly closed with a lid with a slot for the cutting. Determine what happened to the water after a few days.

Results. There is less water because the roots of the cuttings absorb water.

Experience No. 12

"How to see the movement of water through the roots?"

Target. Prove that the root of the plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.

Materials. Balsam stem with roots, water with food coloring.

Process. Children examine geranium or balsam cuttings with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). And what else can roots take from the ground? Children's ideas are discussed. Consider food dry dye - "nutrition", add it to the water, stir. Find out what should happen if the roots can take not only water (the spine should turn a different color). After a few days, the children draw the results of the experiment in the form of a diary of observations. They specify what will happen to the plant if substances harmful to it are found in the ground (the plant will die, taking harmful substances with water).

Results. The root of the plant absorbs, along with water, other substances in the soil.

Experience No. 13

"How does the sun affect the plant"

Target. Determine the need for sunlight for plant growth. How does the sun affect the plant.

Stroke: 1) Plant onions in a container. Put in the sun, under a cap and in the shade. What will happen to the plants?

2) Remove the cap from the plants. What bow? Why light? Put in the sun, the onion will turn green in a few days.

3) A bow in the shade stretches towards the sun, it stretches in the direction where the sun is. Why?

Conclusion: Plants need sunlight to grow and maintain their green color, as sunlight accumulates chlorophytum, which gives green color to plants and for nutrition.

Experience No. 14

"How Water Gets to Leaves"

Target: to show by experience how water moves through a plant.

Stroke: Cut chamomile is placed in water, tinted with ink or paint. After a few days, cut the stem and see that it is stained. Split the stem lengthwise and check to what height the tinted water rose during the experiment. The longer the plant stays in the dye, the higher the colored water will rise.

Experience No. 15

Plants' need for water

Target: to form children's ideas about the importance of water for the life and growth of plants.

Stroke: Choose one flower from the bouquet, you need to leave it without water. After a while, compare a flower left without water and flowers in a vase with water: how do they differ? Why did this happen?

Conclusion: Plants need water, without it they die.

Experience No. 16

"Show sap flow in the stem of a plant."

2 jars of yogurt, water, ink or food coloring, plant (clove, narcissus, celery sprigs, parsley). Pour the ink into the jar. Dip the stems of the plant in a jar and wait. After 12 hours, the result will be visible. Conclusion: Colored water rises along the stem thanks to thin tubules. This is why plant stems turn blue.

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There are very simple experiences that children remember for a lifetime. The guys may not fully understand why this is all happening, but when time passes and they find themselves in a lesson in physics or chemistry, a very clear example will surely pop up in their memory.

website collected 7 interesting experiments that children will remember. Everything you need for these experiments is at your fingertips.

refractory ball

It will take: 2 balls, candle, matches, water.

Experience: Inflate a balloon and hold it over a lighted candle to show the children that the balloon will burst from fire. Then pour plain tap water into the second ball, tie it up and bring it to the candle again. It turns out that with water the ball can easily withstand the flame of a candle.

Explanation: The water in the balloon absorbs the heat generated by the candle. Therefore, the ball itself will not burn and, therefore, will not burst.

The pencils

You will need: plastic bag, pencils, water.

Experience: Pour water halfway into a plastic bag. We pierce the bag through with a pencil in the place where it is filled with water.

Explanation: If you pierce a plastic bag and then pour water into it, it will pour out through the holes. But if you first fill the bag halfway with water and then pierce it with a sharp object so that the object remains stuck in the bag, then almost no water will flow out through these holes. This is due to the fact that when polyethylene breaks, its molecules are attracted closer to each other. In our case, the polyethylene is pulled around the pencils.

Non-popping ball

You will need: balloon, wooden skewer and some dishwashing liquid.

Experience: Lubricate the top and bottom with the product and pierce the ball, starting from the bottom.

Explanation: The secret of this trick is simple. In order to save the ball, you need to pierce it at the points of least tension, and they are located at the bottom and at the top of the ball.

Cauliflower

It will take: 4 cups of water, food coloring, cabbage leaves or white flowers.

Experience: Add food coloring of any color to each glass and put one leaf or flower into the water. Leave them overnight. In the morning you will see that they have turned into different colors.

Explanation: Plants absorb water and thus nourish their flowers and leaves. This is due to the capillary effect, in which the water itself tends to fill the thin tubes inside the plants. This is how flowers, grass, and large trees feed. By sucking in tinted water, they change their color.

floating egg

It will take: 2 eggs, 2 glasses of water, salt.

Experience: Gently place the egg in a glass of plain clean water. As expected, it will sink to the bottom (if not, the egg may be rotten and should not be returned to the refrigerator). Pour warm water into the second glass and stir 4-5 tablespoons of salt in it. For the purity of the experiment, you can wait until the water cools down. Then dip the second egg into the water. It will float near the surface.

Explanation: It's all about density. The average density of an egg is much greater than that of plain water, so the egg sinks down. And the density of the saline solution is higher, and therefore the egg rises.

crystal lollipops

CARD OF EXPERIENCES FOR CHILDREN OF THE OLDER PRESCHOOL AGE WITH PLANTS

Experiments in kindergarten with plants

Experience (observation) No. 1

Plant growth under different conditions

Purpose: to identify which of the samples will develop better.

Equipment: two identical plants (gel filler, earth, two glass containers.

The content of the experiment: one plant was planted in the soil (sample No. 1, and the other in a helium filler enriched with the necessary substances for plant growth (sample No. 2).

Date of laying the experience: 02/06/2016

After 7 days, the plant (sample No. 1) has hard leaves, and the plant (sample No. 2, the leaves withered, and after 10 days (sample No. 2 died)

Conclusion: the plant grows better in the ground than in the helium filler, since there are more nutrients in the ground, and they ended in the helium filler in a week.

Experience (observation) No. 2

"WITH WATER AND WITHOUT WATER"

OBJECTIVE: To identify environmental factors necessary for growth and development

plants (water, light, heat)

MATERIAL: Two identical plants (balsam, water

MOVE: The teacher suggests finding out why plants cannot live without water (the plant will wither, the leaves will dry out, there is water in the leaves); what will happen if one plant is watered and the other is not (without watering, the plant will dry out, turn yellow, the leaves and stem will lose their elasticity). Observe the condition of the plants for five days.

At the beginning of the experiment (observations)

After 5 days, in a flower that was watered, the leaves and stems are elastic, and in a plant without water: the leaves and stem lost their elasticity, turned yellow.

Conclusion: a plant cannot live without water.

Experience (observation) No. 3

"IN THE LIGHT AND IN THE DARKNESS"

PURPOSE: To determine the environmental factors necessary for the growth and development of plants.

MATERIAL: stalk of a houseplant in a pot, cardboard cap.

HOD: The teacher suggests finding out if light is needed for plant life. Close the pot with the cuttings of the plant with a cardboard cap. Remove the cap after seven days.

After seven days, the leaves of the plant turned white.

Conclusion: a plant cannot live without light.

Experience (observation) No. 4

CAN A PLANT BREATH? »

PURPOSE: To identify the plant's need for air, respiration. Understand how the process of respiration occurs in a plant.

MATERIAL: Houseplant, cocktail straws, petroleum jelly.

HOD: The teacher asks if plants breathe, how to prove that they breathe. Children determine, based on knowledge about the process of breathing in humans, that when breathing, air must enter and exit the plant. Inhale and exhale through the tube. Then the opening of the tube is covered with petroleum jelly. Children try to breathe through a tube and conclude that the Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, lubricate one or both sides of the leaf with petroleum jelly, observe the leaves daily for a week.

After seven days, the leaf turned yellow.

Conclusion: plants need air, respiration.

EVAPORATION OF WATER BY PLANTS.

PURPOSE: To introduce children to how a plant loses moisture through evaporation.

MATERIALS: Potted plant, plastic bag, adhesive tape.

PROCESS:

Place the bag on the part of the plant and securely attach it to the stem with duct tape.

Put the plant for 3-4 hours in the sun.

See what the bag looks like from the inside.

RESULTS: Water droplets are visible on the inner surface of the bag and it seems that the bag is filled with fog.

WHY? The plant absorbs water from the soil through its roots. Water travels along the stems, from where it evaporates through the stomata. Some trees evaporate up to 7 tons of water per day. When there are a lot of them, plants have a great influence on the temperature and humidity of the air. The loss of moisture by a plant through stomata is called transpiration.

THE PLANT NEEDS LIGHT

PURPOSE OF THE EXPERIMENT: To lead the children to the conclusion about the need for light for plants. Find out why green plants growing in the ocean do not live deeper than a hundred meters.

MATERIALS: Two small identical green plants in pots, dark cabinet.

PROCESS: Place one plant in the sun and hide the other in a cupboard.

Leave the plants for a week.

Compare then their color.

Swap plants.

Leave the plants also for a week.

Compare plants again.

RESULTS: The plant in the closet became paler in color and withered, and the plant in the sun remains green as before. When the plants were reversed, the yellowed plant began to turn green, and the first plant became pale and withered.

WHY? In order for a plant to turn green, it needs a green substance, chlorophyll, which is necessary for photosynthesis. Plants need light for photosynthesis to occur. When there is no sun, the supply of chlorophyll molecules is depleted and not replenished. Because of this, the plant turns pale and sooner or later dies. Green algae live at depths of up to 100 meters. The closer to the surface, where there is most sunlight, the more abundant they are. At a depth of less than a hundred meters, light does not pass, so green algae do not grow there.

WHAT ARE THE ROOTS OF TUNDRA PLANTS?

PURPOSE OF THE EXPERIMENT: Learn to understand the relationship between the structure of the roots and the characteristics of the soil in the tundra.

MATERIALS: Sprouted beans, damp cloth, thermometer, cotton wool, transparent high capacity.

PROCESS:

Name the features of the soil in the tundra (permafrost).

Find out what roots should be so that plants can live in permafrost.

Place wet cotton wool in a transparent tall container.

Place the sprouted beans on a thick, damp layer of cotton wool.

Cover with a damp cloth and place on a cold windowsill.

Observe during the week the growth of the roots, their direction.

RESULTS: The roots began to grow to the sides, parallel to the bottom of the container.

WHY? The earth in the tundra thaws only at the surface, and then it is frozen and hard. Therefore, the roots grow only in the thawed and warm earth above the permafrost, and there is nothing living in the permafrost.

AIR ROOTS.

PURPOSE OF THE EXPERIMENT: To reveal the relationship between increased air humidity and the appearance of aerial roots in plants.

MATERIALS: Scindapsus, a transparent container with a tight lid and water at the bottom, a wire rack.

PROCESS:

Find out why there are plants with aerial roots in the jungle (there is little water in the soil in the jungle, the roots can take it from the air).

Consider monstera aerial roots with children.

Consider the plant scindapsus, find the buds - future roots

Place the plant in a container of water on a wire rack.

Close tightly with a lid.

Watch for a month for the appearance of "fog", and then drops on the lid inside the container (like in the jungle).

The aerial roots that have appeared are considered and compared with monstera and other plants.

RESULTS: This suggests that the plant is adapted to take water from the air, although we did not water it. And then you need to put this plant in the room like other plants. The plant lives as before, but the roots on the plant have dried up.

WHY? In the jungle, there is very little moisture in the soil, but a lot of it in the air. Plants have adapted to take it from the air with the help of aerial roots. Where the air is dry, they take moisture from the ground.

THE PLANT WANTS TO DRINK

PURPOSE OF THE EXPERIMENT: To identify the environmental factors necessary for the growth and development of plants. Lead the children to the conclusion that plants need water.

MATERIALS: Two balsam flowers, a watering can.

PROCESS:

Find out from children whether plants need water.

Put two balsams in the sun

Water one plant and not the other.

Observe the plants and draw a conclusion.

Water this plant and watch for another week.

RESULTS: The flower that was watered stands with leaves, green and elastic. The plant, which was not watered, wilted, the leaves turned yellow, lost their elasticity, sank to the bottom.

WHY? The plant cannot live without water and may die.

Experience (observation) No. 5

“What then? ".

Target. To systematize knowledge about the development cycles of all plants.

Materials. Outdoor flower seeds (marigolds, plant care items.

Process. The teacher offers a riddle letter with seeds, finds out what the seeds turn into. A plant is grown for a month, fixing all the changes as they develop. Compare their sketches, draw up a general scheme for all plants using symbols, reflecting the main stages of plant development.

Outcome: Seeds - sprout - adult plant - flower.

WHAT THE PLANT EXTRACTS

PURPOSE OF THE EXPERIMENT: To establish that the plant releases oxygen. Understand the need for respiration for plants.

MATERIALS: A large glass container with an airtight lid, a cutting in water or a small pot with a plant, a splinter, a match.

PROCESS:

Find out why it is so easy to breathe in the forest (the assumption that plants release oxygen for human respiration).

Place a pot with a plant (or cuttings) in a container.

They put it in a warm place (if the plant gives oxygen in the jar, it will become more).

After 1-2 days, check with the children whether oxygen has accumulated in the jar

Check with a lit torch.

RESULTS: Watch for a bright flash of a torch in the container immediately after removing the lid.

WHY? Plants give off oxygen, which burns well. We can say that plants are needed by humans and animals for respiration.

UP OR DOWN

PURPOSE OF THE EXPERIMENT: To reveal how gravity affects the growth of plants.

MATERIALS: Indoor plant, stand.

PROCESS:

Put the flower with the pot on its side on the stand

During the week, observe the position of the stem and leaves

RESULTS: Stems and leaves turn to the top.

WHY? The plant contains a growth substance - auxin - which stimulates plant growth. Due to gravity, auxin is concentrated at the bottom of the stem. This part grows faster, the stem stretches up.

WHERE IS BETTER TO GROW?

PURPOSE OF THE EXPERIMENT To establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, to highlight soils that are different in composition.

MATERIALS:

Tradescantia cuttings, black soil, clay, sand.

PROCESS:

Together with the children, choose the soil for planting.

Children plant Tradescantia cuttings in different soil.

Observe the growth of cuttings with the same care for them for two weeks.

They make a conclusion.

The cuttings are transplanted from clay into black soil and observed for two weeks.

RESULTS: The plant does not grow in clay, but in black soil the plant is fine. When transplanted into black soil, the plant has good growth. In the sand, the plant grows well at first, then lags behind in growth.

WHY? In the black soil, the plant grows well, because there are a lot of nutrients. The soil conducts moisture and air well, it is loose. In the sand, the plant initially grows because there is a lot of moisture in it for the formation of roots. But sand contains few nutrients so necessary for plant growth. Clay is very hard in quality, water passes very poorly into it, there is no air and nutrients in it.

Literature:

1. Janice Van Cleve. Two hundred experiments, biology.-M.: 1995

2. Dybina O.V. Unexplored nearby: Entertaining experiences

Conducting experiments related to the world of wildlife, one can understand that the sometimes boring and tedious material of textbooks and manuals is actually the key to the mysterious and unknown world, but not possessing magical powers, but filled with processes that are quite real, but are hidden from uninitiated people . Entertaining experiments in biology are designed to diversify the idea of ​​science, as well as to tell in an accessible form about the most diverse aspects of the interaction of structures and substances that form life in its global understanding.

How to get water from plants?

To conduct this experiment, you need not so much: an ordinary bottle of clean water or any other tall vessel, any plant, excluding conifers, a transparent plastic bag and the simplest threads. The experiment should begin by placing the plant in a bottle of water. Then throw a bag over the plant, you can use it entirely, or you can only part of it. After that, you need to wrap the bag with threads tightly enough so that it does not fall, and also so that air from the environment or the room does not penetrate there. After some time, you can observe how condensate will form on the walls of the plastic bag in the form of droplets of water and steam. Why does this happen? It's simple - the water that is present in the roots, because they suck it out of the bottle, rises along the trunk to the leaves themselves. Part of the liquid is retained there, as it takes part in the process of photosynthesis, and the remainder passes further through the stomata - a kind of leaf pores. Oxygen and carbon dioxide also pass through them. It begins with transpiration, that is, the process of getting rid of excess fluid, which, in fact, can be observed on the walls of the package.

How to paint without paints?

Entertaining experiments in biology will allow you to feel like a little child at any age, namely, to believe in miracles. Coloring experience will prove this statement. To conduct it, you need to take a flower with white petals, food coloring and a cup of ordinary drinking water. This experience will be of interest primarily to kids who are just starting to get acquainted with the world of nature and its features, but also for adults who study the processes of biochemical interaction, it will be no less entertaining to look at them visually. So, it is necessary to tint the liquid and put a flower in it, and then observe how the petals become the same color as the food coloring used in the experiment.

Bacteria - can they be grown?

Entertaining experiments in biology will allow you to work not only with plants, but also with more interesting inhabitants of the microcosm - bacteria. They are known to be of great importance for the life of all living beings. You can see how they grow and multiply, and if you do a few of these experiments, you can easily understand that bacteria exist everywhere. It is necessary to take a Petri dish and agar - agar - a substrate on which bacteria will live, if it is not available, then you can replace the agar with meat broth and ordinary cotton swabs. The substrate is poured into the cup, after which a cotton swab should be walked over any surface, then shake off the contents into the Petri dish or put it open for a few minutes, after which it is necessary to close it, make sure that air does not enter inside. Leave the vessel warm for several days, after which you can observe how some growths of various sizes and shapes form on the surface - these are bacteria.

How to create a model of a blood cell with your own hands? Entertaining experiments in biology will certainly interest the child if, during work, the children are given the opportunity to do what they love most.

For example, many kids love it - it's easy to use while learning.

Other toddlers love experimenting and messing with - and this can also be included in the developmental activity. The main thing is to build children's education in such a way that their interest in classes only increases each time, and the knowledge base expands and deepens.

Biology for children in general is always very interesting, because it is directly related to what excites every kid: with plants, animals, and even with him. Many aspects of the structure of our body amaze even adults, and for children, even the elementary basics of anatomy are beyond reality. Therefore, it is better to make the learning process as clear as possible, use the simplest, most familiar objects, trying to explain complex things as simply as possible.

One of the topics that will interest any crumb is the composition of a drop of blood. All the kids saw blood when they damaged the skin. Many children are very afraid of her appearance: she is bright, her appearance is almost always associated with pain. As you know, most of all we are afraid of what we do not know. Therefore, perhaps, having studied the structure of blood, learning where its red color comes from and what functions it performs, the baby will become calmer about small scratches and cuts.

So, for the lesson will come in handy:

• A clear container (such as a glass jar) and small cups, bowls, and spoons.
• Red balls (glass decorative balls, large beads, red beans - whatever you can find).
• White small balls and larger oval white objects (white beans, beads, white lentils, remnants).
• Water.
• Sheet for drawing.
• Pencils, felt-tip pens, paints and a brush - what the kid likes to draw the most.

We create a blood sample in a glass jar: we pour small white and red balls into it and several larger oval white objects. We explain to the child that:

Water is plasma, the liquid part of the blood in which its cells move.

Red balls are erythrocytes, they contain a red protein that helps carry oxygen to all the cells of our body.

White small balls are platelets. They create a kind of cork when a blood vessel is damaged.

White large objects are leukocytes, they serve by protecting our body from harmful invaders (bacteria and viruses).

We explain how a general blood test is carried out, for which a drop is taken from a finger: we collect a random number of balls in a spoon (this will be the same test drop of blood), pour it into a cup. We count how many impromptu erythrocytes, leukocytes and platelets came across. We explain that if there are few red blood cells, it means that a person has anemia, you need to undergo treatment. And if there are a lot of leukocytes, it means that “enemies invaded” the body, you need to help him fight them.

We scatter our blood cells into a large container with a flat bottom, put various objects there - we depict the mechanism of an inflammatory cellular reaction. We allow the child to play with this material, to depict the invasion of an infectious agent and the action of phagocyte cells.