Is rainbow a compound word
D1: Making Compound Words | Sight Words: Teach Your Child to Read
- Overview
- Materials
- Activity
- Confidence Builder
- Extension
- Variation
- Small Groups
- Questions and Answers
Start with Activity D2. See Fast Track for more details.
1. Overview
Combine two one-syllable words to make a new word: a compound word.
This activity gives your child his first introduction to the idea that sometimes two words can be put together to make one new word. A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).
This activity is usually easy for a child because the compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is not the same thing as rain or a bow.
doll + house = dollhouse
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2. Materials
- word list
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3. Activity
Video: How to play Making Compound Words
Say two one-syllable words for your child, with a significant pause (one second long) between them. Then tell her to put the two short words together into a longer word.
Adult: I’m going to say two words. I want you to listen and then
put my two words together to make one long word.
Let me show you: snow [1-second pause] ball.
What word? Snowball. Now you do it.
Listen: snow [pause] ball.What word?
Child: Snowball.
Adult: Good job! Let’s do another one.
Listen: tooth [pause] brush. What’s the word?
Child: Toothbrush!
If the child struggles, put a shorter pause between the two one-syllable words as you say them. Then gradually lengthen the pause until the two words are said with a full one-second pause between them.
Go through the other words in the word list until your child stops paying attention. You can continue the activity at your next session.
NOTE: Hand motions (as demonstrated in the video) are an option for this activity. Another way to use hand gestures is to face the child and extend the fist of your right hand in front of you as you say the first word. Next, extend the fist of your left hand in front of you while saying the last word. Leave a little space between your two fists. Then bring your fists together when you ask “What word? ”
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4.
Confidence Builder
If your child struggles to grasp the idea of a compound word, try this procedure. Show her a photo of popcorn or a real piece of popcorn, and say this:
Adult: What is this?
Child: Popcorn!
Adult: Yes, it’s a piece of popcorn! The word popcorn is really two words
that we say together — pop and corn.
What two words make the word popcorn?
Child: Pop and corn!
If the child doesn’t respond correctly, repeat your statement: “The word popcorn is really two words that we say together — pop and corn.” Then ask again, “What two words make the word popcorn?”
Adult: I’m going to say those two words slowly. You put them together and say it fast.
My turn: pop…corn.Say it fast. What word? Popcorn!
Now it’s your turn to say my words fast.
Get ready: pop…corn. Say it fast. What word?
Child: Popcorn!
Adult: Yes, popcorn!
Repeat this procedure with just three or four words that you repeat randomly until the child can confidently blend them together. Use words familiar to the kids such as hotdog, gumdrop, sunshine, doghouse. Then you can introduce the other words in the D1 word list.
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5. Extension
Say the first part of a compound word, and ask the child to give you the last part. There will be multiple possible answers that are correct. For example, for the first part snow, the child could say snowman, snowball, or snowflake.
You may need to give a hint by pointing, gesturing, or acting out a possible answer.
For example, you could say the word eye and then point to a ball (for eyeball), to your eyebrow or to your eyelashes.
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6. Variation
This is a very “portable” game. Play in the car while you’re running errands or in the kitchen while your child helps you fix dinner!
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7. Small Groups (2-5 children)
Lesson Objective: Children will hear two spoken one-syllable words and combine them orally to make a new, two-syllable word with its own meaning.
GELDS (Georgia Early Learning & Development Standards): CLL6.4e (This introduction to compound words can match CLL6.3e, but most compound word activities are best emphasized with children age four and older.)
Georgia Standards of Excellence: ELAGSEKRF2.b
Common Core State Standards: CCSS.
ELA-LITERACY.RF.K.2.B
Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes:
Teach the children hand gestures to illustrate the combining of two words into one new word. For example, have children hold out their fists, several inches apart, to represent each one-syllable word as they repeat the words. Then have them move their two fists together and say the new compound word.
Reinforcement: Use the word list to quiz the group on making compound words. Use the motions listed below for the children to use as a way to respond when they know the answer:
- Round 1: Clap (when you know the answer)
- Round 2: Snap or tap your fingers
- Round 3: Pat your head
Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom.
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Vocabulogic: Compounds
(A few videos are included in this page.)
| dendrobates azureus "blue tree-walker" |
Compounding is a morphological process, a word formation process. Compound words are formed with two or more base words, as in songbird and polar ice cap. They are also formed with roots or bases -- usually Latin or Greek bases, as in manuscript and telescope. Many scientific terms are compound words composed of several bases, including über-lengthy chemical names and more succinct animal classification taxonomies. For example, the picture shows a poisonous frog. Its scientific name, dendrobates azureus, is a compound that means 'blue tree-walker.' Another example of a scientific compound word is Homo Erectus, a genus and species combination that means 'man' (homo) and 'upright' (erectus), or 'upright man,' which is not the same as Homo Sapiens, 'men' who are 'wise, sapient, perceiving' -- women and children, too.
| bottlenose dolphin |
Latin and Greek aside, common English base words are frequently combined to form compounds. Noun-noun compounds are common, such as doghouse, breadbox, rainbow. Many compounds use hyphenated base words as modifiers: red-headed woodpecker, ruby-throated hummingbird, long-tailed brush lizard. To demonstrate that they understand how these more complicated compounds convey meaning, second or third grade students should be able to restate them, somewhat like this: "A red-tailed hawk is a hawk with a red mark on its tail" or "A bottlenose dolphin is a dolphin with a nose that looks a little like a bottle." This may be difficult for some.
What qualifies a phrase to be conceptualized as a compound? Dictionaries sometimes offer conflicting reports; here's a useful rule of thumb: Typically, in common usage, no other word is inserted inside a compound, breaking it up.
Examples: We tend not to say, "My ice cold cubes have melted," or "A polar big bear is dangerous." Likewise, we say "sandbox" but not "sand and shovel box" or "sand circle" (not even in the case of a round sandbox).
Three ways to structure a compound: The base words that make up a compound may be connected (called closed compounds, as in sunshine, baseball, flashlight), hyphenated (self-esteem, son-in-law, jack-in-the-box) or the words may stand apart. These are called open compounds, as in ice cube, book jacket, swing set. Some compounds are closed. Others are open. Still others are hyphenated. Why is this? Michael Quinion provides insight. The following text is quoted from his website, World Wide Words:
Compound nouns have traditionally begun as separate or hyphenated words but with a strong tendency over time to collapse into single words. A century ago, it was standard practice to write to-day, but the hyphen has long since evaporated from the page; similarly with teenager (teen-ager from its first use in 1941 until the later 1950s) and lipstick (it was two words in the 1880s, but became hyphenated around the 1920s).Americans have long been much more willing to write words such as postmodern without the hyphens that British standards require. (from Hyphen page)
IMPLICATIONS FOR TEACHING AND LEARNING: A MORE important issue yet remains, one that is concerned with learning word meanings: In many (but not all) compound words, the final word carries most of the linguistic load. In that case, the final, right-most word is the head of the compound. For example, in the case of treehouse the head is house. The head describes the basic meaning of the word, indicating the semantic category (a kind of house) and also the grammatical word class (a noun). The modifier elaborates (tree modifies house). Help students understand this principle: Help them see that the final word in many compound words indicates the category. Thus:
- A doghouse is a kind of house but a house dog is a kind of dog.
- A sandstorm is a kind of storm but a storm cloud is a kind of cloud.
- A sandbox is a kind of box but quicksand is a kind of sand.
Understanding any given compound will also require context, else one could think a goldfish is a fish made of metal rather than muscle (or grain).
There are also compound words that cannot be interpreted by looking at the final word (headless compounds). Examples: A pickpocket is not a type of pocket, a bulldozer does not doze, and a lazy Susan does not describe a person (not usually). Without internal word clues as to the meaning, we must hope for external and explicit context clues or we must refer to a dictionary.
Compounds are plentiful in the English language. My own research (Ebbers, 2008) revealed that compounds were the most common type of word family in the second-grade science and reading texts I sampled. We cannot assume that school-age children intuitively understand how compounds convey meaning.
Building on prior research, Nagy, Berninger, Abbott, Vaughan, and Vermeulen (2003) found that many of the 195 at-risk readers and writers they tested did not intuitively understand noun-noun compounds (barnyard is a noun-noun compound, for example). When shown a picture of bees in the grass and asked to decide between two options, the second graders were as apt to name the pictured grass "grass bee" as they were to call it "bee grass" (the test also included the opposite question: "Which is a better name for the bees who live in the grass?"). There were 14 questions of this nature. At-risk second graders correctly responded to 52% of the items and at-risk fourth graders correctly responded to 72% of the items. It seems that over two years there is developmental growth in understanding compound word structure, but time alone is not likely to sufficiently address the confusion.
Recently, related research showed that Chinese-speaking students in 5th grade benefited from learning how English compounds work in comparison to Chinese compounds (Zhang et al.
, 2010). Through instruction, the intervention group made significant gains beyond the control group in understanding both English and Chinese compound words.
Whether our students are English language learners, at-risk readers, or just a little confused, a little instruction might go a long way. After teaching how compound words are structured to convey meaning, provide opportunities to apply the concept when speaking, listening, reading and writing.
For example, a teacher might help children create a compounding flip-book. The basic idea is shown in the morpheme flip-book video below, created by Margaret Campbell. For basic compounds, the students only need two columns. Or see video at YouTube.
For primary grades, a two-column flip-book might include compounds ending in house for example: lighthouse, boathouse, birdhouse, bathhouse, farm house, playhouse, tree house, greenhouse, dollhouse, doghouse, firehouse, funhouse, publishing house, schoolhouse, White House, etc.
Let the children invent some! Have them describe their neologisms to one another: "A bookhouse is a house full of books!" ("No, a bookhouse is a house made of books!")
Most reading programs call for children to merely divide compounds into constituent parts. In addition to that type of decoding activity, children should also work on meaning. They should be able to roughly explain any endocentric compound, even invented words, somewhat like this: A mintberry is a berry that ... smells like mint? tastes like mint? is mint green? The key is...it's a kind of berry, not a kind of mint. Furthermore, students should be able to differentiate between compounds whose meaning can be "figured out" somewhat by looking at the constituent parts, and those that cannot. To see if they can do so, ask them questions, like "Which one is more truly a kind of box, a shoe box, a voice box or an Xbox?" Discuss how these items do and/or do not reflect the concept of 'box' and encourage critical thinking rather than a right-wrong mindset.
For more details, see the video below. Jurgen Handke (2012) describes the technical properties of compounds, including the grammatical head of the word and the difference between endocentric and exocentric compounds. This is one of a series published by Virtual Linguistics Campus. If the video doesn't play here, go directly to YouTube.
There is a series of morphology videos created by student-linguists at Marlburg University. Sadly, the compounding video I had posted here disappeared, but I leave the thought behind. Must be out there somewhere.
References:
Ebbers, S.M. (2008). Morphological word families in narrative and informational text. In Y. Kim, V.J. Risko, D. L. Compton, D.K. Dickinson, M. K. Hundley, R. T. Jimenez, et al. (Eds.), 57th Yearbook of the National Reading Conference ( pp. 203-218). Oak Creek, WI: NRC.
Nagy, W.
E., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second grade readers and at-risk fourth grade writers. Journal of Educational Psychology, 95, 730-742.
Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23(3-4), 311-336.
Synonym for the word rainbow
- Main
- Linked words
- Synonym for rainbow
- All synonyms for the word rainbow
- 5 letters
- 7 letters
- 8 letters
All synonyms for the word "rainbow"
| # | Synonym | Number of letters | Synonym type |
|---|---|---|---|
| 1 | veselka | 7 letters nine0047 | Word |
| 2 | irida | 5 letters | Word |
| 3 | nine0046 seven-color8 letters | Word |
Synonyms for the word "rainbow" - 5 letters.
| # | Synonym | Number of letters | nine0034 Synonym type|
|---|---|---|---|
| 4 | irida | 5 letters | Word |
Synonyms for the word "rainbow" - 7 letters.
| # | Synonym | Number of letters | Synonym type |
|---|---|---|---|
| 5 | veselka | 7 letters | nine0046 Word
Synonyms for the word "rainbow" - 8 letters.
| # | Synonym | Number of letters | Synonym type |
|---|---|---|---|
| 6 | seven-color | 8 letters | Word |
3
Synonyms for the word rainbow are words close in meaning to the word rainbow, which can easily replace it in texts and in conversation. In total, synonyms were found for the word rainbow - 7 pcs. They can include both words and phrases. Of the found synonyms, words - 6 pieces, and synonymous phrases - 0 pieces. Very often, especially when solving crossword puzzles, the question occurs: "Synonym for the word rainbow", therefore, our dictionary also presents the number of letters that make up one or another synonym.
The smallest synonym for the word rainbow has 5 letters, and the longest has 8 letters. You can find the desired synonym word by the number of letters using the table above, and specifically the number of letters column. nine0077
About synonyms
Without the words of synonyms in texts of various nature, whether it be narration, reasoning, motivation, it is impossible to overcome the unjustified repetition of the same word. Also, the use of synonymous words instead of a rainbow is used in literature as a way to link adjacent sentences in a text. In the style of Russian literature, when a text is written, the repetition of the same words is identified as a tautology and is a gross lexical error. Thus, when presenting the text at the initial stage, one of the keywords of the synonym is used, and further along the text, synonyms that are suitable in meaning are already used, revealing and reinforcing the theme of the text for a broader presentation. nine0077
For example, the original word "rainbow" further, depending on the necessary applicability, is replaced by veselka, irida, seven-color.
Do not forget that in terms of their qualities, synonyms can be applied using the prefix “not” to antonyms, words that are opposite in meaning. At the same time, the lexical meaning of the formed word of the antonym with the prefix is not also characterized as a synonym.
The word is characterized by a synonym and polysemantic words that form a complex word combination of words in their polysemy according to the lexical meaning of one of the words of the proposed synonym in the context. nine0077
In conclusion, I would like to emphasize the important role synonyms play in people's speech. The use of synonymous words and the ability to use additional resources in the form of dictionaries makes it possible not only to express one's thoughts in the most accurate and diverse way, but also leads to the enrichment and saturation of our native Russian language.
Add a synonym for the word rainbow
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nine0190
If you did not find a synonym in the list above, but you know it, then you can help us make our site better, enter a word in the appropriate field and click add, after moderation your synonym will be added.
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0030
I dedicate this book to my inquisitive grandchildren.© L. G. Mukhomorina, 2021
ISBN 978-5-0055-8366-6
Created in the intellectual publishing system Ridero
Introduction
Topol must bend, 9AT
eagle - yell,
and the rainbow is to please.
(From children's statements)
A rainbow is an atmospheric, optical and meteorological phenomenon observed when many water droplets (rain or fog) are illuminated by a bright light source. A rainbow looks like a multi-colored arc or circle made up of the colors of the visible spectrum (from the outer edge: red, orange, yellow, green, blue, indigo, violet). These are the seven colors that are usually distinguished in the rainbow in Russian culture, but it should be borne in mind that in fact the spectrum is continuous, and its colors smoothly transition into each other through many intermediate shades. nine0077
A rainbow is a phenomenon that causes us unreasonable joy. She pleases children with her appearance and multicolor. And an adult can take the opportunity to rejoice with children and tell them an amazing thing: a rainbow is a derivative of sunlight. The light that stratified. It turns out that the light "inside" is multi-colored!
Children of preschool and primary school age can be given an idea of the rainbow as a phenomenon of inanimate nature, deepen and expand their understanding of the interdependence of phenomena, their characteristic features.
Such search work will create favorable conditions for the development of cognitive abilities and interests of children, for the formation of the ability to analyze the object of observation, express their assumptions, and independently draw conclusions. And you can start acquaintance with the rainbow by telling the children a fairy tale. nine0077
The sun, a cloud and a rainbow
L. Mukhomorina
One day they argued over which of them is more important than the Sun and these
The lead Cloud frowned, blackened even more, covered the Sun and says:
– I send my children to the earth – small drops. They water the whole earth with water. After all, nothing can do without water - neither a blade of grass, nor a tree, nor an animal, nor a person. Everyone needs water, so I'm more important than you, Sun! nine0238
The Sun smiled with its warm, sparkling smile, directed its rays down to the earth and says:
– Of course, without water it is difficult for everyone on earth.
But when you, Cloud, cry for a long, long time, sending your children to the ground, the ground chokes, plants, animals and people die. And when I appear, the water dries up, everyone around rejoices in warmth and light. Nothing on earth can exist without heat and light.
This Sun said and burned the Cloud with its sparkling beam. So the Cloud and the Sun argued, not noticing how their children - droplets and rays, played merrily: transparent droplets ran away, and mischievous rays caught up with them. And as soon as they collided, multi-colored sparks flashed in the air.
This went on for a long time, and suddenly a miracle happened - a huge multi-colored arc appeared in the sky. It was so big that it occupied half the sky.
Unexpectedly, the Cloud and the Sun stopped arguing and asked in one voice:
– Who are you?
- I am Rainbow. I appear when there is both you, the Cloud, with your droplets in the sky, and you, the Sun, with your rays.
Thank you for being you. And there is no need to quarrel. We are all very needed on earth: water, light and heat are for life, and I, Rainbow, are for joy.
Dear adults! Sooner or later, children will definitely see a rainbow and ask you various questions about it, its origin, its colors, disappearance, etc. And it doesn’t matter how old they are at that moment. You can tell them about the rainbow by getting the kids interested in this amazing phenomenon. And HOW you do it depends on you and on your desire to read this book. The author has collected in it numerous facts about the rainbow, entertaining, artistic, playful, musical materials that may arouse children's interest in this fantastic physical phenomenon. nine0077
Good luck to you!
Chapter 1
containing serious reliable facts about the rainbow for smart adults who will explain everything to their children in an accessible and entertaining way
Ancient interpretations of the rainbow
So, how to explain to a child what a rainbow is?
In ancient times, people considered the rainbow to be a mysterious and supernatural phenomenon.
They have long tried to understand its nature. But before there was no such knowledge about the world as now. Now we understand perfectly how a rainbow is formed. But many years ago, many myths and legends were associated with this beautiful natural phenomenon. nine0077
For example, the ancient Scandinavians and Greeks believed that the rainbow is a road, a bridge connecting heaven and earth, along which the messenger from the gods Iris traveled daily to people.
The ancient Slavs also considered the rainbow to be a bridge connecting heaven and earth, along which angels descended to earth from heaven in order to draw water from a river or lake. They then poured the collected water into clouds, from which life-giving rain fell. According to other legends, the Slavs believed that the appearance of the seven-color in the sky means that trouble will happen soon, and if you pass under it, a man will turn into a woman, and vice versa (fortunately, you can’t get close to the rainbow, as well as to the horizon).
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In of ancient India the rainbow is the bow of the god of thunder and lightning Indra and was called the bow of the ruler of the heavenly kingdom.
And in in China they believed that the rainbow is a heavenly dragon that guards heaven and earth.
In Armenia called the rainbow the belt of the God of knowledge.
Australian Aborigines called the rainbow the Rainbow Serpent, which was the patron of water, rain and shamans.
Some people considered the rainbow to be a bad omen. The rainbow was presented to them as a bridge through which the soul of the deceased passes to another world, and when a rainbow appeared in the sky, it meant someone's imminent death. nine0077
The African and Irish peoples , in turn, attached a more positive meaning to this natural phenomenon and believed that it indicated those places on earth where the treasure was buried. Many nations saw the rainbow as a symbol of peace and hope.
But all this is nothing more than myths that have no justification.
In Bible , the rainbow appeared after the Flood as a symbol of mankind's forgiveness. You can tell the children about it like this ... “In ancient, immemorial times, sinful people lived on earth. They so angered God with their atrocities that He decided to destroy everything living in the world. And God sent a great flood on the earth: “... and all the fountains of the great deep were broken up, and the windows of heaven were opened; and it rained on the earth for forty days and forty nights... And everything that had the breath of the spirit in its nostrils on dry land died.” Only Noah was spared by the Lord for his righteous life. Noah made a wooden ark ship at the command of God and took refuge in it along with his wife and sons. Noah took with him to the ark a pair of animals from all that lived then on earth. And those who were in the ark were saved from the great flood. And when the rain stopped, the water subsided, the surface of the earth dried up, and Noah and his wife, and their sons with their wives, and animals, and birds, came out of the ark, and sacrifices were offered to the Lord; God said, “I will establish my covenant with you, and with your offspring, and with every living creature: there shall be no more flood to destroy the earth.
And the rainbow will be the sign of this covenant.” (According to the book "Genesis". "Old Testament"). nine0077
Each nation also called the rainbow in its own way.
"Rainbow" - the word "raiduga", or God's arc, which has undergone a change (according to the dictionary of Vladimir Dahl). Among the Eastern Slavs, among the Ukrainians, the word "raiduga" according to folk etymology came from the convergence of the words "paradise - gray - grati" and the word "arc": a playing, iridescent arc of different colors. It is believed that the word "rainbow" is formed with the help of a rare particle of the word (suffix) - ug-a from the ancient word (adjective) "rad" - contented, joyful, cheerful. In Ukrainian, a rainbow sounds like "merry". The Greeks believed that the winged messenger of the gods Irida was descending on the rainbow, and in honor of her they called the heavenly path the word iris. In Hebrew tradition, it is called qasat, which means "God's bow." The etymology of the Russian word is quite simple.
It is composed of two words: paradise and arc. nine0077
Scientists about the rainbow
Aristotle, the ancient Greek philosopher, one of the first, tried to explain the cause of the rainbow.
Why a rainbow appears, people knew for sure in the XIII-XIV centuries.
The German monk Theodoric (1304) was the first to understand the cause of the rainbow, recreating it on a spherical flask with water.
Historians give the names of several researchers who explained the reason for the appearance of the rainbow. These are Persian astronomers al-Shirazi and al-Farisi and German scientist D. Freiburg.
In the 17th century, the reflections and observations of scientists were again directed to this phenomenon. In 1611, the Croatian scientist and theologian Mark Antony de Dominis wrote a book in which he clearly described the general physical picture of the rainbow. The book explained that the basis of the appearance of a rainbow is a physical phenomenon associated with sunlight and occurring according to the following scheme:
- light is refracted when it enters a raindrop in the air; nine0077
- light is reflected from the inner surface of the drop;
- light is refracted again when leaving the drop.
After some time this description was supplemented with new facts.
French physicist René Descartes first gave a scientific explanation of the rainbow (1635), he established the prevailing angles of refraction of the sun's rays when leaving the drop: 42° for the primary rainbow; 51-52° for the secondary. The scientist was able to obtain such data by conducting a large experiment, in which he examined ten thousand rays in a drop. nine0077
Regarding the colors of the rainbow, R. Descartes' theory was supplemented in the 18th century by the English physicist Isaac Newton. He singled out several colors in the rainbow and explained the reason for their occurrence. It lies in the fact that white light decomposes into a spectrum due to the different angle of deflection of water droplets of light. The physicist turned out to be absolutely right, but his contemporaries did not accept his discovery. They were alien to the idea that the purest white color is just a mixture of "dirty" colored rays.
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Number of colors in a rainbow
The colors of the rainbow are always in the same order, counting from the outer edge of the arc - red, orange, yellow, green, cyan, indigo, violet. However, it is worth remembering that these colors are basic, but not the only ones. Between them there are many intermediate shades, since the spectrum is continuous.
Not everywhere and not always seven colors stood out in the rainbow. In the time of Aristotle, there were only three of them - red, green and purple. nine0077
Representatives of African tribes were completely limited to the division of shades into light and dark.
Isaac Newton initially saw five colors in the rainbow - red, yellow, green, blue, purple. A little later, he discovered the sixth color - orange. But the Church had a great influence on the minds of scientists of those times, and the deeply believing Newton did not like the number 6 (six). Another thing is the number 7 (seven), which has an ancient mystical meaning, symbolizing the number of days of the week, the number of basic tones of the musical scale, etc.
Therefore, the physicist had to literally look out for the seventh color, he defined it as indigo. nine0077
However, over time, in some states, the understanding of the number of colors in the rainbow was again reduced to six. Now the blue and blue colors of the rainbow, which are distinguished in Russia, are combined into one color in England, America, Germany, France. In Japan, the rainbow is also six-colored, but the Japanese distinguish blue and blue colors, but there is no green in their language. It is perceived by the Japanese as a shade of blue.
To remember the order of the colors of the rainbow, children can learn counting rhymes. In all counting rhymes, the first letters of each word correspond to the first letters of the names of the colors of the rainbow - 9Red
K each O hunter F do W nat, D de S go F
K ak O once W ak- Z vonar G tin S scrap Far
K rot O inse, W irafu, W eike G blue S awl F ufaik
Why and when does a rainbow appear, why does it disappear
Science explains the rainbow as an atmospheric optical and meteorological phenomenon.
Optics - the science of the nature of light - determined that a rainbow occurs as a result of the refraction of a beam of light in water droplets that form a suspension in the air. Refracted in raindrops, white light decomposes into rays of different colors of the spectrum. nine0077
A rainbow occurs when rain falls from individual cumulus clouds rather than entire stratus clouds. Between the clouds there are separate gaps of clear clarified sky. When sunlight passes between water droplets, it is refracted and we see a rainbow.
The essence of this phenomenon is easy to explain to children.
For example, “A rainbow happens when the rain and the sun meet. This happens when the rain stops, or still continues to fall, and the sun has come out from behind the clouds. When it rains, there are many small water droplets in the air. When the sun's rays meet these drops and pass through them, they become multicolored." nine0077
Or like this: “This natural phenomenon occurs when the sun breaks through the clouds, it is about to rain or it has just ended.
The rays of the sun pierce the raindrops, which, in turn, work as a diffuser, like a filter, scientifically a "prism" that breaks the white light of a sunbeam into different colors. Water droplets deflect light at different distances, which is why a multi-colored strip is obtained, which in science is called a "spectrum".
But what about the rainbow that lights up the sky in winter? After all, there is no rain in winter! Everything is very simple. When the air temperature is very low, a cold winter sun shines in a slightly bluish sky, tiny ice crystals float around. A white ray of the sun also breaks through them and is also refracted, reflecting a magnificent rainbow into the sky. nine0077
Let's summarize what a rainbow is for children: a rainbow is not magic, although ... in every natural phenomenon, there is a miracle ... A rainbow is a complex phenomenon that occurs only under certain conditions: after rain or before rain, when at the same time the sun peeks out behind the clouds.
However, the complexity of the rainbow has never prevented anyone from rejoicing and wondering at its amazing and unique beauty.
So, a rainbow is arcuate multicolored rays arranged in a certain order. nine0077
Rainbows are not always visible. To see a rainbow, you need to stand correctly. You must definitely turn your back to the sun, and face the rain and stand so that the sun, your eyes and the center of the rainbow are on the same line. If the sun is high in the sky, it is impossible to draw such a line. This is why rainbows can only be seen in the early morning or late afternoon, when the sun is low above the earth.
Why does the rainbow disappear so quickly?
If the drops were hanging in the air all the time, then it would be possible to observe a rainbow during the whole time while the sun descends from a height of 42 ° above the horizon until sunset and the same period of time after it rises. Well, where the sun does not rise above 42 °, a rainbow could be enjoyed all day.
