The easiest solution is to avoid calling it a science experiment. The harder thing to do is to get a child interested in things that aren't particularly interesting to her.
My advice would be to tailor your teaching in large part to what interests your daughter, especially initially. Mixing science projects in with a lot of non-science projects as well means everything has the potential to be interesting. Pay careful attention to the kinds of questions she asks. Design experiments together when you can. But don't push too hard; you want to encourage a love of science, not a resentment of it.
I am 'sciencey' as well, and did a lot of experiments with my kids from an early age on. Initially I focused on the physical and fun, stuff that could look like magic but had a rational explanation, like CO2 (from vinegar and bicarb) putting out candle flames in a bowl (with the candles cut to differing lengths so the flames would go out in a step-wise fashion) or blowing up a balloon on a bottletop, etc., to teach a concept like gasses. But we also did a lot of other non-science projects that they were interested in. Interestingly, a lot of stuff that doesn't appear to be about science has a lot of science in it (like why does Sculpey get hard when you bake it?) You can introduce the science at the end in a discussion while cleaning up, etc.
Teaching kids - especially in their "free time" - has to be rewarding for them if they are to enjoy it. No one knows your daughter like you do. Use that knowledge and her questions to explore all aspects of science together.