How to cut liquid glass onto an oval table

Benefits of flexible glass

The main advantages of the product:

  • easily trimmed after shrinkage;
  • has a comfortable temperature range – from –20 to 80;
  • merges with the surface;
  • just spreads out;
  • does not slip, lies well under its own weight;
  • greasy stains do not eat in;
  • any dirt can be easily removed.

You can decorate the tablecloth if you like. Any stickers can be easily attached to the silicone surface. You can also paint it with persistent paint, or attach a fringe around the perimeter..

General information

The tablecloth is made of a laminated protective transparent PVC film. Production – South Korea.

The product has a shiny laminated surface and reliably protects the table from any damage. The structure of the oilcloth is flexible and durable. It is resistant to tearing, practically does not wrinkle and does not cut with a knife. Soft glass remains transparent for a long time and retains all its properties.

The flexible tablecloth reduces wear on the tabletop. Dust on the surface covered with a protective film is practically invisible, any dirt can be easily erased without scratching or staining the table material.

liquid, glass, onto, oval, table

Main characteristics

Before purchasing the product, you must select the thickness:

  • 1.2 mm is used to protect dressers, window sills, children’s and school tables;
  • 1.8 mm is well suited for the kitchen (protection of tables and countertops), nursery (protection of desks) and office (protection of tables and window sills);
  • 2.2 mm designed to protect large surfaces, helping to highlight the premium interior.

Liquid glass on the table has the following characteristics:

  • duration of operation – up to 5 years;
  • transparency – 98%;
  • hardness – 37;
  • blue pigment that protects against yellowness;
  • resistance to sunlight;
  • food standard – the material is allowed to come into contact with food;
  • synthetic smell – absent;
  • impurities of heavy metals in the composition – absent.

Which table is suitable for

The protective film is suitable for all types of tables, but is especially relevant on glass and lacquered ones. The tablecloth protects the kitchen table from cuts, the writing table from rubbing, the dining table from accidental stains.

In shape, it can also be any table:

  • rectangular;
  • square;
  • round;
  • oval;
  • non-standard form.

Advice
On a rough surface (for example, on unpolished wood or textured PVC film), flexible glass will constantly slide. To hold it, you have to use a gentle glue..

Features of use

The packaging must be removed very carefully. It is forbidden to use any sharp objects, especially scissors and a knife.

In order to get the product, you need:

  • Gently grasp the edge of the tape.
  • Pull it towards you.
  • Remove remnants of the film.
  • Remove dust from the tablecloth.

Laying material

Flexible glass is laid on a stone, metal, or wooden surface as follows:

  • Apply the film to the table.
  • Moving towards the edges from the center, press down. This will help avoid air bubbles..
  • Wipe the table flooded with liquid glass with a damp cloth.

On a tabletop made of glass, the film is laid as follows:

  • Clean the surface from dirt.
  • Put a tablecloth on the table.
  • In places where bubbles collect, spray with water from a spray bottle. Against the background of additional moisture, the tablecloth quickly adheres to the tabletop.

The main cons

Over time, the film may shrink. This happens even with careful use and proper care. The color of the film becomes cloudy, the product itself takes on a sloppy look.

The deformation cannot be corrected, and therefore you have to purchase a new tablecloth.

Main manufacturers

Information about the main manufacturers is presented below.

Table. Advantages and Disadvantages of the leading brands of liquid glass on the table:

NIKLEN

The Canadian manufacturer offers the most exquisite PVC models. The work is so delicate that from a distance a confident impression of natural lace is created. Ornaments are traditional: floral, plant. A product 110×140 cm of a rectangular shape will cost 352 rubles.

The size

We will find out how to determine the size of the product.

According to the classical canons, the tablecloth should be larger than the area of ​​the table top. And not less than 20 percent. If the product is designed for a festive event, then it can exceed the size of the table top by 70-80%, hanging almost to the floor. And if this is a tablecloth for every day, up to medium size – 30-40% more tabletop area will be enough.

It is also worth paying attention to how round tablecloths for the kitchen look and how they are used..

Liquid glass on the table – transparent silicone tablecloth

A kitchen table most often requires a tablecloth – to protect its surface and make the room more decorative. If earlier our grandmothers and mothers used textile tablecloths made of linen and cotton for festive occasions, and on weekdays – a practical oilcloth, then modern housewives have a much wider choice. Today, women can choose from many different options for tablecloths, their shapes and sizes and, most importantly, the materials from which they are made..

Transparent tablecloths for the kitchen table are very popular now. If a colored tablecloth is not suitable for any kitchen, and a white one is too impractical, then a transparent one is what you need. The features of a transparent tablecloth for the kitchen will be discussed in the article. Let’s figure out what materials they are made of, what shapes and sizes they come in, and determine the approximate prices for these products.

Advice

If the tablecloth is transparent, then, as you understand, the surface of the furniture is visible. Therefore, it is very important in this case that the table is free of defects: scuffs, cracks, stains, dirt. Otherwise, the transparent layer on top will not completely hide the flaws of the furniture, but only emphasize.

If you are thinking about the style of the product, then we advise you to stay on the classic version. Such products are suitable, as a rule, for any interior. Classics are timeless and appropriate everywhere.

We have covered the features of transparent tablecloths for the kitchen table. As you have seen, the variety of modern products made from high-tech materials allows you to make a competent and practical choice, ideal for any kitchen.

Impregnated

This version of the product is a natural canvas treated with a special teflon or acrylic solution. As a result of such processing, natural fabric acquires increased strength characteristics, becomes invulnerable to stains, tears, damage, practically “unkillable”. The resulting material does not absorb water, repels dirt.

The advantage of this model is that it does not look like an artificial plastic product, while having all its advantages. In addition, the impregnated fabric “breathes”, that is, air circulates in the space between the tablecloth and the table, protecting the table surface from fungus, mold and rot.

Gree Textile

The Chinese brand offers graceful PVC lace weaving patterns. The cost of a product with a floral ornament 85×85 cm – 780 rubles.

If you want to purchase a strict, practical model without lace and other decor, suitable for everyday use and fitting into modern laconic interiors, stop choosing Russian products of a strict rectangular shape. These tablecloths are a smooth, dense PVC film that protects the tabletop with an ideal transparent layer. Or opt for a set: tablecloth and chair covers in the same color scheme.

Such products are very inexpensive. For example, a tablecloth measuring 180×120 cm will cost only 57 rubles. Photos of various tablecloths on the table can be found here.

Silicone

The great advantage of PVC tablecloths is that they can be selected in both transparent white and transparent colored options. This variety allows you to better decorate the room..

Consider also the features of transparent silicone products. They, like PVC tablecloths, also have their own advantages. Silicone tablecloths are extremely elegant and decorative..

Silicone tablecloths are characterized by increased strength characteristics. Suitable for those housewives who value reliability and have a large, noisy family – with small children and animals. The silicone product is able to withstand even active daily use.

Read about how to choose a tablecloth for an oval table in this article..

The transparent silicone model looks charming both on wooden and, especially, on glass kitchen tables. It gives weightless airiness to the kitchen space, so it can be used to “dilute” an interior that is too heavy – with a bulky dark kitchen set.

A silicone tablecloth is often without a pattern, which makes it possible to use it in strict, minimalistic interiors. And modern fashion welcomes just such interiors. The absence of a pattern also emphasizes the elegant shape of the furniture.

The advantage of silicone over PVC is that it can easily withstand high temperatures. Many homes have modern silicone bakeware that can withstand colossal heat in the oven. So you can be calm – the tablecloth will somehow withstand a mug of tea or even a hot pot from the stove, without losing its decorativeness and its technical characteristics..

The silicone product is absolutely silent during operation. There will be no rustling, no rustling, no other sounds from the touch.

it is worth noting that silicone transparent tablecloths are indeed very practical and presentable at the same time. They are popular in Western countries, and now they are very quickly being introduced into our everyday life. You will also appreciate their practicality, durability, versatility and decorativeness..

You should also pay attention to what kind of transparent tablecloths are on the kitchen table and how good they look..

The form

Consider what shape transparent tablecloths are most often purchased on the modern household goods market.

  • Round. This is a classic form of oilcloth tablecloth for the kitchen. Ideal for a round glass table.

Oval. Suitable as a festive tablecloth on the table. Most often they are decorated at the bottom with an elegant lace border, they look great.

  • Rectangular and square. A practical everyday option for a regular kitchen table. A square tablecloth also looks very interesting on a round table. But how you can choose a water-repellent tablecloth for the kitchen table, you can find out at the link.
  • How to stick the film on the table

    How to glue the film on the table without bubbles

    If you want to glue the film on the table, then you will need instructions on how to do it correctly. Our tips will help you easily cope with this task..

    ⁠Important. The film can be applied to an aqueous solution only on a glass, plastic or varnished table surface so as not to ruin the table.

    ⁠You will need:

    directly transparent film for the table is not thicker than 1mm;

    clear liquid soap or gel;

    glass cleaner if the table is glass;

    spray for water;

    plastic card or squeegee;

    clean cold water;

    help from a second person if the table size is large.

    ⁠Procedure:

    ⁠⁠1) Try how the silicone patch will fit on the surface. If necessary, trim off the raised corners and edges of the overlay.

    ⁠2) Ensure that dust, grease and lint particles are thoroughly removed from the table surface and overlay.

    ⁠⁠3) Make an aqueous solution of liquid soap in a 1: 5 ratio, where 1 part soap is taken to 5 parts water.

    4) Spray generously all over the countertop.

    5) Gently place the film on the table, check how it fits around the edges. All corners and roundings must match.

    ⁠6) Begin to expel the water from the center to the edges with a squeegee or card. To simplify this process, you can moisten the pad itself, and wrap the plastic card with a soft cloth or cloth. This is the secret of how to glue the oilcloth on the table without bubbles. Gradually moving to the edges, push out all the water from under the pad along with the air.

    ⁠ As you can see, there is nothing difficult! In just a short amount of time, you can protect your desk surface.

    ⁠Add the page to bookmarks so as not to lose it: Press Ctrl D or an asterisk in the line

    Experimental activities in preparatory school

    The main activity of the preschool educational institution is the comprehensive development of the child, which is most effective in experimental activities.

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    “Experimental and experimental activities in preparatory school”

    Experimental activities

    in the preparatory group for school for the period:

    September-May 2018 – 2019.

    Explanatory note

    Today, many new methods of working with children appear in the preschool educational system. Along with this, the tasks and goals of training are changing. The modern educational process at a preschool educational institution is unthinkable without the search for new, more effective technologies designed to promote the development of children’s creative abilities, the formation of self-development and self-education skills. Consequently, one of the main activities of the preschool educational institution is the versatile development of the child’s personality, his skills and abilities of working in a team, increasing the motivation for learning. At the same time, the abundance of the latest technologies is associated with the definition of the effectiveness of the educational process itself. You need to understand this effectiveness in terms of benefits for the children themselves..

    These requirements are fully met by experimental activity, based on the realities of today, the increased requirements for the universality of knowledge..

    Purpose: To form the foundations of natural science and environmental concepts through the experimental activities of children.

    creation of the necessary conditions for the development of experimental and experimental activities of children;

    development of cognitive interests;

    development of thought processes; independence;

    education of a humane value attitude towards nature;

    The intended result:

    the formation of intellectual impressions;

    development of skills to work in a team and independently;

    the ability to defend your own point of view and prove it right.

    “Can a plant breathe?

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

    Plant tubules, petroleum jelly, magnifying glass.

    Children breathe in and out through a tube, then cover the hole with petroleum jelly, breathing is not possible. Hypothesis: plants have small holes in the leaves through which they breathe.

    “Do plants have respiratory organs?”

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

    Transparent container with water, leaf on a long petiole or stem, cocktail tube, magnifying glass.

    Children examine the cut of the stem through a magnifying glass (there are holes), then immersed in water (bubbling). Conclusion: there is air.

    Determine how air passes through the leaf into the stem.

    Transparent container with water, leaf on a long petiole or stem, cocktail tube, magnifying glass.

    Pour water into a bottle, leaving 2-3 cm empty, immerse the tip of the stem in water, cover the hole with plasticine, insert a tube to extract air, bubbles come out of the stem. Conclusion: the air goes along the stem to the plant.

    “Do the roots need air?”

    Identify the reason for the plant’s need for loosening; prove that the plant breathes in all parts.

    A container with water, soil is compacted and loose, two transparent containers with sprouted beans, a spray bottle, vegetable oil, two identical plants in pots.

    Immerse lumps of soil in water (water passes worse into dense soil); three bean sprouts are placed in containers with water, air is injected into 1, 2-left unchanged, 3-sunflower is poured. butter; grows well in the 1st, worse in the 2nd, dies in the 3rd. Conclusion: air is needed for the roots.

    “What does the plant give off?”

    Establish that the plant produces oxygen. Understand the need for respiration for plants.

    Container with a sealed lid -, a stalk of a plant, a splinter, matches.

    Place the handle inside a transparent container with a sealed lid, put in a warm, bright place. In a day, check if oxygen has accumulated there or not? (flash) Conclusion: the plant gives off oxygen.

    “Is there food in all the leaves?”

    Determine the presence of plant nutrition in the leaves.

    Boiling water. begonia leaf (the back is burgundy), white container.

    Place the begonia leaf in boiling water for 5-7 minutes, examine, sketch the result. The leaf turns green and the water changes color. Conclusion: there is food in the sheet.

    “With water and without water”

    Highlight the environmental factors necessary for the growth and development of plants (water, light, heat).

    Two identical plants (balsam), water.

    Consider two plants, one watered for a week, the other not. Conclusion: plants cannot live without water!

    “In the light and in the dark”

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

    Onions, a box of sturdy cardboard, two containers of earth.

    Cover part of the onion with thick cardboard. after 7 days the onion became light. Then remove the cap – the onion turned green. Conclusion: food has formed in it.

    “Warm and Cold”

    Provide favorable conditions for plant growth and development

    Branches of trees (bare), rhizomes of mother and stepmother together with soil flowers from flower beds with a part of soil, model of plant dependence on heat.

    Place branches in water, plant flowers in a pot, observe, sketch. Conclusion: in the cold – they grow slowly, in the warm – they grow quickly.

    Identify favorable conditions for the growth and development of plants, substantiate the dependence of plants on soil.

    Two identical cuttings, a container of water, a pot of soil, plant care items.

    Place the cuttings of geraniums in different containers – with water, with soil. Observe until the first new leaf. Conclusion: in plants in soil, the first leaf appears faster, in water it is weaker.

    Determine the miscibility of sand with chalk, clay, earth

    Sand, earth, shallow containers, shovel

    Mix sand with all the listed bulk substances, examine the resulting mixture, wet it, draw a conclusion.

    “Where is the best place to grow?”

    Determine the properties of sand, buoyancy.

    Tray, sand, shovel.

    Place the sand on an Egyptian pyramid-shaped tray

    Establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, isolate soils of different composition

    Seeds, watercress, wet paper napkins, soil, activity algorithm

    Soak several paper napkins, laid on top of each other, with water; put them in cookie cutters, pour seeds there, distributing them over the entire surface; moisturize wipes every day. Place some of the seeds in a pot with soil and sprinkle with soil, observe. Conclusion: in the soil, plants are stronger, live longer.

    “Why do flowers wither in autumn”

    Establish the dependence of plant growth on the temperature of the supplied moisture.

    A pot with a plant, a curved glass tube inserted into a rubber tube, 3 cm long to match the diameter of the stem; transparent container.

    Measure the temperature of the water, water the stem, on which you first put on a rubber tube with a glass tube inserted and fixed into it. Observe the ejection of water from the glass tube. Cool the water with ice, measure the temperature (it has become cold) and water it, but water does not flow into the tube. Conclusion: in autumn the flowers wither (the roots do not tolerate cold water)

    Set how the plant seeks light

    Box with lid and partitions: potato tuber in one corner, hole in the opposite

    Place the tuber in the box, close it, put it in a warm place. Open after potato sprouts appear. Consider directions, color (shoots are pale, white, twisted in search of light on one side) Conclusion: a lot. light is good for the plant, little light. the plant is bad.

    “Chasing the Light”

    Set how the plant seeks light

    Two plants: balsam, coleus

    Consider the leaves of the plants – turned in the same direction. Set the plants to the window, mark the side of the pot with a symbol (leaves in all directions)

    Determine that the plant can provide itself with nutrition

    Plant pot inside a wide-mouth glass jar, sealed lid

    Throw an iron ball into wet sand, then throw a plastic ball where the hole is more formed..

    “Why does a burdock need hooks?”

    Reveal the relationship between the structure of fruits and the way they are distributed

    Burdock fruits, pieces of fur, fabrics, magnifying glass, plates.

    Break the fruits of the burdock, we find the seeds. Consider them through a magnifying glass. The fruits are heavy, there are no wings and parachutes, so the wind will not carry them away. These fruits have tenacious spines – hooks. Take a piece of fur and fabric and attach a thorn. Conclusion: seeds are moved with hooks.

    “Who has what cranberries?”

    Establish a relationship between the nature of nutrition and some features of the appearance of animals.

    A dense lump of earth or clay, dummies of beaks made of different materials, a container with water, small light pebbles, tree bark, grains, crumbs.

    A stork needs a long beak to get its beak out of the water; strong hooked – needed by birds of prey to tear, split prey; thin and short carnivorous birds

    “What are the roots for?”

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

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

    Place the plant in a transparent container, mark the water level, with a slot for the cutting. After a few days, the water became scarce. Conclusion: water is absorbed by the roots.

    “How to see the movement of water through the roots?”

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

    Balsam stalk with roots, water with food coloring.

    Consider food dry color – “food”, add it to water, stir. We find out what should happen if the roots can take not only water (the root will be painted in a different color) Conclusion: together with the water, the plant takes both useful and harmful substances.

    Figure out what comes first from the seed.

    Beans (peas, beans) wet cloth (paper napkins), transparent containers, sketch using plant structure symbols, activity algorithm

    Put a damp cloth with beans inside (peas, beans) in a transparent container and moisturize constantly for 10 – 12 days. A root will appear from the bean, then stalks.

    Prove that the root of the plant absorbs water and the stalk conducts it; explain experience using the knowledge gained.

    A curved glass tube inserted into a 3cm long rubber tube; adult plant, transparent container, tube holder.

    Put the end of the rubber tube on the stalk, fix the tube. Dip the end into a transparent container. Water the soil (after a while, water appears, flows into the container). Conclusion: water from the soil through the roots reaches the stems and goes on.

    Establish that root crops have a supply of nutrients for the plant.

    Flat container, root vegetables: carrots, radishes, beets

    Place the root vegetable in a warm place (it provides nourishment for the leaves that appear). Cut the root crop to half the height, place a flat container with water, put in a bright, warm place. Consider a root vegetable (it has become soft, there is little liquid in it)

    Determine why the stem can conduct water to the leaves. Confirm that the structure of the stem is due to its functions.

    Stalk of carrots, parsley, wooden blocks, magnifying glass, container with water, any plant

    Examine the cut of the parsley stalk through a magnifying glass (there is water in it). Examine wooden blocks, wet them, examine through a magnifying glass. Conclusion: there is a hole for the passage of water.

    “Up to the leaves”

    Prove that the stem conducts water to the leaves

    Balsam stalk, water with dye; birch or aspen bars (unpainted), flat container with water, experiment algorithm.

    Consider balsam (root, stem, leaves) Touch up the water, place the plant. Put wooden blocks 3 – 4 pieces with the flat side in water. Watch the water rise up through them.

    Prove that the stem conducts water to the leaves

    Withered stalk of celery or carrots, containers of water

    Examine two stalks of fresh, wilted celery. Put in water, the wilted stem straightens. Conclusion: the plant needs water

    “Like the stalks”

    Show the process of the passage of water through the stems

    Cocktail tubes, mineral (or boiled) water, water container.

    Immerse one end in water, pull yourself air from the other end of the tube, observe the movement of the water upward. Conclusion: water goes upwards like a stem.

    Determine that different stems conduct water across. differently.

    Wooden blocks of the same size of different tree species (for example, oak and aspen) unpainted, flat container with water, magnifying glass, large container with water.

    Place the bars with large holes in a flat plate with water (there is more air in them) Place the bars in cross-sections, soaking is slower. Conclusion: the more air, the faster the water is drawn.

    Identify how the stems (trunks) can accumulate moisture and retain it for a long time.

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    Sponges, unpainted wooden blocks, magnifying glass, low containers with water, deep container with water.

    Place the bar in a container with water, the same sponge. Find out how much more water is absorbed. Conclusion: in a sponge, because there is more space in it.

    Establish the dependence of plant modification on the amount of light.

    Cucumber seeds, wild grapes.

    Plant cucumber seeds (in the garden and under the tree) on the site, in places of different illumination, Observe, compare the living conditions, the reason for which the stem stretches to the tree (little light)
    For this there is (antennae).

    “Evaporation of moisture from plant leaves”

    Check where the water disappears.

    Plant, cellophane bag, thread.

    Put a plant, a plastic bag on a leaf and fix it. Put in a warm place, note that the inside of the bag is fogged up. Remove the bag, we find water. Conclusion: water appeared, evaporated from the leaf.

    Establish the dependence of the amount of evaporated water on the size of the leaves.

    Glass flasks, dieffenbychia and coleus cuttings

    Cut the cuttings for planting and place them in flasks. Pour water. After 1 – 2 days, check the water level in each flask. Conclusion: a plant with large leaves absorbs more water.

    Establish the relationship between the structure of the leaf surface (density, drooping) and the need for their water.

    Ficus, sansevier, dieffenbachia, violet, balsam, plastic bags, magnifier.

    Put the bags on the leaves (dieffenbachia, ficus, violet, balsam). Compare the amount of moisture that evaporates from the leaves. Conclusion: the amount of moisture is different. different density.

    Find out what happens to the plant when water evaporates from the leaves.

    Sponge dampened with water.

    Children jump, find out how they feel (hot), sweat comes out, then it disappears (evaporates). Run a wet sponge over your palm, it feels cool, the leaves are also cooled. Conclusion: you can’t be sweaty while walking.

    Prove that when water evaporates from leaves, they cool.

    Thermometers, two pieces of cloth, water.

    Examine the thermometer, wrap a wet cloth, put in a warm place, check the temperature after 5 minutes.
    Conclusion: when water evaporates from the fabric, cooling occurs.

    Dybina O.V., Rakhmanova N.P., Shchetinina V.V. “Unknown nearby: Experiments and experiments for preschoolers” 2014.
    2. Perelman Ya. I. “Entertaining tasks and experiments.” Yekaterinburg, 1995.
    3. Murudova E. I. “Familiarization of preschoolers with the outside world” Childhood-press 2010.
    4. Dybina O. V. “Classes on familiarization with the outside world in the senior group of kindergarten” M .: Mosaic. Synthesis, 2007 (manual).

    Samorukova P.G. “Familiarizing children with nature” according to the method of E.I. Tikheeva

    Michel Montaigne. EXPERIENCES. Translated by A.S. Bobovich et al. Michel de Montaigne. Les Essais M .: Golos, 1992 The aim of the project is to develop children’s cognitive interest, observation, curiosity and the ability to experiment on their own.

    Nikolaeva S. N. “Methods of ecological education in kindergarten”. – M. 1999.

    Tasks:

    Expanding children’s ideas about the world around them

    Developing an understanding of the relationships in nature

    Development of thinking, speech – judgment in the process of cognitive – research activities

    To foster the desire to preserve and protect the natural world

    The relevance lies in the fact that experimentation gives children real ideas about the various aspects of the object under study, as well as enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.

    Experimental and experimental activity is an effective method of understanding the laws and phenomena of the surrounding world and is one of the most pressing problems of our time.

    Children’s experimentation has tremendous developmental potential. Its main advantage is that it gives children real ideas about the various aspects of the object under study, about its relationship with other objects and the habitat..

    Experimental activity enriches the child’s memory, activates his thought processes, and includes an active search for solutions to problems.

    For preschool children, experimentation, along with play, is the leading activity..

    Experimental. Experimental activity is closely related to all types of activity, such as observation and labor, speech development, visual activity, the formation of elementary mathematical representations.

    Experimental Objectives:

    to develop the cognitive activity of older preschool children in the process of children’s experimentation;

    to create conditions for the formation of the main holistic worldview of a child of senior preschool age by means of elementary experimentation;

    the development of observation, the ability to compare, analyze, generalize, the development of the cognitive interest of children in the process of experimentation, the establishment of a causal relationship, the ability to draw conclusions;

    development of attention, visual, auditory sensitivity;

    creation of prerequisites for the formation of practical and mental actions.

    teach to independently conduct research, achieve results, reflect, defend one’s opinion, generalize the results of experiments.

    expand children’s understanding of the physical properties of the world around them;

    to acquaint with various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility.)

    develop ideas about basic physical phenomena; develop; Developmental tasks:

    to expand the understanding of human use of environmental factors: sun, earth, air, water. to meet their needs;

    expand children’s understanding of the importance of water and air in human life.

    to acquaint children with the properties of soil and its constituent sand and clay;

    to develop experience in the implementation of safety regulations when conducting physical experiments.

    develop an emotional-value attitude towards the world around you.

    The child independently identifies and poses a problem that needs to be solved. Suggests possible solutions.

    Proves possible solutions based on data, draws conclusions.

    Applies inferences to new data, makes generalizations.

    develop children’s ideas about some environmental factors (light, air temperature and its variability; water – transition to various states: liquid, solid, gaseous their difference from each other; air – its pressure and strength; soil – composition, moisture, dryness.

    Materials and equipment: Dry clean sand, large flat tray, small trays (plates), sieve, water, hourglass, magnifiers, clay, boards, sticks, ceramics, measuring cups, transparent containers, plastic bottles, paper tubes, pencil. Prospective work plan for the academic year on experimental and experimental activities

    To consolidate and generalize knowledge about water, air, to understand their significance for all living things.

    Consider the shape of the grains of sand

    “Sand cone”

    Set sand properties.

    “Scattered sand”

    Set property of scattered sand.

    “Vaults and tunnels”

    Find out why insects trapped in the sand are not crushed by it, but are taken out safe and sound.

    “Wet sand”

    Introduce children to the properties of wet sand.

    “Properties of water”

    To acquaint children with the properties of water (takes shape, has no smell, taste, color).

    To acquaint children with the life-giving property of water.

    To acquaint children with the transformation of water from liquid to gaseous state and back to liquid.

    “Aggregate states of water”

    Purpose: To prove that the state of water depends on the air temperature and is in three states: liquid – water; solid – snow, ice; gaseous – steam.

    “Air properties”

    To acquaint children with the properties of air.

    Material.Scented napkins, orange peel, etc..

    “The air is compressed”

    Purpose. Continue to educate children about the properties of air.

    “The air expands”

    Demonstrate how air expands when heated and pushes water out of a vessel (homemade thermometer).

    Water expands when it freezes “

    Figure out how snow keeps warm. Protective properties of snow. Prove that water expands when it freezes

    “Life cycle of flies”

    Purpose. Observe the life cycle of flies.

    Why do the stars seem to move in circles?

    Establish why the stars move in circles

    “Dependence of snow melting on temperature”

    Bring children to an understanding of the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow will melt.

    “How a thermometer works”

    See how the thermometer works

    “Can a plant breathe?”

    Purpose. Reveals the plant’s need for air, respiration. Understand how the respiration process occurs in plants.

    Materials Indoor plant, cocktail tubes, petroleum jelly, magnifying glass.

    “Do plants have respiratory organs?”

    Purpose: To determine that all parts of the plant are involved in respiration..

    “Do the roots need air?”

    Purpose. Reveals the reason for the plant’s need for loosening; prove that the plant breathes in all parts

    “What does the plant give off?”

    Determines that the plant is producing oxygen. Understand the need for respiration for plants

    “Is there food in all the leaves?”

    Determine the presence of plant nutrition in the leaves.

    “In the light and in the dark”

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

    Identify favorable conditions for the growth and development of plants, substantiate the dependence of plants on soil.

    “Where is the best place to grow?”

    Purpose. Establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, identify soils that are different in composition.

    Purpose. Set how the plant seeks light

    “How the shadow is formed”

    Purpose: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position

    “What does it take to feed a plant?”

    Set how the plant seeks light.

    To systematize knowledge about the developmental cycles of all plants.

    “How to detect air”

    Determine if air surrounds us and how to detect it. Determine the air flow in the room.

    “What are the roots for?”

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

    “How to see the movement of water through the roots?”

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

    “How the sun affects the plant”

    Establish the need for sunlight for plant growth. How the sun affects the plant.

    How feathers are arranged in birds “

    Establish a connection between the structure and lifestyle of birds in the ecosystem

    Card index of experiments and experiments

    Card index of experiments and experiments

    To consolidate and generalize knowledge about water, air, to understand their significance for all living things.

    Materials. Any shape tray, sand, clay, rotten leaves.

    Process. Prepare a soil with sand, clay, and rotten leaves; fill the tray. Then plant a seed of a rapidly sprouting plant (vegetable or flower) there. Drizzle with water and place in a warm place.

    Results. Take care of the sowing together with the children, and after a while you will have a sprout.

    Consider the shape of grains of sand.

    Materials. Clean sand, tray, magnifying glass.

    Process. Take clean sand and pour it into the tray. Together with the children, examine the shape of the grains of sand through a magnifying glass. It can be different; tell the children that it is diamond shaped in the desert. Let each child take the sand in their hands and feel how loose it is.

    Bottom line. Free-flowing sand and its grains of sand come in different shapes.

    “Sand cone”

    Set sand properties.

    Materials. Dry sand.

    Process. Take a handful of dry sand and release it in a trickle so that it falls into one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an ever larger area at the base. If you pour sand for a long time, then in one place, then in another there are slips; the movement of the sand is like a current.

    Bottom line. Sand can move.

    “Scattered sand”

    Set property of scattered sand.

    Materials. Sieve, pencil, key, sand, tray.

    Process. Level the dry sand area. Pour sand evenly over the entire surface through a sieve. Dip the pencil into the sand without pressure. Place a heavy object (such as a key) on the surface of the sand. Pay attention to the depth of the trail left by the object in the sand. Now shake the tray. Do the same with the key and pencil. The pencil will plunge into the sketched sand about twice as deep as into the scattered one. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand..

    Bottom line. The scattered sand is noticeably denser. This property is well known to builders..

    “Vaults and tunnels”

    Find out why insects trapped in the sand are not crushed by it, but are taken out safe and sound.

    Materials. A tube with a diameter slightly larger than a pencil, glued from thin paper, pencil, sand.

    Process. We insert a pencil into the tube. Then fill the tube with a pencil with sand so that the ends of the tube protrude outward. We take out the pencil and see that the tube is not crumpled.

    Bottom line. Grains of sand form protective vaults, so insects trapped in the sand remain unharmed.

    “Wet sand”

    Introduce children to the properties of wet sand.

    Materials. Wet sand, sand molds.

    Process. Take wet sand in your palm and try to pour it in a trickle, but it will fall from the palm of your hand in pieces. Fill the sand molds with wet sand and turn them over. The sand will keep the shape of the mold.

    Bottom line. Wet sand should not be poured in a trickle from the palm, the backwater can take any desired shape until it dries. When the sand gets wet, the air between the edges of the grains of sand disappears, the wet edges stick together.

    “Properties of water”

    To acquaint children with the properties of water (takes shape, has no smell, taste, color).

    Materials. Several transparent vessels of various shapes, water.

    Process. Pour water into transparent vessels of various shapes and show the children that water takes the form of vessels.

    Bottom line. Water has no shape and takes the form of the vessel in which it is poured.

    Purpose. Find out if water tastes good.

    Materials. Water, three glasses, salt, sugar, a spoon.

    Process. Ask before the experiment what the taste of the water is. After that, give the children a taste of plain boiled water. Then put the salt in one glass. In another sugar, stir and let the children taste. What taste has the water now acquired?

    Bottom line. Water has no taste, but takes on the taste of the substance that is added to it.

    Purpose. Find out if the water smells.

    Materials. A glass of water with sugar, a glass of water with salt, an odorous solution.

    Process. Ask the children what the water smells like? After answering, ask them to smell the water in glasses with solutions (sugar and salt). Then drip the odorous solution into one of the glasses (but so that the children cannot see). Now what does the water smell like?

    Bottom line. Water is odorless, it smells like the substance that is added to it.

    Purpose. Find out if water has a color.

    Materials. Several glasses of water, crystals of different colors.

    Process. Have the children put crystals of different colors in glasses of water and stir to dissolve. What color is the water now?

    Bottom line. The water is colorless, takes on the color of the substance that is added to it.

    To acquaint children with the life-giving property of water.

    Materials. Freshly cut twigs of rapidly blossoming trees, a vessel with water, label “Living Water”.

    Process. Take a vessel, stick the label “Living Water” on it. Examine the twigs with the children. After that, put the branches in the water, and remove the vessel in a conspicuous place. Time will pass and they will come to life. If they are poplar branches, they will take root.

    Bottom line. One of the important properties of water is to give life to all living things..

    To acquaint children with the transformation of water from liquid to gaseous state and back to liquid.

    Materials. Burner, vessel with water, vessel lid.

    Process. Boil water, cover the vessel with a lid and show how the condensed steam turns into drops again and falls down.

    Bottom line. When heated, water turns from a liquid state into a gaseous state, and when it cools down from a gaseous state back to liquid.

    “Aggregate states of water”

    Purpose: To prove that the state of water depends on the air temperature and is in three states: liquid – water; solid – snow, ice; gaseous – steam.

    Course: 1) If it is warm outside, then the water is in a liquid state. If the outside temperature is below zero, then the water goes from liquid to solid state (ice in puddles, instead of rain it snows).

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    2) If you pour water on a saucer, then after a few days the water will evaporate, it turned into a gaseous state.

    “Air properties”

    To acquaint children with the properties of air.

    Material. Scented napkins, orange peels, etc..

    Process. Take scented napkins, orange peels, etc. and invite the children to consistently sense the odors spreading in the room.

    The bottom line. The air is invisible, has no definite shape, spreads in all directions and does not have its own smell.

    “The air is compressed”

    Purpose. Continue to educate children about the properties of air.

    Materials. Plastic bottle, not inflated balloon, refrigerator, bowl of hot water.

    Process. Place an open plastic bottle in the refrigerator. When it has cooled down enough, put a non-inflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon inflate by itself. This is because the air expands when heated. Now put the bottle back in the refrigerator. At the same time, the ball will descend, since the air is compressed during cooling.

    Bottom line. When heated, air expands, and when cooled, it contracts..

    “The air expands”

    Demonstrate how air expands when heated and pushes water out of a vessel (homemade thermometer).

    Stroke: Consider the “thermometer”, how it works, its design (bottle, tube and stopper). Make a model thermometer with the help of an adult. Make a hole in the cork with an awl, insert it into the bottle. Then take a drop of tinted water into the tube and stick the tube into the cork so that the drop of water does not jump out. Then heat the bottle in your hands, a drop of water rises up.

    “Water expands when it freezes”

    Figure out how snow keeps warm. Protective properties of snow. Prove that water expands when it freezes.

    Course: Take out for a walk two bottles (cans) of water of the same temperature. Bury one in the snow, leave the other on the surface. What happened to the water? Why didn’t the water freeze in the snow??

    Conclusion: In snow, water does not freeze, because snow retains heat, on the surface it turned into ice. If a jar or bottle where the water has turned to ice. burst, then conclude that water expands when freezing.

    “Life cycle of flies”

    Purpose. Observe the life cycle of flies.

    Materials. Banana, liter jar, nylon stocking, pharmacy gum (ring).

    Process. Peel the banana and put it in the jar. Leave the jar open for a few days. Check the jar daily. When Drosophila fruit flies appear, cover the jar with a nylon stocking and tie with an elastic band. Leave the flies in the bank for three days, and after this period, release them all. Close the jar with the stocking again. Watch the jar for two weeks.

    Results. After a few days, you will see larvae crawling along the bottom. Later, the larvae will turn into cocoons, and, in the end, flies will appear. Drosophila is attracted by the smell of ripe fruit. They lay eggs on fruits, from which larvae develop and then pupae are formed. Pupae are like cocoons that caterpillars turn into. At the last stage, an adult fly emerges from the pupa, and the cycle repeats again..

    Why do the stars seem to move in circles?

    Establish why the stars move in circles.

    Materials. Scissors, ruler, white chalk, pencil, duct tape, black paper.

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

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

    “Dependence of snow melting on temperature”

    Bring children to an understanding of the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow will melt.

    Course: 1) On a frosty day, invite children to make snowballs. Why don’t snowballs work? The snow is crumbly, dry. What can be done? Add snow to the group, in a few minutes we are trying to make a snowball. The snow has become plastic. The snowballs were blinding. Why did the snow become sticky?

    2) Put the saucers with snow in a group on the window and under the radiator. Where will the snow melt faster? Why?

    Conclusion: The condition of the snow depends on the air temperature. The higher the temperature, the faster the snow melts and changes its properties..

    “How a thermometer works”

    See how the thermometer works.

    Materials. Outdoor thermometer or bath thermometer, ice cube, cup.

    Process. Place your fingers on the liquid ball on the thermometer. Pour water into a cup and put ice in it. Get in the way. Place the thermometer in the water with the side where the liquid balloon is. Look again at how the liquid column on the thermometer behaves..

    Results. When you hold the ball with your fingers, the column on the thermometer begins to rise; when you lowered the thermometer into cold water, the column began to fall. The heat from your fingers heats the liquid in the thermometer. As the liquid heats up, it expands and rises from the ball up the tube. Cold water absorbs heat from the thermometer. The cooling liquid decreases in volume and descends down the tube. Outdoor thermometers are usually used to measure air temperature. Any changes in its temperature lead to the fact that the liquid column either rises or falls, thereby showing the air temperature.

    “Can a plant breathe?”

    Purpose. Reveals the plant’s need for air, respiration. Understand how the respiration process occurs in plants.

    Materials. Indoor plant, cocktail tubes, petroleum jelly, magnifying glass.

    Process. An adult asks if plants breathe, how to prove 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 hole of the tube is covered with petroleum jelly. Children try to breathe through the tube and conclude that petroleum jelly does not allow air to pass through. It is hypothesized that plants have very small holes in the leaves through which they breathe. To check this, smear 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 on the underside died.

    “Do plants have respiratory organs?”

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

    Materials. Transparent container with water, leaf on a long stem or stem, cocktail tube, magnifying glass.

    Process. The adult asks to find out if air passes through the leaves into the plant. Suggestions are made on 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 “Through the Leaf” experiment in the following sequence: a) pour water into a bottle, leaving it 2-3 cm empty;

    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 the mirror, suck air from the bottle. Air bubbles begin to emerge from the submerged end of the stem..

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    Results. Air passes through the leaf into the stem, as the release of air bubbles into the water can be seen.

    “Do the roots need air?”

    Purpose. Reveals the reason for the plant’s need for loosening; prove that the plant breathes in 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 the same lumps in water (water passes worse, there is little air, since less air bubbles are released from dense earth). 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 bottle, air is pumped 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. They observe changes in seedlings (it grows well in the first container, worse in the second, in the third – the plant dies).

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

    “What does the plant give off?”

    Determines that the plant is producing oxygen. Understand the need for respiration for plants.

    Materials. Large glass container with a sealed lid, a stalk of a plant in water or a small pot with a plant, a speck, 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 stalk) is placed inside a high transparent container with a sealed lid. They are placed in a warm, bright place (if the plant provides oxygen, there should be more of it in the jar). After 1.2 days, an adult asks the children the question of how to find out if oxygen has accumulated in the jar (oxygen is burning). Observe the bright flash of the flame of the splinter introduced into the container immediately after removing the lid.

    Results. Plants release oxygen.

    “Is there food in all the leaves?”

    Determine the presence of plant nutrition in the leaves.

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

    Process. An adult asks to find out if there is nutrition in leaves that are not colored green (in begonia, the back of the leaf is colored burgundy). Children assume there is no food on this sheet. An adult offers children to place a leaf in boiling water, after 5 – 7 minutes examine it, sketch the result.

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

    “In the light and in the dark”

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

    Materials. Onions, a box of sturdy cardboard, two containers of earth.

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

    Results. After 7 – 10 days, the result is again sketched (the onion turned green in the light – it means that nutrition has formed in it).

    Identify favorable conditions for the growth and development of plants, substantiate the dependence of plants on soil.

    Materials. Two identical cuttings, a container of water, a pot of soil, plant care items.

    Process. An adult offers to determine whether plants can live long without soil (they cannot); where they grow better – in water or in soil. Children put geranium cuttings in different containers – with water, earth. Observe them until the first new leaf appears. The results of the experiment are documented in an observation diary and in the form of a model of plant dependence on soil.

    Results. In a plant in the soil, the first leaf appeared faster, the plant gains strength better; the plant is weaker in water.

    “Where is the best place to grow?”

    Purpose. Establish the need for soil for plant life, the effect of soil quality on the growth and development of plants, identify soils that are different in composition.

    Materials. Tradescantia cuttings, black soil, clay with sand.

    Process. An adult chooses a soil for planting plants (black soil, a mixture of clay and sand). Children plant two identical tradescantia cuttings in different soil. They observe the growth of cuttings with the same care for 2-3 weeks (the plant does not grow in clay, in black soil it grows well). A stalk is transplanted from a sandy-clay mixture into black soil. After two weeks, the result of the experiment is noted (the plant has good growth).

    Results. Chernozem soil is much more favorable than other soils.

    Purpose. Set how the plant seeks light.

    Materials. Cardboard box with a lid and partitions inside in the form of a labyrinth: in one corner there is a potato tuber, in the opposite – a hole.

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

    “How the shadow is formed”

    Purpose: To understand how a shadow is formed, its dependence on a light source and an object, their mutual position.

    Course: 1) Show children the shadow theater. Find out if all objects give shade. Transparent objects do not give a shadow, as they let light through themselves, dark objects give a shadow, since the rays of light are less reflected.

    2) Street shadows. Consider the shade on the street: in the afternoon from the sun, in the evening from lanterns and in the morning from various objects; indoors from objects of varying degrees of transparency.

    Conclusion: A shadow appears when there is a light source. A shadow is a dark spot. Light rays cannot pass through an object. There can be several shadows from oneself if there are several light sources nearby. The rays of light meet an obstacle. tree, therefore there is a shadow from the tree. The more transparent the subject, the lighter the shadow. It’s cooler in the shade than in the sun.

    “What does it take to feed a plant?”

    Set how the plant seeks light.

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

    Process. An adult offers children a riddle letter: what will happen if no light falls 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 plaster is removed.

    Results. Plant nutrition is not formed without light.

    To systematize knowledge about the developmental cycles of all plants.

    Materials. Seeds of herbs, vegetables, flowers, plant care items.

    Process. An adult offers a riddle letter with seeds, finds out what the seeds turn into. During the summer, plants are grown, recording all changes as they develop. After picking the fruits, they compare their sketches, draw up a general scheme for all plants using symbols, reflecting the main stages of plant development.

    Results. Seed – sprout – adult plant – flower – fruit.

    “How to detect air”

    Determine if air surrounds us and how to detect it. Determine the air flow in the room.

    Course: 1) Offer to fill plastic bags: one with small objects, the other with air. Compare the bags. The bag of objects is heavier, the objects are felt to the touch. Air bag light, convex, smooth.

    2) Light a candle and blow on it. The flame is deflected, the air flow acts on it.

    Hold the snake (cut from a circle in a spiral) over the candle. The air above the candle is warm, it goes to the snake and the snake rotates, but does not go down, as warm air lifts it.

    3) Determine the movement of air from top to bottom from the doorway (transom). Warm air rises and goes from bottom to top (since it is warm), and cold air is heavier – it enters the room from below. Then the air warms up and rises again, this is how the wind in nature turns out.

    “What are the roots for?”

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

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

    Process. Children examine cuttings of balsam or geraniums with roots, find out why the roots are needed by 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. Less water because the roots of the cuttings absorb water.

    “How to see the movement of water through the roots?”

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

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

    Process. Children examine cuttings of geranium or balsam 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? The children’s assumptions are discussed. Consider food dry dye – “food”, add it to water, stir. Find out what should happen if the roots can take not only water (the root should be painted in a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. Clarify what will happen to the plant if substances harmful to it are in the ground (the plant will die, taking harmful substances along with the water).

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

    “How the sun affects the plant”

    Establish the need for sunlight for plant growth. How the sun affects the plant.

    Course: 1) Plant the onion in a container. Place in the sun, under a hood and in the shade. What will happen to plants?

    2) Remove the cap with the plants. What bow? Why light? Put in the sun, onions 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, maintain their green color, since sunlight accumulates chlorophytum, which gives green color to plants and for the formation of nutrition.

    “How feathers are arranged in birds”

    Establish a connection between the structure and lifestyle of birds in the ecosystem.

    Materials: chicken feathers, goose, magnifier, lightning lock, candle, hair, tweezers.

    Process. Children examine the feather of a bird, paying attention to the rod and the fan attached to it. Find out why it falls slowly, whirling smoothly (the feather is light, since there is a void inside the rod). An adult offers to wave a feather, to observe what happens to him when the bird flaps its wings (the feather resiliently springs, without disengaging the hairs, keeping the surface). The fan is examined through a strong magnifying glass (there are protrusions and hooks on the grooves of the feather, which can be firmly and easily aligned with each other, as if fastening the surface of the feather). Examining the down feather of a bird, they find out how it differs from the flight feather (the down feather is soft, the hairs are not interconnected, the rod is thin, the feather is much smaller in size), the children reason why such feathers are for birds (they serve to keep warm).

    Long-term work plan (direct educational activities, work with parents, work with educators)

    PROSPECTIVE WORK PLAN (DIRECT EDUCATIONAL ACTIVITIES, WORK WITH PARENTS, WORK WITH UPBRANCERS)

    work with parents

    work with educators

    Parents questionnaire

    Consultation for parents

    “Organization of children’s experimentation at home”

    Photo exhibition “My family in the country”,

    Consultation for educators:

    “Carrying out experimental search activities in kindergarten”

    Memo for parents

    Experimenting with water

    Photo exhibition “My pets”

    “Ah, this amazing sand!”

    Photo exhibition “My family in the forest”,

    Summaries directly – educational activities

    Abstract of GCD

    “School of Magic”

    Purpose: The development of mental operations in children: the ability to put forward hypotheses, draw conclusions, choose a method of action.

    Tasks:

    to expand children’s ideas about the properties of ice (melts in the heat);

    stimulate independent formulation of conclusions by children;

    help children accumulate specific ideas about the magnet and its ability to attract metal objects;

    identify changes in the state of aggregation of solids;

    to educate accuracy in work, compliance with safety rules when working with fire;

    enrich and expand the vocabulary of children.

    Materials:

    Beads, frozen in ice cubes, glasses, warm water.

    Magnet, cardboard, metal, plastic and wood objects.

    Candles, teaspoons and metal plates pre-oiled with vegetable oil, granulated sugar, fire extinguishing jars.

    Course of the lesson

    Educator: Hello children! I am very glad that our meeting has begun. I invite you to a lesson, and it will be unusual with us today. How would you like to see our lesson? (Children’s answers). You want it to be magical?

    Educator: And what is magic? (Answers of children). Then I invite you to the school of wizardry. (“Magic” music sounds). Close your eyes, turn over your left shoulder.

    I’ll take a stick in my hand,
    I will gently wave it,
    We are transforming now
    We’re in a magical, friendly class.

    (In the group room, 3 tables with materials for experiments are prepared in advance)

    Educator: You and I ended up in a magic room.

    Ice Experience

    Educator: For our magic to work, you need to do a kind deed. And which one – I’ll tell you now.

    (Problem situation). I brought you beads to class, accidentally dropped them into the water, and the evil sorcerer froze them, and the beads were captured. How can we be? What to do?

    Children: Need to free the beads.

    Educator: And how can you free beads from captivity?

    (Children express their hypotheses)

    Can be warmed up in a cam.

    Can be put on battery.

    Can be put in warm water.

    Educator: You guys have made a lot of interesting suggestions. Let’s check them and find out which of the proposed methods is the fastest.

    (Children conduct experiments with ice melting and draw a conclusion).

    Magnet experience

    Educator: Guys, I have a magic stone that can move metal objects. See what will happen now.

    (There is a paper clip on a sheet of cardboard, a magnet under the cardboard. The teacher moves a paper clip with a magnet along the paths drawn on the cardboard – straight, zigzag, spiral)

    Does any of you know what this stone is called? (Children’s answers). That’s right, magnet. And now I want you to show me this magic yourself. Do you think our magic will work with plastic and wooden objects??

    (Children experiment with metal, wood and plastic objects).

    Educator: You saw how interesting and unusual the paper clip was moving. Let’s repeat her movements.

    There is a dynamic pause

    (The teacher shows a card with the image of the tracks, and the children perform movements with cheerful music)

    Experience with fire

    Educator: You were good students and, of course, you deserve another interesting and tasty magic. It must be done carefully and very carefully, since we will be working with fire. And fire, as you already know, can be dangerous if handled incorrectly..

    Take a look. you have spoons on the table. What’s in them? Tell me about sugar. What is he? (Answers of children)

    Please take some spoons and heat the sugar over the candle fire. Watch what happens carefully. What has sugar become? Why? (Answers of children)

    Now gently pour the liquid sugar onto a plate. What sugar has become? (Children conclude that when heated, sugar becomes liquid, pours freely, and when heating stops, sugar turns into a solid state)

    (The teacher gives instructions on how to properly extinguish the candles. With the help of jars, candles are extinguished).

    Educator: Do you guys think the sun’s heat will make sugar runny?? (Children’s answers). The sun’s heat will not be enough for the sugar to become liquid.. (“Magic” music sounds)

    So our lesson is over. Finally, I will give you a magic seed that you plant and see what grows out of it. it will be a new and very interesting story.

    And, of course, try our delicious magic.

    Synopsis of a cognitive lesson with elements of experimentation in the older group.

    Purpose: To develop curiosity in children, cognitive interest in inanimate nature; Develop the ability to solve problem situations, put forward hypotheses, test them. To consolidate knowledge about the concepts of “weather”, “precipitation”. Give knowledge about the origin of clouds, clouds, rain.

    Lead children to an understanding of cause and effect relationships in nature.

    Methods and techniques: visual – effective, verbal, playful;

    conversation, showing, explanation, research activities, play.

    Equipment: tape recorder, Karkusha’s toy, envelopes with letters, posters with the water cycle, various types of clouds.

    Experimental equipment: tripod, flask, fuel, earth, glass; colored pencils, paper, flashlights, disposable cups of liquid (water with milk) for each child.

    Preliminary work: observing the weather, the lesson “Creating a weather calendar”, experiments with water; first encounter with the journey of a water droplet.

    Educator: Guys! Today we will continue to play young scientists with you. In our scientific laboratory, the questions “Precipitation” arose. For example, your beloved Karkusha sent a letter asking: “Where does this wet rain come from? My wonderful feathers get wet all the time. ” And here’s another letter, it seems to be from Fili: “You can’t stick your nose out of the kennel, it’s all snow and snow. Where does it come from? “

    Let’s make our first scientific conclusion by answering the question:

    “Which of these letters was delayed, and which came on time?” (children’s answers)

    Educator: Why did you decide so?

    Children: Karkusha wrote a letter in autumn, and Filya in winter.

    Educator: since Karkusha has been waiting for an answer for a long time, I decided to invite her to us. Let her hear everything herself and watch our experiences.

    Karkusha appears: “Hello, guys! I was in such a hurry! I was in such a hurry!

    I hope you haven’t missed anything? “

    Educator: Karkusha! You are just in time, please sit down and listen carefully. But first, listen to one piece of advice:

    Educator: “Who will answer me what determines our weather during the day?”

    (sun, air, water)

    Educator: “Now I will show you a diagram of the transformation of water into precipitation”

    (Show with an explanation of the water cycle in nature)

    Put snow in one more vessel and cover it with foil in the same way. It will take time for the snow to melt and turn into what? (Water)

    And the water should heat up and start to evaporate, and turn into what? (Steam)

    This will take time too.

    There comes a time when the teacher does not have enough hands to accept all the children, and all that remains is to swap them, send them back.

    Cirrus clouds, usually thin and stretched. a sign of windy weather. They float high in the sky and are composed of ice crystals.

    Stratus clouds are usually a layer of thin, pale gray clouds that cover the sky. They often bring light, drizzling rain. The clouds are gray rain clouds with ragged edges. Some have a white top, such clouds promise a thunderstorm.

    It was afternoon or evening, maybe morning or night?

    Children express their assumptions, observations.

    Children go over to jobs in the “laboratory”

    Children describe observations. Notice that the color has not changed.

    Children perform actions. Notice changes.

    Summary of lessons on GCD

    “Air and Water”

    Senior group

    Purpose: to develop cognitive activity in the process of experimentation; expand knowledge of air and water, intensify speech and enrich vocabulary.

    Materials for the lesson: ball; a glass of water and a straw; ball of cotton wool, suspended on a string; a rock; wooden block, tassel; paints; painted soap bubble and droplet.

    Course of the lesson:

    “The mouse dried the dryers,

    Mouse invited mice

    Drying mice to eat steel,

    Mice have broken teeth “

    “Three magpies, three rattles

    Lost three brushes.

    Three today, three yesterday

    Three more the day before yesterday “

    And to speak clearly, you need to be friends with your finger.

    Finger exercise.

    One, two, three, four, five

    Let’s count our fingers

    All so necessary.

    On the other hand again

    One, two, three, four, five

    Although not very clean.

    So, let’s start the lesson with a riddle.

    The globe was brought into the bus,

    It turned out to be … (globe)

    “You warm the whole world

    And you don’t know fatigue

    And you look into the windows

    And everyone calls you … “(Sun)

    “Throwing into the river does not sink

    Doesn’t moan against the wall

    We will throw it to the ground

    Will fly upward “

    The game “Who has a fluff will rise beautifully high”

    Breathing exercise.

    Place the balloon in front of the lips, make a lip tube and blow smoothly onto the balloon. Hold the ball at an angle. We blow harder and see how the ball beautifully flies up.

    “We are soap bubbles”

    This means that there is air everywhere, in every object. Only there is more of it, but somewhere less.

    Summary of lessons on GCD

    Objectives: To expand the understanding of human use of factors of the natural environment: to form the idea of ​​children about the importance of clean water and air in human life.

    -create a favorable atmosphere of benevolence and mutual understanding.

    This experience clearly shows how environmental pollution has a detrimental effect on the buoyancy of waterfowl in particular. Contaminated water enters the natural environment. And through groundwater, it seeps into ponds, lakes and other bodies of water.

    Course of the lesson

    Hello guys! Let’s smile at each other and share a good spring mood. Dear Guys! Today we will continue our conversation about water birds and have a little experiment. But first, let’s remember what birds are classified as waterfowl? Guys, guess riddles and illustrations with the named birds appear.

    I love bad weather

    I respect very much water.

    I protect myself from the mud,

    Clean, gray. (Goose)

    Go fishing slowly, waddle;

    Its own fishing rod, its own boat …. (Duck)

    This is an old friend of ours:

    He lives on the roof of the house –

    He flies to hunt …. (Stork)

    Follow the frogs to the swamp.

    Stands on one leg,

    Gazes into the water.

    Pokes his beak at random –

    Looking for frogs in the river.

    A drop hung on my nose.

    Do you recognize? It. (Heron)

    Well done, guys, they guessed all the riddles. Let’s remember with you finger gymnastics about birds.

    Finger gymnastics “Duck”

    Swaying on the waves, the duck swims:

    It will dive, then it will emerge

    Make smooth movements with the hands of both hands from right to left, then imitate the movements of the duck’s legs in the water.

    Comparison of two birds according to plan:

    Let’s compare with you two birds – a crow and a seagull.

    Big or small?

    How it moves (flies, walks, jumps)?

    Singing or not? How it screams?

    It is concluded that the seagull is a waterfowl. Now, think, remember and tell me why these birds are called “waterfowl”? What helps them swim? How do they move on water? (Answers of children, generalization by the teacher.) That’s right, their paws are with membranes. They are like oars near a boat to help the birds push off in the water. Scientists called this structure of the paws of the copepods..

    Stork, long-legged stork,

    Show me the way home.

    Stomp with your right foot,

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    Stamp with your left foot

    And then you come home.

    Again – with the right foot,

    Left foot again,

    After – with the right foot,

    After – with the left foot.

    Then you will come home.

    Well done boys. Sit down. The backs of all are straight, the legs are on the floor.

    Guys, I know you all walked with your parents in the parks. Did you like it there? Have you seen waterfowl? Which ones? That’s right, there are many ducks in the parks. Did you notice what kind of water they were swimming in, was it clean or polluted? Let’s do an experiment with you and find out how ducks swim in our parks. For this we need a bowl with input. We will add some blue paint to it and gently lower the feather with tweezers. We mark the minutes on the hourglass. Now we will take out our pen and carefully run a cotton ball over it. Let’s look at the ball. Place the feather on a paper towel. Now add two tablespoons (30 g) of dishwashing liquid to the water. Stir gently to avoid bubbles. Gently lower the second feather to the surface of the water. After one minute, take out the pen and gently run a cotton ball over it. Let’s look at the ball. Put the feather on a paper towel.

    What happened to our feathers? Are they the same or not? How do they differ from each other? Why do you think this happened? What does it mean?

    Result: Both feathers will float, but the feather will let water through in soapy water. on a cotton ball we will see a blue color.

    Explanation: To understand what happened, you need to take a closer look at the structure of the pen. Here we distribute magnifying glasses and loupes to children. The “trunk” of a feather that attaches to the body of a bird is called a feather spine. Thin feather petals extend from the awn, which are tightly linked to each other by tiny hooks and form a continuous surface. When detergent is added, the surface tension of the water decreases and water can penetrate between the hooks. In addition, soap dissolves the grease of bird feathers, and as a result, the bird becomes “heavy” in the water, moves slower and gets tired faster. Water contaminated with soap affects not only geese, ducks and other waterfowl, but also waterfowl mammals. otters, beavers and others.

    Sketching experience.

    Guys, what new have you learned? Did you like the lesson?

    Summary of lessons on GCD

    Software:

    To consolidate knowledge about the different states of water, the water cycle in nature, about the importance of ox in the life of plants, animals and humans. About. that water is a “home” for many plants and animals, the need to protect quiescent animals and their habitat, the need to use water economically in everyday life.

    Exercise in compliance with environmental rules of behavior in nature.

    Vocabulary work: activate the words water cycle, liquid.

    Material and equipment: a seven-color flower, a package, a poster “water cycle in nature”, pictures with images of aquatic animals and plants, nature protection signs; table, laboratory equipment; droplet silhouettes for

    Course of the lesson:

    How to Cut Easy, DIY Elliptical Table Tops

    Guys, look, on Iola we have some wet traces of who came to us. Let’s follow these tracks and see (children find a package). They sent us a package, and who is not clear. What does it say here “Before unpacking the parcel, guess the riddle and find out from whom the parcel is sent?”

    I am a cloud and a fog

    Both the stream and the ocean

    And I can be glass!

    Right from the Wizard of Water, I take out a note from the parcel, read out “Hello, guys! I was completely bored in my watery kingdom. So I want to have fun, talk. So I decided to invite you on a trip with me. I am sending you a wonderful flower with magic petals as a present. He will help you, and I will see and hear us. ” Guys, you know the kitty flower, as it is called. But to start our journey, you need to pick the petal and say the cherished words (repeat the verses). Children pluck a petal.

    We are poisoned into space, which our planet is seen by astronauts from the ship’s window (answers). Do you know why it is blue. I have oxen, but what is it for? You answered this question correctly, without water there would be no life on earth, our planet would be without a vital desert.

    We tear off the next petal and find ourselves in the laboratory at the droplet. And this means that you need to tell about the properties of water, which you know and prove by experiments. Well done, you know what properties water is fraught with, which will help you unravel many of the secrets of nature.

    It’s time to move on. Pick a petal, play music with a record of rain. Hear, does it rain in winter, but this is a sorceress water. Talking to us in the rain. You have probably already missed the rain, you will not only hear it, but also see it. Show experience “Rain”. For this very little is needed, a sponge and water. I sprinkle a sponge with water and ask, is water being drunk from a sponge? I give you a touch. Where to do the water, the sponge absorbed it, there are too few droplets for it. I repeat. Then I dip the sponge into a baking sheet of water, turn it over and lift it. So it started to rain. The sponge was soaked all over, it couldn’t store any more. keep water in itself, so it began to drip from it. Likewise in nature, a small cloud, like a sponge, stores water in itself, absorbs, grows, darkens. Tiny droplets in the cloud merge, become heavy. The cloud can no longer hold them and they fall to the bottom pouring rain.

    And where else is water found in nature, where it happens, where it travels.

    Children answer, recite poetry.

    That’s why they call her a sorceress. She is now rain, now snow, now a calm lake, now a stormy sea, now a soft cloud, now hard ice or hot steam. That’s how different she is.

    Something has become damp, we’ll wait until we get wet, pick another petal and fly to the sun, it will warm us, dry us, and caress us. Arrived it became so warm and fun, you feel. But where did this water go, became invisible. easy. It will fly away, disappear and we will be left without an ox. Is it so? Explain why water in nature will not disappear forever. Water does not disappear, but only transforms from one state to another and travels in a circle. Let’s play, you will all be drops, raindrops and go on a fun journey. Where do the raindrops gather? (in a cloud). Here is the mother cloud (I put it on the flannelegraph). The droplets gathered together and set off from the cloud on their way to the earth in a cheerful rain. They watered the earth, flowers, grass, jumped, played. Bored nm began to play alone, they got together and flowed first in a small stream, and then in a big river into the seas, into the oceans. But then the sun came (I expose the sun). The droplets from the sunbeam became small – small, light-light, they stretched upward and again returned to my mother. cloud.

    Now, droplets, tell me how you traveled, what you did.

    What are the names of such movements of water droplets in a circle?

    In the house “nature” we found water, no matter how it played with us at hide and seek.

    Let’s pick the next petal and look for water in our homes, if we have it. Where does it come from? How to deal with her? Why open and close taps? True, it only seems that the water itself flows from the tap. It took a lot of work for this. Therefore, it must be protected. But what can be done, after all, some people may object to us, because the entire planet Earth is covered with water, why save it, what would you say to such people?

    Let’s pick one more magical petal, and you and I found ourselves on the bank of an amazingly beautiful river in our city. We visited her very often. And then you turned into the inhabitants of our river (children tell who they turned into, show with facial expressions and movements). We dived and swam, approach the flannelegraph) Something is not very fun here, something is missing in our house. river. Children talk about and will interfere with aquatic plants on the flannelegraph. Can these plants be found in a meadow, in a clearing? Why?

    How it became cozy and beautiful in this house, you can settle, where are the inhabitants.

    Children will interfere with flannelograph pictures, images of aquatic inhabitants. What are all interesting, unusual.

    Can they live somewhere on land? Why? Children talk using an adaptation diagram.

    Guys, scientists say that they all need each other. Is it true?

    Children talk. Why is there a mosquito on the river? Is he so annoying, does he bite? Imagine that all the mosquitoes have disappeared from our river. What will happen? We remove the pike (children’s reasoning). Can Anyone Be Removed? Truly not, the river is a community, everyone here lives together, everyone needs each other.

    I put the figurine of the man on the flannelgraph. I ask, does this community need a person? (no, the river can live without a person). Can a person live without a river? What does the river give a person, how does it help him?

    Look, we have a guest (I will interfere with a dirty drop on the flannelegraph).

    Only she is sad for some reason, you have to ask. She says that the water in the river became dirty, muddy, the droplet did not even see its arms and legs, it used to be clean and transparent, but it became dirty. Why?

    How to make a river clean?

    Pure water is a wonderful gift. Unfortunately on earth it becomes less and less. We people should be grateful to the rivers for the pure ox that they give us and pay the rivers with a good and careful attitude. We will help a droplet from our river, show the alphabet of nature (children show environmental signs and tell them)

    Well, here he was alone on our flower. the only petal, what can we wish, wherever you go on your trip?

    Who do you think needs this petal more, probably the river and its inhabitants. I will tear off the petal and say my good wishes to the river and they will definitely come true.

    Summary of lessons on GCD

    Purpose: To acquaint children with the diversity of the world of stones and their properties.

    Educational: pay attention to the features of the stones. Together with children, classify stones according to the following criteria: size (large, medium, small); surface (smooth, even, rough, rough); temperature (warm, cold); weight (light, heavy), buoyancy – sinks in water. To direct children to search and creative activities in kindergarten and at home.

    Developing: develop visual and muscle memory, eye, logical thinking. Promote the development of aesthetic taste. Encourage children to verbalize their tactile sensations. Strengthen the skills of working with magnifying devices. Promote the development of auditory perception.

    Educational: cultivate a respectful attitude towards inanimate nature.

    Demonstration and handout material.

    Photos, paintings of mountains and mountain landscapes.

    Choice

    When choosing a cover for a kitchen table, not only personal preferences play an important role, but also the countertop itself, as well as the design of the kitchen. Nobody will cover an expensive stone base with self-adhesive.

    When working independently with wood, creating a new countertop or remodeling an old one, you can choose oily-wax compositions to protect it. They will protect the wood from moisture, high temperatures and scratches. Today, paint and varnish coatings are inferior in popularity to oil compositions..

    To reconstruct the table “in a hurry”, a self-adhesive film, matched to the kitchen environment, is suitable. A large selection of drawings and color palette will not make it difficult to make the right decision.

    Those who wish to create a masterpiece in the kitchen with their own hands can fill the countertop with liquid glass. Such a choice is capable of realizing any flight of imagination. Everything is filled in – wood, shells, sea pebbles, herbarium, branches. Glass can be tinted and multi-structural.

    Who does not want to strain too much, but has a desire to keep the newly purchased countertop, can use PVC film. Soft glass will provide reliable protective service.

    Liquid glass

    This beautiful and reliable coating was invented at the beginning of the 19th century by Professor Johann Fuchs. Liquid glass is a transparent polymer (epoxy resin). The material does not change color, does not crack or flake off. It is resistant to mechanical stress, is not afraid of hot dishes and spilled coffee. The smooth surface is easy to care for.

    Glass is made on the basis of sodium and potassium silicates. Potassium polymer does not give glare, but soda glass is more suitable for countertops.

    You can also use liquid glass at home, it is diluted with plain tap water. To make the coating look truly glass, before pouring the composition, the tabletop is cleaned of dirt and sanded. Then the resin is applied in a spiral motion and leveled with a spatula – from the center to the sides.

    The intended surface structure must be completed before it hardens. By the way, by adding a dye, you can get a beautiful colored coating..

    Coating options

    As we have already found out, for a tabletop to serve for a long time, it must be durable, reliable, have a heat-resistant and water-repellent surface. Industrial models made of metal and artificial stone meet these requirements. It is more difficult to protect wood or products from chipboard, MDF. They are laminated, covered with PVC film, plastic, paints and varnishes, liquid glass.

    Oil and paint coatings

    Such coatings are of two types: based on oil and wax, with the use of paints and varnish. At home, the worn surface is cleaned of the old finish, then sanded and a protective layer is applied again..

    The countertop will be reliably protected by industrial oils: citrus, tung, linseed. It should be applied to the surface from two or more layers, each of them should dry well before further application. These are environmentally friendly compounds, they do not have toxic odors and vapors, they are able to repel water, protect the surface from scratches.

    Paints and varnishes are also good at restoring and updating wooden countertops. They are resistant to high temperatures, which means that hot cups of tea will not leave marks on the table..

    Coating for the kitchen table: varieties and recommendations for choosing

    • Countertop requirements
    • Coating options
    • Choice
    • Beautiful examples

    Kitchen countertops cover the working and dining areas, these surfaces are always in sight, they play a big role in the aesthetic perception of the entire room. In addition, countertops are the most functional pieces of furniture in the kitchen, and the strength, durability and beautiful appearance of the table depend on their coating..

    Self-adhesive film

    This is the easiest option to renew an aged countertop. Before laying the film, the surface should be well cleaned with sandpaper, brought to full smoothness. Cover with a sticker carefully, carefully expelling air bubbles from under the film.

    The assortment of self-adhesive films is quite large, it can be purchased with imitation of any tree species, stone with a pattern or plain bright products. Such a surface is easy to clean, does not wear out for a long time, the color does not lose its saturation for many years.

    Soft glass

    Housewives try to cover the tables with all kinds of tablecloths and oilcloths to preserve their appearance, but the bedding quickly wears out and becomes unusable. The best solution for this task is to cover the surface with a special film..

    The flexible cover looks like a transparent overlay on the table, instead of a tablecloth – a silicone backing. It is made from polyvinyl chloride (PVC). The lining is resistant to the effects of household chemicals, it is easy to care for it, it is not afraid of high temperatures and scratches, it has water-repellent properties.

    PVC is suitable for protecting wooden surfaces, chipboard, MDF, glass, metal products, agglomerate, artificial stone. The film is durable, does not deform, has great elasticity, high strength.

    Countertop requirements

    The countertop in the kitchen experiences daily stress and at the same time remains reliable and beautiful for years, looks no worse than the rest of the less popular furniture. Table surfaces have to deal with spilled liquid, accidental knife strikes and other mechanical influences, but they should not lose their original appearance. The right coating will help you cope with different tasks. He needs to meet the following requirements:

    • the surface must be water-repellent;
    • do not react to aggressive household chemicals;
    • guarantee strength, durability and resistance to mechanical stress;
    • the presence of heat-resistant indicators will allow you to put hot dishes on the table without fear of damaging it;
    • the countertop should not fade, change its color over time;
    • it is important for the coating to have an attractive appearance and match the style of the kitchen;
    • you should choose a covering material that is easy to maintain, for example, loose surfaces can accumulate pathogenic microbes in the recesses, in such cases it is better to give preference to a smooth base.

    Transparent silicone tablecloth on the table “liquid glass”

    A kitchen table most often requires a tablecloth – to protect its surface and make the room more decorative. If earlier our grandmothers and mothers used textile tablecloths made of linen and cotton for festive occasions, and on weekdays – a practical oilcloth, then modern housewives have a much wider choice..

    Today, women can choose from many different options for tablecloths, their shapes and sizes and, most importantly, the materials from which they are made..

    Transparent tablecloths for the kitchen table are very popular now. If a colored tablecloth is not suitable for any kitchen, and a white one is too impractical, then a transparent one is what you need. Features of a transparent tablecloth for the kitchen and consider in the article.

    Let’s figure out what materials they are made of, what shapes and sizes they come in, and determine the approximate prices for these products.

    The form

    Consider what shape transparent tablecloths are most often purchased on the modern household goods market.

    • Photo net for kitchen
    • Kitchen interior with black and white curtains
    • Photo of beautiful curtains on eyelets
    • Photo of curtains made of veils for the kitchen or living room
    • Photo of the bedroom interior with beige curtains
    • Tips on how to choose curtains for the bedroom: interior photos
    • Curtains for arches in the hall or kitchen
    • Round. This is a classic form of oilcloth tablecloth for the kitchen. Ideal for a round glass table.

      Oval. Suitable as a festive tablecloth on the table. Most often they are decorated at the bottom with an elegant lace border, they look great.

      The size

      We will find out how to determine the size of the product.

      According to the classical canons, the tablecloth should be larger than the area of ​​the table top. And not less than 20 percent. If the product is designed for a festive event, then it can exceed the size of the table top by 70-80%, hanging almost to the floor.

      And if this is a tablecloth for every day, up to medium size – 30-40% more tabletop area will be enough.

      It is also worth paying attention to how round tablecloths for the kitchen look and how they are used..

      Features of PVC tablecloth

      Transparent tablecloths are often made from a material such as PVC. This versatile substance is used in the manufacture of windows, and plastic bags, and, as it turned out, also tablecloths. Consider the features of transparent PVC tablecloths.

      First, it is affordable. Every housewife will be able to afford to buy such a product for her house..

      Rare practicality. PVC tablecloth is not afraid of water, dirt, stains – all dirt can be easily removed with a regular cloth.

      The variety of models, patterns and designs of products made from this material is so great that any housewife has a lot to choose from..

      The tablecloth is notable for its good versatility and, correctly selected, can decorate the interior of almost any kitchen. The product is very practical and does not require any special maintenance. It is enough just to wipe it with a damp cloth and brush off the crumbs after eating. The PVC product is absolutely wrinkle-free and does not need to be washed.

      Some users claim that hot dishes can be put on the PVC tablecloth, and the product will not be harmed – the tablecloth will not melt, deteriorate, etc. However, it must be warned that this information is not entirely correct. Of course, the tablecloth will stand up quietly if you put a mug of freshly poured hot coffee on it. However, we do not recommend placing a hot frying pan or other utensil that has just been removed from the fire on top of the product. In this case, the product, most likely, will not withstand and melt..

      Reviews of teflon-coated tablecloths can be found in this material.

      Silicone

      The great advantage of PVC tablecloths is that they can be selected in both transparent white and transparent colored options. This variety allows you to better decorate the room..

      Consider also the features of transparent silicone products. They, like PVC tablecloths, also have their own advantages. Silicone tablecloths are extremely elegant and decorative..

      Silicone tablecloths are characterized by increased strength characteristics. Suitable for those housewives who value reliability and have a large, noisy family – with small children and animals. The silicone product is able to withstand even active daily use.

      Read about how to choose a tablecloth for an oval table in this article..

      The transparent silicone model looks charming both on wooden and, especially, on glass kitchen tables. It gives weightless airiness to the kitchen space, so it can be used to “dilute” an interior that is too heavy – with a bulky dark kitchen set.

      A silicone tablecloth is often without a pattern, which makes it possible to use it in strict, minimalistic interiors. And modern fashion welcomes just such interiors. The absence of a pattern also emphasizes the elegant shape of the furniture.

      The advantage of silicone over PVC is that it can easily withstand high temperatures. Many homes have modern silicone bakeware that can withstand colossal heat in the oven. So you can be calm – the tablecloth will somehow withstand a mug of tea or even a hot pot from the stove, without losing its decorativeness and its technical characteristics..

      The silicone product is absolutely silent during operation. There will be no rustling, no rustling, no other sounds from the touch.

      it is worth noting that silicone transparent tablecloths are indeed very practical and presentable at the same time. They are popular in Western countries, and now they are very quickly being introduced into our everyday life. You will also appreciate their practicality, durability, versatility and decorativeness..

      You should also pay attention to what kind of transparent tablecloths are on the kitchen table and how good they look..

      Cotton

      Products made of transparent cotton lace are an excellent solution, but they are more suitable for a festive event, since natural material cannot be compared to artificial material in terms of practicality. Cotton looks very nice, but requires frequent washings.

      Be careful when eating with such a tablecloth. Natural cotton can absorb grease and dirt from dishes so intensively that it will not be washed off later..

      It is also worth knowing that there are waterproof tablecloths for the kitchen and how to choose the right size..

      However, if you purchased a product with the addition of viscose or polyester, then this option will be much more practical. Mixed options are easier to clean and are not afraid of greasy stains.