A wide range of ready-made class notes and GCD for experiments and magical transformations with ordinary objects, things, substances of natural and artificial origin. The secrets of entertaining tricks that will not only arouse the joy and interest of children, but also contribute to the assimilation of new knowledge about the world around them.

Clear step by step descriptions experiments that can be carried out without resorting to significant material and technical costs. Research activities, which will help the formation of children's ideas about animate and inanimate nature, about the relationship and interdependence of objects and phenomena; that will support and enhance their cognitive interest.

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All sections | Research activity. Summaries of classes, GCD

Summary of cognitive research activities with children of different ages "Properties of ice" MBDOU "Kutushinsky kindergarten» ABSTRACT informative - research activities with children of different ages (4-7 years old) on the topic "Properties of Ice" Prepared: teacher Ivanova IV 2020 Target: to introduce children to the properties ice: slippery, fragile, light, has...

GCD in the age group of the compensatory type "Research activity" Target: To form children's interest in fine arts. Tasks: 1. To consolidate knowledge about mixing paints to obtain new colors and shades and the ability to distinguish them; 2. Bring joy to children, self-confidence through recreational leisure dedicated...

Research activity. Summaries of classes, GCD - Open lesson on cognitive and research activities "The adventure of a balloon" in the middle group

Publication "Open lesson on cognitive research activities ..." Open lesson cognitive research activity in the middle group "Adventure of the balloon" Purpose: to create conditions for the formation of ideas about the properties of air. Tasks: Educational: to acquaint children with the properties of air; lead to an understanding of...

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Summary of joint cognitive research activities with children of the middle group "Winter Adventures" Summary of the joint cognitive research activities with children middle group Theme: "Winter Adventures". OO Cognitive development, social and communicative development, speech development, artistic and aesthetic development, physical development Kinds...

Summary of cognitive research activities "Vegetables" Summary of cognitive research activities "Vegetables" Type of activity: cognitive - research. Purpose: instilling a taste for one's own discoveries in the knowledge of the world around. Objectives: To continue to develop research skills and abilities during...

Synopsis of the GCD on cognitive research activities "Long miles of war" for children of the older group Abstract of the GCD on cognitive research activities for children of the senior group "Long miles of war" Purpose: To instill in children a sense of pride in their people, respect and gratitude for the veterans of the Great Patriotic War. Give an idea of ​​how "expensive"...

Research activity. Abstracts of classes, GCD - Abstract of the GCD on the cognitive research activities of a teacher with children "Cities-heroes and veterans of the Second World War"

Synopsis of the GCD on the cognitive research activities of a teacher with children. "Cities-heroes and veterans of V.O.V." Karima Zagrebelnaya Synopsis directly educational activities on cognitive research activities of a teacher with children. "Cities-heroes and veterans...

"Winter excursion to the park." Synopsis of cognitive research activities Purpose: the formation of children's ideas about the state of trees and grasses in winter, about their adaptability to changing conditions winter weather Tasks: to distinguish trees by trunk and crown, to expand ideas about the buds of trees and their purpose in the life of trees; arouse interest in...

Publication date: 01/13/17

Synopsis of the GCD on cognitive research activities "Amazing properties of a magnet

Educator: Khaydukova N.N.

Target: introduce children to the properties of a magnet (based on experiments): attracts iron; can attract iron objects through water, sand, stones, glass, paper.

Tasks:

Educational: to form in children an idea of ​​​​a magnet and its property to attract objects; find out through which materials the magnet acts; introduce the use of a magnet by a person;

Developing: to develop the desire for knowledge through experimental research activities, to activate the vocabulary of children, the ability to draw conclusions. Develop logical thinking: Highlight item properties.

Educational: to promote the education of independence, initiative, the development of communicative qualities.

Integration educational areas Keywords: cognition, communication, socialization.

Equipment and materials

-Demo: item box

magnet, laptop with skype call with melody (tortilla romance)

-Dispensing(according to the number of children): magnets different size, magnetic fishing rods, a container with sand mixed with various items (wooden, plastic, paper, fabric, water vessels, a container with pebbles., paper clips.

Activity progress:

caregiver: Today, when I went to kindergarten to work, I went to a store where they sold me a box with a surprise. The seller told me that it contained magical items, but why they were magical did not say. Children open the box and look at the items.

Q: Guys, what are these objects? (magnets) Maybe one of you knows what secrets this stone has? (Answers of children, assumptions)

Sit comfortably on the rug, I'll tell you one legend.

Legend.

IN they used to say that there was a huge black mountain at the end of the world, near the sea. At the foot of this mountain, a long time ago, people found stones with unprecedented power - to attract certain objects to themselves. Not far from the mountain was the city of Magnesia, where the brave knight Magnis lived. Like all knights, he wore armor made of iron, and therefore was not afraid of anything, neither enemy arrows, nor wild animals. Magnis boldly walked where he wanted. Only in one place I have never been - near that very mountain. From childhood, his mother told him that not a single knight could pass by her. The mountain attracts them to itself and does not let them go anymore ... But Magnis was very brave, and he was curious what kind of witchcraft was hidden in this place, so he argued that he would pass by the mountain and return to the city alive and unharmed. But no matter how strong and courageous Magnis was, the mountain still pulled him to itself. Magnis was not only brave, but also intelligent. He quickly guessed the secret of this mountain. Magnis found a way to get rid of her and freed all the knights.

- Guys, have you guessed what the secret of this mountain is?

What was this mountain made of?

That's right, this mountain was made of a magnet.

- What method did Magnis find to free himself from this mountain?

(takes off armor made of iron).

caregiver: (shows a magnet)

Here is an ordinary magnet in front of you,

He keeps many secrets in himself.

Q: I suggest you discover all the secrets of the magnet.

Q: So let's do the first experiment.

caregiver: There are different objects in the box, let's check with you whether all objects can be attracted to the magnet. (Children experiment)

Experience 1 “Do magnets attract everything?”

(At the end of the experiment, the teacher examines with the children the groups of objects that they have obtained. Clarifies that one group consists of objects made of iron, and the other objects made of other materials).

Guys, what kind of objects can a magnet attract? (made of iron)

Q: What was the first secret we solved?

• Conclusion : magnet only attracts iron)

Q: Guys, where else can we find information about the magnet?

Children (in a book, on TV, in nature, in an experiment)

The teacher invites willing children to find information in the book; others to experiment with magnets.

Q: What colors are the magnets (Red and Blue)

What do magnets do? (attract and repel)

Q: Guys, let's take a look at the book.

children conclude: If blue, red are attracted, and if red, red are repelled)

Q: 2nd secret of a magnet - a magnet has two poles

Skype call. In the recording "Romance of the Turtle Tortilla".

caregiver: - I wonder who gets in touch with us?

- Guys, I beg you for help, the Evil Karabas Barabas has bewitched my favorite pond, in which I have lived for 300 years, it is very heavily polluted. It has a lot of iron debris at the bottom. And my sandy, rocky shores are strewn with various rubbish. And my friend Pinocchio buried his coins so that a money tree would grow, but the tree never grew and now he cannot find his coins. I ask you to help Pinocchio find his coins, advise, tell me how to clean my pond and my banks from debris. Only one condition: do not touch with your hands, everything is enchanted ...

Well, let's help Turtle Tortilla?

Q: But how? (children's assumptions) A magnet will help us

Q: We need to find out, conduct an experiment

Let's, for starters, split into pairs, agree on where whose pair will look.

1 pair - they will try to find coins and get garbage from the sand, 2 pair - from the water, 3 pair - from the stones.

Q: Do not forget the condition - do not touch with your hands!

Q: Now use the prompt cards to tell what you did. And we will send them to the turtle Tortila.

Q: So, the third secret of the magnet.

3.Conclusion: The magnet attracts objects through the barrier.

Turtle Tortila thanks you for your help, the pond was cleaned, and Pinocchio found his coins.

IN: Guys, what good fellows you are, you did it.

What did we meet today? (with magnet)

What are the properties of a magnet? (It has magnetic power, this power passes through water, sand, stones, glass.)

Tell me guys, where will the acquired knowledge be useful to you in life? ( children's answers)

Well done guys, you did a great job. But it turns out, guys, that a magnet can be not only a good helper, but also an excellent designer. Here is a magnetic constructor for you I brought. In your free time, you will play with it and learn another property of the magnet.

Outcome: - What did we meet today? (with magnet)

What are the properties of a magnet? (It has magnetic power, this power passes through water, glass, air, cardboard.)

Well done guys, you did a great job. But it turns out, guys, that a magnet can be not only a good helper, but also an excellent designer. Here is a magnetic constructor for you I bought in the morning in the store. In your free time, you will play with it and learn another property of the magnet.

Reflection:

What did you like....? (I like it)

What did you find out...? (I found out….)

Synopsis of GCD

Search and research activities

for older children

MDOU d / s No. 2

Roguleva Tatyana Nikolaevna -

Educator MDOU kindergarten No. 2

Mr. Marx

Synopsis of the GCD of search and research activities

for older children

"Transformations. And what is it?"

Goals: Acquaintance with the word "transformation", the search for transformations. Development of the ability to fix the action of the transformation based on the use of pairs of words: “was - will be”, “was - became”. Mastering the "transformation" scheme. Formation of the action of transformation on the basis of practical actions.

Material: pictures of fairytale heroes, with animals, depicting a consistent change in human growth; cards with a schematic representation of transformations; 3 cups of water, teaspoons, salt, sugar, potassium permanganate, gauze, a magician's costume.

Lesson progress:

caregiver : Guys, today in the lesson we will talk about transformations. Think and tell me, where are the transformations?

Children: In fairy tales.

Educator: Remember and name the transformations in fairy tales.

Children's responses are heard.

Educator: who can say what a transformation is?

Children's answers.

Educator: How do we know that a transformation has taken place?

Children: Something or someone has changed, become different.

caregiver : Right. So, transformation is when someone or something was one, and then became another. But transformations happen not only in fairy tales, but also in real life. For example, now we have a day, and then what will happen?

Children: Night.

Educator: What will the night turn into?

Children: Again a day.

The teacher shows a picture with a baby animal.

Educator: Who is this?

Children: Kitty.

caregiver : Right. And let's call him Kuzya. And who is this? (showing a picture with an adult animal)

Children: It's a cat.

Educator: Do you think it could be the same cat?

Children: Yes. At first he was small, but then he grew up and became big.

Educator: Right. The kitten has turned into a cat because it has grown. And you too will turn into adults. And they will call you the same as now. But you will change slowly.

(I show pictures depicting a consistent change in human growth). And let's also do a little plasticine transformation. Can you make a ball out of a cube?

Children: Yes.

Children sculpt a ball, kneading cold plasticine.

Educator. What was the plasticine?

Children: Cold, and in the form of a cube.

caregiver : And how did it become?

Children: Warm, and in the form of a ball.

Educator: A transformation has taken place. Let's play the game "Guess the transformation". I will say the object, and you, what it will turn into.

(a tree is a wooden house, a seed is a flower, a puppy is a dog, water is ice, etc.) Maybe someone will come up with their own transformations.

Educator: Did you know that you can schematically depict the transformation .. An arrow is drawn, showing the direction of the transformation. From frog to princess or vice versa. I will now hand out the leaflets, and you will schematically depict what turns into what.

The children are doing the task.

Educator: And now let's have a rest and play the game "The sea worries once."

"The sea is worried,

The sea is worried two,

the sea is rough three,

flower figure….. freeze.” (animal)

Educator: And the magician, is it a magician or is it a real transformation? You say the magic words 3 times and we'll see if something happens!

Akhalay - Mahalai, start transformations! (I go to change)

Magician: Hello guys! Tell me who am I? Who was I and who have I become? I am very glad that you invited me to visit your kindergarten. Now I will show you tricks-transformations. What do you think we need for this?

Children's answers

Magician: I have a magic wand - this is an ordinary teaspoon. She will be my assistant today. The main thing guys, this is attention, the transformation must be noticed. So, we begin: Eh, Aakhalai, yes Mahalai, start the transformations!

First transformation .

I need a glass of water and salt. I take a teaspoon of salt and lower it into the water, touch it with a magic wand, stir ... One, two, three! The salt is gone. What happened to her, do you think?

Children: The salt has dissolved.

Magician: And what happened to the water? Did she change color?

Children: The water became salty and did not change color.

Magician: Well done! Now you can make this transformation yourself.

I suggest to go tosecond transformation .

Let's take glasses with clean water, and now the most important thing. We take sugar with a magic wand and lower it into water. We stir with our assistant - a teaspoon. Guys, has the water changed color? Where did the sugar go? Taste your water. What did the water taste like?

Children: The water did not change color, but the sugar dissolved in the water.

Magician: Guys, what did you see? What changed?

Children: We watched as sugar and salt dissolved in water. The water has changed its taste. In the first case, it became salty, and in the second, sweet.

Magician: Well done! I have prepared another transformation. Look guys, I take this glass and fill it with water and stir. And now I put this gauze bag into the glass (there are 2-3 crystals of potassium permanganate in the bag). Look, potassium permanganate crystals hide in the water, they disappear, and the water changes color. Dream up, and tell me, what do the dissolving crystals look like?

Children's answers.

Magician: I have finished my session. Did you like my transformations?

Children: Yes.

Magician: I have to go. See you again. Akhalay - Mahalai, continue transformations! (I go to change)

Educator: So guys, who have I become again? Today we talked about transformations. Did you enjoy finding the transformation and doing it yourself?

Children: Yes.

Educator: Then in the next lessons we will continue this topic, and we will explore new transformations.

Subject: Water and sunflower oil.

Target: Improving children's ideas about the various properties of water, to introduce the properties of oil

Tasks:

• development of children's interests, curiosity and cognitive motivation;
• the formation of cognitive actions, the formation of consciousness;
• develop observation, the ability to compare, contrast, draw conclusions;
• continue to learn to read diagrams;
• to develop the curiosity of children, to support manifestations of independence in the knowledge of the world around them.

Developing:

1. Develop communication skills.
2. To promote the formation of social partnership, the desire to act together with peers, enjoying joint activities.

Educational:

- Cultivate curiosity and interest in the world around.

Demo material:

• Plant illustrations;
• Euler circles;
• scheme of water properties;
• two dark colored bottles sunflower oil and water.

Handout:

• work cards for research;
• red and green chips;
• disposable cups;
• spoons;
• salt;
• brushes;
• a set of pictures of a sunflower and a drop of water;
• glue;
• napkins;
• boards.

Preliminary work:

1. A conversation about water.
2. Examination of illustrations and paintings depicting sunflowers.
3. Solving riddles.
4. Experimental activity with water, comparing stone with wood using study sheets.
5. A tour of the kitchen.

GCD progress

1. Teacher's conversation with children about the time of year.

- What season?
How has the environment changed?

2. Motivation

The phone rings.

Educator: Sorry guys, can I answer. Maybe something important.

(Phone call asking to help the chef determine which bottle of oil is in.)

- Guys, our cook called me, she asks to help her. It is necessary to determine which bottle contains oil and which contains water. Quite by accident, she poured water and oil into 2 identical opaque bottles. It's time to cook dinner, and she is afraid to make a mistake and spoil the food. Can we help? Will we make it?

3. Conversation

Educator: What is oil? Why does a cook need oil? What is butter made from and what is it called?

4. Didactic game "Name the plant"

Children stand in a circle, each is given a picture with a plant. The teacher first shows, names the plant and the oil that is formed. (Pumpkin, walnut, olives, tomato, corn, sunflower, mustard, flax, burdock, cotton, grapes, cucumber.)

- Please put on the magnetic board those plants from which oil is made.

5. Research activities

- We'll do some research. It is necessary to put on aprons, take places at the table. You have sheets for research, we will stick red circles if there is no given property, green circles if the substance has this property.

Let's remember the properties of water: transparent, colorless, no smell, no taste, no shape, solvent. (the teacher puts pictures of the properties of water on a magnetic board)

Let's move on to research.

6. Practical activities

The children come to the table. where the experiment is taking place.

The contents of 1 bottle are poured into cups and experimental activities are carried out.

1. The children sniff the water.
2. They taste it.
3. Add sugar and stir.
4. Pour some water into a bowl.

After the experiments. children fill out the research sheets, answering the questions:

1. Does water have no color? (Yes - green circle)
2. Is the water clear? (Yes - green circle)
3. Water has no shape? (Yes - green circle)
4. Has no smell? (Yes - green circle)
5. Has no taste? (Yes - green circle)
6. Solvent? (Yes - green circle)
7. Can you wash your hands? (Yes - green circle)

7. Physical Minute

Two sisters - two hands
Cutting, building, digging,
Tear weeds in the garden
And wash each other.

Two hands knead the dough
Left and right
Sea and river water
They rake while swimming.

8. Continue experimenting with 2 bottles

• define transparency;
• whether the substance has a color;
• is there a smell;
• does sugar dissolve in our case;
• whether there is a trace on the hands.

9. Conclusion

- Read, children, what we got on the sheets.

Which bottle of water? Why?

We glue the sunflower to the line, a drop of water to the water according to the signs.

We check the teacher's checklist.

10. Working with Euler circles

In the red circle we place signs of water, in blue - oils.

What common? What feature will we place at the intersection?

(see sheet)

11. Working with a microscope

“Everything that surrounds us still has an internal structure that can be examined and seen only through a microscope.

(the microscope is connected to a laptop).

A glass with a drop of water is placed, then a glass with a drop of oil.

How are the images different?

(a drop of yellow oil)

Summary of the lesson

— What did you learn new? What else would you like to know?

Did we do a good job?

In the next lesson, we will talk about how butter is made.

And now we need to give the butter to the kitchen so that they cook dinner for us.

Zilyaeva Svetlana Maratovna
Job title: educator
Educational institution: NRM BDU "Kindergarten" Zhemchuzhinka"
Locality: Khanty-Mansiysk Autonomous Okrug-Yugra Nefteyugansky District
Material name: Methodical development
Subject: Synopsis of the GCD on cognitive research activities "The air around us"
Publication date: 01.10.2017
Chapter: preschool education

“Summary of directly educational activities on cognitive

research activities.

Subject:"Air around us"

Target: Systematize children's knowledge about the properties of air through the organization

joint activities.

Tasks:

- expand the horizons of children about air and its properties, using experiments and

experiments; exercise in introspection and emotional response by children

all stages of the lesson.

- With contribute to the cognitive and research activities of children through

elementary experimentation: the ability to conduct experiments, to express one's own

assumptions, to demonstrate the result with the help of action and word.

Learn the technique of drawing with air, inkblotography.

- develop free communication with adults and peers in the process

conducting experiments; enrich the vocabulary of children (scientists, experiment, laboratory,

transparent, invisible, colorless, experiments, inkblotography), develop

observation, curiosity, thinking, memory, speech, cognitive

activity.

- cultivate a positive attitude towards the world around, interest in

cognitive activity, independence. Arouse the desire of children

help children to each other.

Integrations: cognitive development, artistic and aesthetic development.

Activities: Game, cognitive-research, motor,

communicative.

Methods:

visual(showing actions).

Verbal(conversation, discussion, dialogue, explanation).

Game(inclusion and use of the game).

Practical(experimentation, drawing).

Form of organization: frontal, individual, group.

Preliminary work: temperature monitoring,

experimenting to identify the presence and properties of air, playing with the wind,

a conversation about the role of air in the life of plants, animals and humans.

Material: a box, overalls for each child (aprons

Hats), equipment for experiments: glasses with water, tubes,

album sheets, paints and brushes for paints, plastic bags,

whistles and fans, multi-colored air balloons for every child

schematic pictures depicting the properties of air, magnetic board.

The course of directly educational activities

I Introductory - preparatory part.

Organizing time.

Greetings.

The teacher gathers the children, offers to stand in a circle, hold hands,

smile at each other and create a good mood.

Stand side by side in a circle

Let's all smile at each other

If everyone smiles

Good morning will begin!

All: Good morning!

Guys, I have a riddle for you (I present the “magic box”)

Here is something you can't live without

we don't see him

you can only feel it, what is it?”

Children: Air!

The teacher opens the box and shows that there is nothing there.

But what is air? (children's answers).

Guys, do you want to know where the air is, can it be caught, does it have

he color and smell, can you hear the air and how?

Then I invite you to my laboratory, where you will become employees

research laboratory. We will play scientists

researchers.

Tell me, what do scientists do? (children's answers).

Scientists do science. Science is knowledge. Scientists carry out various

experiences, experiments. They ask questions and then try to answer them. A

the answers received must be recorded or sketched in journals.

Where do scientists work? (children's answers)

Scientists work in a scientific laboratory.

What rules do you think should be observed while working in the laboratory? (Answers

children: be careful, do not rush, listen carefully, do not push,

keep silence…)

Guys, there is one more thing. important rule, in the laboratory laboratory workers

put on special clothes so that various reagents (chemical

substances) did not get on their clothes. (I take out the box where the specials are located.

clothes, help children dress).

Guys, I will be the head of the laboratory and will help you conduct experiments,

do you agree?

Children go to the laboratory.

II main part. Practical work children.

Stage 1.

Children come to table number 1

"Funny balls"

Guys, look, the laboratory is decorated with multi-colored funny balls.

What are these balls called? (air)

But something happened to one ball (He was blown away, became lethargic)

What should be done to make our ball become fun again? (puff it up)

Let's try to inflate funny balloons.

(children inflate balloons with the teacher)

Guys, tell me how we got this little sad ball

fun ball? (Because we inflated it with air)

And how did he get there? (He got there through us)

Let's pick it up.

Conclusion: We have air inside us.

(with the help of the scheme we denote the first discovery)

Gentlemen, scientists, we said that there is air inside us, but is there air around us? A

try to catch it.

Where is he? And how to catch him? We will be helped in this by such polyethylene

sachets.

Take each in the hands of a plastic bag. It's empty now. Everyone has

empty? (children confirm)

Catch the air bag, grab the stealth air as much as possible and

twist the bag, hold it inside the bag. Answer the questions:

What's inside the package? (air)

What does the bag look like? (for pillow, ball)

Air took up all the space in the bag.

Let's see, does the air have any color? (No)

What is he? (transparent)

Does he have a color? (no, it has no color)

Let's smell it, do you feel anything? Does the air have an odor?

Conclusion: The air is transparent, colorless, is around us. (Denoting

Experience number 3 Playing with a fan.

Gentlemen scientists, now we are going to the next laboratory, and

we will try to feel the air with you.

I propose to pick up a fan, arrange the wind with the help of a fan, wave the fan

first on themselves, then on each other.

What do you feel? (A breeze blows in the face, a cool breeze)

How is wind produced? (Air is moving)

So what is wind? (children's answers)

(wind is the movement of air, waved at ourselves and felt the movement

Conclusion: Wind is the movement of air (Denoted by a diagram).

Experience number 4 "Hear the air"

There are whistles on the table for each child. I invite the children to blow and play.

Guys, do you think we heard the air? (Yes)

So the sound is the vibration of the air.

Conclusion: The air trembles and sound appears.

(Denoted by the scheme).

Practical work of children.

Stage 2.

Experience No. 5 Bubbles in a glass. Blotography.

There are glasses and straws on the table in front of each of you. Let's blow into

a tube dipped into a glass of water. And let's see what happens to the water.

Bubbles come out.

Bubbles? How did they get there? There was only water in the glass

Bubbles are the air that is inside of us. We blow into a tube and it comes out

the form of bubbles. But in order to blow some more, we first inhale new air, and then

exhale through the tube and get bubbles.

Gentlemen, scientists, as we have already said, there is air inside us.

(We blow into the tube, and the air comes out, bubbles appear).

Acquaintance with the technique of drawing blotography

Guys, do you know that you can draw with air? This technique is called

blotography.

What is a blot? (presumed answers of children)

A blot is a trace, a stain left by ink, paint.

Want to try?

Today we will learn how to draw a tree branch in an unusual way, with

with the help of a blot. This method is called - "blotography". For execution

This work needs a straw, water and paints.

The sequence of drawing trees using the "blotography" technique:

1. Put a drop of liquid paint on the bottom of the sheet.

2. Place the end of the straw slightly tilted into the paint.

3. Blow on a drop through a straw, changing direction - make a twig,

it turns out here is such a spring twig. Thin branches are obtained if quickly

move the straw from side to side or blow sharply on small drops.

After drawing a few twigs, using cotton buds, you can

draw leaves on it.

Well done boys, beautiful drawings you got it. Here we have done

Another important discovery, it turns out that you can draw with the help of air.

We leave our drawings on the tables, let them dry with us.

III Final part.

Dear scientists, let's sum up the results of our today's work.

What experiments did we do today? What was studied in the laboratory in our

laboratories?

All experiments in our laboratory ended today.

What experience did you enjoy the most? (Children's statements)

This concludes our wonderful laboratory! And it's time for us to return

laboratories in kindergarten. As a token of gratitude, for the good work, I

today I give these soap bubbles, and you can take them with you for a walk

and we'll see how the wind plays with them.

Did you enjoy being young scientists? Do you still want to visit

laboratories? (children's answers)

I enjoyed working with you. You are so observant, active and