What is air for preschoolers. GCD for children of senior preschool age “What is air? Progress of ecology lesson
A message about air for children will tell you what air is, what the properties of air are and what the role of air is. A story about air for children can be supplemented with interesting facts.
Report about air
Without air there would be no life on Earth. Air is necessary for breathing for all living things: for plants, animals and humans. Air is mixture of gases. Air contains nitrogen, carbon dioxide, oxygen.
Air fills all free spaces, and even the smallest cracks. A transparent glass only appears empty. Try slowly tilting it and immersing it in water. As the glass fills with water, air will come out of it in large bubbles.
The importance of air in nature and human life
1) Air is necessary for a person to breathe
2) Plants need air for photosynthesis
3) Animals need air to breathe
4) Air is necessary for breathing of the inhabitants of the aquatic environment
5) Air is used in industry to burn fuel
6) Air is used in everyday life to burn fuel
7) Under the influence of air and bacteria, obsolete organic matter converted into mineral compounds.
8) Air is necessary for weathering rocks and for soil formation
Also, thanks to the air, airplanes, helicopters, and birds fly. The lift that keeps them in flight arises from air flowing around the curved surfaces of their wings.
The ocean of air surrounding our planet is held together by the forces of gravity. If the Earth lost its air shell, it would turn into a lifeless desert, devoid of vegetation.
What is air made of?
Air is a mixture of gases. Imagine that the circle is all the air on your planet. Let's divide it conditionally into 4 parts. Most of your air, ¾ (three quarters), is a gas called “nitrogen.” But to breathe you need another gas - oxygen. There is a little less than ¼ part of it in the air. The rest of the air consists of other gases, of which carbon dioxide accounts for a significant portion. You release carbon dioxide when you breathe.
What are the properties of air?
- The air is invisible and colorless.
- Clean air has no odor.
- The air has no taste
- Air has no form.
- The air is elastic
- Air is lighter than water, that is, less dense than water.
- Air is a poor conductor of heat.
- When heated, air expands and when cooled, it contracts.
Where is the cleanest and healthiest air?
For our breathing we need clean air with sufficient oxygen content. But in cities where all the roads are clogged with cars, the air is polluted by their exhaust gases. Add pollution and emissions from plants and factories.
But in forests and parks it is very easy to breathe, because our green helpers absorb harmful carbon dioxide and release oxygen. Seaweed also produces oxygen, which is why the air on the sea coast is so healing.
But now people are trying to reduce harmful emissions into the atmosphere. Car engines are being created that run on electric and even solar energy. Instead of smoking thermal chimneys, nuclear and solar power plants are being built.
State state-financed organization Republic of Bashkortostan Eastern Interdistrict Center for Social Assistance to Family and Children
Ecology lesson notes
for children preschool age
"AMAZING PROPERTIES OF AIR"
Compiled by:
Social shelter teacher
for children and teenagers in Beloretsk
D. F. Dineeva
Beloretsk 2016
Target: contribute to expanding children's knowledge about the properties of air: transparency, invisibility, lightness. Develop the ability to establish cause-and-effect relationships based on elementary experiments and draw conclusions.
Program content:
Expand children's knowledge about the properties of air: transparency, invisibility, lightness.
Continue to teach children to follow safety rules during experiments.
Develop thinking, memory, speech, interest in cognitive activity.
Arouse interest in completing tasks together and create a friendly atmosphere.
Cultivate curiosity, mutual assistance, careful attitude to the environment.
Introduce children to an unconventional air painting technique - blotography.
Equipment: cups, tubes, toothpicks, bottles, balls, plastic bags, basins, rubber toys, pieces of rubber according to the number of children; air markers, album sheets according to the number of children, napkins.
Methods and techniques: observation, showing photographs, conversation, experiment, comparison, musical accompaniment.
Progress of the lesson.
Guys, guests came to our lesson today. Let's say hello (greeting children).
And now I suggest you start our lesson. Let's stand in a circle and say hello to each other.
Communication game.
Let's stand side by side, in a circle,
Let's say "Hello!" each other.
We are not too lazy to say hello:
Hi all!" and “Good afternoon!”;
If everyone smiles -
Good morning will begin. –
GOOD MORNING!
Guys, tell me what surrounds us? (houses, trees, birds, animals)
Right! What is necessary for life for humans, plants, and animals? (food, water, air)
Today we will have an unusual activity. And you will find out what we are going to talk about if you guess the riddle.
Passes through the nose into the chest
And he's on his way back.
He's invisible, but still
We cannot live without him. (Air)
Well done! Why do we need air? (breathe) Take a deep breath, exhale.
Do you know how long a person can live without food? And without water? (several days) And without air? (no more than 5 minutes)
Today we will talk about air, like real research scientists. Scientists work in a room with many experimental instruments. Experience is a method by which phenomena of nature and life are investigated (studied). And the room in which experiments are carried out is called a laboratory (showing photographs).
Do you want to become a scientist and visit a laboratory? (children's answers) To do this, we need to close our eyes and say the magic words:
"Turn around yourself
And turn into scientists." (Children turn around themselves)
Now we found ourselves in a real laboratory. Sit down at the tables (children sit down)
Well, fellow scientists, are you ready to conduct experiments? (children's answers) First, I will remind you of the rules of conduct in the laboratory: maintain silence, do not interrupt each other, do not disturb each other, work quietly, carefully, attentively.
Guys, do you know how to catch air? Think (children's answers)
Experiment No. 1 “How to catch air?”
Take plastic bags from the table and try to catch the air. Twist the bags. What happened to the packages? What's in them? What is he like? Do you see him?
Fine. Let's check. Take a toothpick and carefully pierce the bag. Bring it to your face and press it with your hands. What do you feel?
You can feel the air.
Do you know how you can see air? (children's answers)
Experiment No. 2 “We see air using a tube and a container of water”
You need to take a straw, lower one end into the water, and blow on the other.
What did you see? (Air bubbles) Blow hard into the tubes. And now it's weak. In both cases were there the same number of bubbles? (no, why?
Conclusion: when we exhale a lot of air, there are a lot of bubbles, when we exhale less air, there are few bubbles. Using a straw and a container of water, they saw the air.
Can you hear the air? How can you hear it? (children's answers)
Experiment No. 3 “We hear the air”
If you blow into a jar or bottle, a cap from a felt-tip pen, from under jars, or blow off a balloon.
Take a bottle, a cap and blow from the edge. What do you hear? Sound, air.
We also have an inflated balloon on the table. What do you think can be done with this ball to hear the air? We need to stretch the hole of the ball and slowly release the air, what do we hear? (squeak, air)
How did we hear air? (jars, bottles and balls helped us)
Conclusion: the air can be heard different ways. And when the wind blows, it moves the air, and this is how you can hear different sounds of the air (listen to the sounds of the wind).
Physical education.
Quickly stand up, smile,
Pull yourself higher, higher.
Come on, straighten your shoulders,
Raise, lower,
Turned left, right,
Hands touched knees.
Sat down, stood up, sat down, stood up
And they ran on the spot.
Experiment No. 4 “Does air have weight?”
Guys, you have objects laid out on your table: a rubber toy, a piece of rubber. Take a piece of rubber and put it in water. He drowned. Now let’s lower the rubber toy into the water. She doesn't drown. Why? After all, a toy is heavier than a piece of rubber? What's inside the toy? (air)
Conclusion: air has weight, but it is lighter than water.
Guys, do you know that you can draw with air? (children's answers) This technique is called blotography.
Want to try?
Now we will try to draw using air. For this, I have air felt-tip pens (shows the technique of blotography: you need to put a stencil on a landscape sheet, open the felt-tip pen, swap the cap and blow into it, pointing the felt-tip pen at the stencil).
(Children try to draw, calm music sounds)
I see that you enjoyed being scientists. It's time to go back.
“Turn around yourself,
And turn into children." (We say magic words, closing our eyes)
So, today we conducted many experiments. Tell me, did you enjoy conducting the experiments? (children's answers)
What experience did you find most interesting?
What new did you learn today?
Our lesson has come to an end, you were all attentive and active.
Well done boys!
Introspection
I taught a lesson in the area of “Cognition”. The main goal was set: to help expand children's knowledge about the properties of air: transparency, invisibility, lightness.
To achieve the goal of the lesson, I used methods: experiment, conversation, comparison, observation, showing photographs, music. Children learned to establish cause-and-effect relationships based on a basic experiment and draw conclusions. I believe that the goal was achieved; the children learned the basic properties of air.
During the experiments, she taught the children to follow safety rules, contributed to the development of thinking, memory, speech, introduced new concepts and words: laboratory, blotography; maintained interest in cognitive activity by creating problem situations.
Throughout the entire activity, I tried to arouse interest in completing tasks together and create a friendly atmosphere.
With the help of leading questions, she supported curiosity and encouraged caring for the environment.
The development of creativity was facilitated by children's acquaintance with the unconventional air painting technique - blotography.
I think that the lesson was effective, the tasks that I set for myself were completed, the goal was achieved.
Sections: Working with preschoolers
Experimental activity of older preschoolers is one of the methods of developmental (personally-oriented) teaching, aimed at developing independent research skills (posing a problem, collecting and processing information, conducting experiments, analyzing the results obtained), promotes the development creativity And logical thinking, combines the knowledge gained during the educational process and introduces it to specific vital problems. The educational process is structured as an independent search by students for new knowledge, new cognitive guidelines high level complexity, the research process becomes decisive for the construction of learning.
Not every older preschooler can master all experimental skills perfectly, but certain success can be achieved as a result of the efforts and conditions that experimental activity can build in a given situation.
The goal of experiential learning is to create conditions in which children:
- independently and willingly acquire missing knowledge from various sources;
- learn to use acquired knowledge to solve cognitive and practical problems;
- acquire communication skills by working in various groups;
- develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize);
- develop systems thinking.
Tasks:
- consolidate children's knowledge about the properties of air:
- activate and enrich children's vocabulary with nouns, adjectives and verbs on the topic;
- develop observation skills, the ability to draw conclusions and analyze;
- to cultivate in children a cognitive interest, the ability to see amazing things in the world around them; bring up;
- ecological culture
cultivate accuracy when working.
Progress of experimental activities
What I heard, I forgot.
I remember what I saw.
I know what I did!
At the first stage of the work, cards with various images were prepared - topics for future research. The children were seated in a circle and a small table was placed in the center so that everyone could see everything that was happening. As soon as everyone was comfortable, cards with topics for future research were laid out on the table, and it was announced: “Today we will learn to conduct independent research - just like adult scientists do.
We started with the usual problematic questions: “Where do you think a scientist begins research?”, “What should we do first?” As we expected, the children named the main methods of conducting research, but no one suggested that first of all “you need to think for yourself.” We had to lead the children to the right idea. They told the children that a person can live without food for two weeks and without water for three days. But what would it be very difficult for a person to live without for more than three minutes? We first asked the children what air is and how you can see and feel it. The guys were unable to answer the questions posed, which did not surprise us at all. Then we drew up a research plan using ready-made cards from A.I. Savenkov’s book “Methods of Research Teaching for Preschool Children,” in accordance with which all further work was carried out.
We have all heard that we are constantly surrounded by air on all sides. But you can neither see it nor touch it with your hands. So maybe there is no air, and all the talk is just speculation from over-wise scientists? Let's not trust rumors, but let's check with the help of tests and experiments: does air exist and what properties does it have? We agreed with the guys that we would designate air with the following symbol - circle in the center with a dot.
1. “Air exists!”
Crumple a piece of paper and push it into the glass so that it does not fall when the glass is turned over. Submerge the glass completely under water, holding it with the opening facing down. Take out the glass. Check to see if the paper in it is wet? The paper in the glass remains dry.
Water cannot fill an upside down glass because it is already filled with air. An “empty” glass is full of air. Air is a gas. It has no size or shape, but can fill any space
Conclusion: Air exists!
2. “Air is invisible”
Let the children place their palm on their chest and feel how the chest rises when inhaling and falls when exhaling. This is the air we breathe in and out.
Invite the children to cover their mouth and nose with their hands, and count out loud how long (in conventional units) they can go without breathing. Air is everywhere: in the group, in our home, and on the street, we just don’t see it, but we know that it is always around us. No one can see the air, which is why it is called “invisible”.
Conclusion: Man needs air to live. The air is colorless, transparent (everything can be seen through it).
3. “Air has no taste”
Invite children to breathe in through their mouths.
Conclusion: The air is tasteless.
4. “Air has no smell”
Invite children to breathe in through their noses. Then take lemon, garlic, cologne and invite the children to try to smell, one by one,
which spread throughout the room.
Conclusion: Clean air has no odor of its own, but can transmit odors.
5. “We breathe air”
Get glasses of water and cocktail straws and have children exhale through the straws into the water. Air bubbles will appear in the glass. This is the air coming out of our lungs. The more air, the more bubbles.
Conclusion: We breathe air.
6. “How much air is in the lungs”
Fill a plastic bottle to the top with water and close the lid. Then lower the bottle neck into a container of water, remove the cap (the bottle must be kept under water), insert a tube from a medical dropper into the neck under water. The device is ready. Ask your child to take as much air into his lungs as possible and blow as hard as he can into the hose. Air will enter the bottle from the lungs and displace water, that is, a void will form in the upper part of the bottle. The more air the child managed to get into his lungs in one breath, the more water he will be able to displace from the bottle.
Conclusion: Air displaces water.
7. "Funny Bubbles"
Give the children an empty plastic bottle and ask them to put it in a bowl of water. Air bubbles begin to emerge from the neck of the bottle and rise up.
Conclusion: The bottle is not empty - there is air in it. Air bubbles rise to the surface because air is lighter than water.
8. “Trained Raisins”
Pour sparkling water or lemonade into a glass and put a few raisins in it - let them be fish. The fish will fall to the bottom. Now make passes with your hands: “Crible, crable, boom!” Highlights - you're swimming fish!
And before the eyes of the amazed children, the highlights will begin to emerge. Is it really true that the raisins have become fish? Yes, of course not.
At first, the raisins drown, because... it is heavier than water, then the air bubbles from the lemonade (they look like little balloons) stick to the raisins and they float to the surface.
Conclusion: Air is lighter than water, so air bubbles raise raisins to the surface.
9. “Let’s catch the air”
Give the children plastic bags and help them catch the air and close the bag in an exciting motion. The bags become like pillows.
Conclusion: Air is not “invisible”. It can be seen enclosed in a shell.
10. "Fun Games"
Invite the children to play with soap bubbles and balloons (this will prove that the air is light). The balls easily bounce up, and soap bubbles can be moved even by breathing.
Conclusion: The air is very light.
11. “Does air have weight?”
Make three holes in the ruler (at least 30 cm long), two at the edges and one exactly in the center. Tie one end of the cord to the central hole and the other, for example, to the back of a chair.
Inflate a large balloon and tie it to one of the holes on the end of the ruler. Tie a jar or box to the second hole. Place a little sand or rice in the jar to balance the balloon. Allow the air to gradually escape from the balloon (glue a piece of tape to the balloon and pierce it with a needle). The balance is disturbed, the jar with the load falls down.
Conclusion: When the air leaves the balloon, the balloon becomes lighter. Therefore, air has weight.
12. “Which air is lighter?”
For this experiment we will need our homemade scales from previous experience. Tie a lightweight plastic bottle or can with the hole facing down to one end of the scale. Balance the scales using sand or any grain.
Light the candle and hold it so that the flame is under the opening of the jar. The balance has been disrupted. The can of heated air rises.
Conclusion: Hot air is lighter than cold air, occupying the same volume.
13. “Live Snake”
Offer to look at a snake (a circle cut in a spiral and suspended on a thread). Demonstrate to your child how a snake rotates over a burning candle. The snake rotates, but does not go down. Run your child's hand over the flame to determine that the air above the candle is warmer.
Conclusion: Warm air, rising upward, prevents the snake from descending. The air moves and causes the paper spiral to rotate.
14. "The air moves"
Invite the children to wave the fan near their faces. The fan moves and seems to push the air. The air also begins to move, and the children feel a light breeze.
Conclusion: Wind is the movement of air.
15. “Convex and “convex” ball”
Pour into a glass bottle warm water and let it warm up for a few minutes. Then pour out the water. Cut the ring off the neck of the balloon and pull the balloon onto the neck of the bottle. It will puff up and look like a mushroom.
Now place the bottle in a bowl of cold water and watch how the ball is drawn into its neck.
Conclusion: As it cools, the air in the bottle contracts, shrinks and takes up less and less space. Warmer air from outside rushes into the vacated space. And the ball, which blocks his access to the bottle, is pulled inside.
16. "Air Resistance"
Take two identical pieces of regular newsprint. Crumple one of the sheets. Raise your arms high and let the paper fall in free fall. You will see that a sheet of crumpled paper immediately falls to the ground. A flat sheet slowly floats down.
Conclusion: Air resists the movement of objects. The larger the surface of an object, the more difficult it is for the object to move through the air. A flat piece of paper has a larger surface area than a crumpled lump. Cars, trains and airplanes are streamlined to reduce the surface area of air resistance.
17. “Air holds water”
Place a piece of cardboard with a glossy surface (wet the smooth surface slightly with water) on a glass of water. Holding the cardboard with your hand, quickly turn the glass over and remove your hand (it is better to do this over a basin or sink). The cardboard seemed to be glued to the glass. The water remains in the glass.
If the experiment doesn't work the first time, try again, this time filling the glass to the very top and making sure there is no air bubble between the cardboard and the glass.
Conclusion: Water is retained in the container due to air pressure from outside. This air pressure is greater than the water pressure on the cardboard.
18. “Is it possible to compress air?”
Take a syringe without a needle and fill it with air. Close the hole with your finger and press firmly on the piston. At first it will be difficult for the piston to move, and then it will stop altogether. And the finger covering the hole will experience strong pressure.
Now, while continuing to close the hole, release the piston, it will return to its original position.
Conclusion: Air can be compressed - this is what the piston does. When compressed, air pressure increases on both the pin and the piston. But compressed air tends to expand, that is, return to its original position.
19. “Air presses on water”
Take a syringe without a needle, draw some air into it, and then draw in water.
Press the piston (don't forget to place a container). The piston begins to press on the air, which in turn puts pressure on the water in the syringe and water flows out of the syringe.
20. "Rocket Ball"
Invite the children to blow up the balloons and release them. Pay attention to the trajectory and duration of its flight of the balls. Help the children conclude that in order for the ball to fly longer, you need to inflate it more.
The air escaping from the ball causes it to move in the opposite direction. Tell us that the same principle is used in jet engines.
Conclusion: Air escaping from the ball causes it to move in the opposite direction, the same principle is used in jet engines.
21. "Candle in a glass"
Invite the children to figure out how to extinguish a candle (flame) without touching the candle or the flame or blowing it out. Do the following with your children: light a candle, cover it with a jar and watch until it goes out.
Lead the children to the conclusion that combustion requires oxygen, which turns into gas.
Conclusion: When oxygen access to the fire is impeded, the fire goes out. People use it to extinguish fires in fires.
22. “Can you lie on balloons?”
Invite your child to stand on the balloon. Well, of course, he won't succeed. Now let him try to sit on it. Well? Nothing worked out again? Now ask the children: “Since you can’t stand or sit on it, maybe you can lie on it?” Is it also impossible to lie down?
Now let’s make it so that you can both stand and sit on the balloons. And lie down. How? Very simple!
Take a large plastic bag. It is better that it be dense rather than thin and, moreover, not have a single hole.
Blow up enough balloons to fit into this large bag and tie a knot. Now place a children’s table turned upside down on this makeshift mattress so that its weight is distributed evenly across all the balls.
And voila! Now you can stand, sit, and lie on balloons.
Conclusion: Air is elastic. Placed in a certain shell, air can be very useful in everyday life.
Air, it is a special object,
You can't touch it with your hands.
To see it with your eyes
They blew into the tubes at once.
Then, to the delight of the children
We inflated the balloons.
All this work, so to speak.
Named smart word"experience".
The guys and I analyzed and summarized all the information. Naturally, we had to actively help the young researchers generalize the data obtained. For the children it was very challenging task. But at the same time, we understood that with this material, like no other, it is possible to develop a child’s thinking, creative abilities, and speech.
After summarizing the information, two volunteer researchers take turns complementing each other, looking at the reference diagrams ( Annex 1), made a report.
Based on the results of the defense, we encouraged not only the speakers, but also those who asked “smart”, interesting questions.
Experimentation is the most successful way to introduce children to the living and living world around them. inanimate nature. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to feel like a scientist, researcher, discoverer. Joint experimentation will help the child find out the answers to his questions, draw the right conclusions, and also hear the evidence in a more accessible language. Children's experimentation has a positive impact on the emotional sphere of the child; to develop creative abilities, to improve health by increasing the overall level of physical activity.
Bibliography:
- Danyukova A.
": Publishing house "Fedorov", 2010.-128 p. Municipal budget preschool educational institution
combined type No. 59 “Bell”, Mytishchi
Summary of open educational activities
Research activities with children of senior preschool age on the topic “Air and its properties”
Educational area "Cognition"
teacher of 2nd qualification category
Program content:
2013 Target : develop cognitive activity
in the process of experimentation; expand knowledge about air.
Tasks :
Summarize and clarify previously acquired knowledge about the properties of air;
Introduce the properties and methods of air detection;
Develop skills in conducting experiments;
Expand and activate children's vocabulary;
Encourage the generation of hypotheses;
Cultivate caution when working with water.
Develop mental qualities (sensation, perception, memory, attention, speech), mental operations, cognitive interests, observation, visual-effective and verbal-logical thinking;
Develop listening skills, manage your behavior, and work in a team.
Cultivate interest in the life around you and curiosity.
Hypotheses:
Air constantly surrounds us;
The method of detecting air is to “lock” the air, “catch” it in a shell;
Air is lighter than water;
There is air inside objects;
There is air inside people;
Life is not possible without air;
Air is odorless, but can transmit odor;
Wind is the movement of air.
Preliminary work:observations on the street, playing “soap bubbles”, reading fiction, showing the presentation “Properties of Air”.
Vocabulary work:colorless, gas, invisible. Learn to answer questions with common sentences and participate in dialogue.
Relationship with other areas:“Communication”, “Socialization”, “Health”.
Materials for the lesson:
Jars with “smell”;
Foil (according to the number of children);
Rescue sleeves;
Bowl (preferably glass) 2 pcs;
Cup;
Toys and other small objects are dense and hollow;
Chest;
Cups of boiled water and straws according to the number of children;
Garlic, garlic press;
Fans by the number of children;
Hourglass;
Balloons according to the number of children;
Paper mugs, 1 green and 1 red for each child;
Phonogram "The Sound of the Sea".
References:
- L.G. Gorkova “Scenarios for classes on environmental education of preschool children”, M., “Vako”, 2007
- Kameneva L.M. “How to introduce preschoolers to nature”, M., “Enlightenment”, 1978
- Ivanova A.I. "Ecological experiments and observations in kindergarten", M., "Sphere", 2004
- www.pedagoginfo.com
- www.wiki.rdf.ru
OOD progress.
Educator : Guys, today I invite you to act as scientists and do research. But you will find out what we will explore by guessing my riddle:
Passes through the nose into the chest,
And the return is on its way.
He's invisible, but still
We cannot live without him.
We need him to breathe
To inflate the balloon.
With us every hour,
But he is invisible to us!
Children: Air!
Educator: That's right, it's air! The entire planet Earth is shrouded in an invisible transparent blanket - air. Air is everywhere - on the street, in the room, in the ground, in the water. Today we will talk about air, we will do experiments like real scientists.
I wonder who saw it, this air? Maybe he doesn’t exist at all? Personally, I have never seen air! And you guys, can you see the air around us?
Children: No, we don’t see it.
Educator: Since we don’t see it, what kind of air is it?
Children: the air is transparent, everything is visible through it, colorless, invisible.
Educator: Guys, let's prove that there is still air!
The teacher shows a glass. Do you think this glass is empty? Look carefully, is there anything in it?
Now we will check it.
Experiment "Air Bubbles"
Educator: each take a glass and do the same. Hold the glass straight and lower it slowly. What happens? Why doesn't water get into the glass? What's stopping you from lowering your glass?
Let's conclude: there is air in the glass, it is he who does not let water in.
And now I again propose to lower the glass into the water, but now hold the glass not straight, but slightly tilted.
What appears in the water? (bubbles). Where did they come from? (Air leaves the glass and water takes its place)
Why did we at first think that the glass was empty? (Because we cannot see the air, it is transparent)
That is why air is called invisible.
What else is transparent? Let's find transparent objects in the group (glass, light bulb)
Educator: To see the air, you need to catch it. Do you want me to teach you how to catch air?
Children: Yes.
Experience. “Search for air” (with balloons).
Educator : Take a balloon. What's in it?
Children: It's empty.
Educator: It can be folded. Look how thin he is. Now we fill the ball with air and spin it. The ball is full of air. The air took up all the space in the ball. We can conclude: the air is transparent, in order to see it, you need to catch it. And we were able to do it! We caught the air and locked it in a ball. I suggest you also listen to it. And to do this, release our balloons.
Experience. "Sound Formation".
Educator : Now take a piece of foil and place it on your lips and blow along it so that you make a sound. How can you hear sound? What's happening?
Children: we inhale a stream of air, the edge of the paper trembles. It makes the air tremble, which is why sound arises.
Educator: we can conclude that sound occurs when the air trembles.
Experience with sleeves.
Educator: in the summer I saw how people use such “locked”, trapped air! On the sea! It looked like it was an air mattress! I also saw children wearing lifeguards and even a lifebuoy! But I have children's rescue arm sleeves. Let's let the air out of them. Air is lighter than water! And if there is air inside the mattress, then, of course, it floats! This means that if there is air inside something, it will float. Guys, help me sort out the toys: which ones will float and which ones won’t? (Takes out a chest).
Didactic game: “Drowning - not drowning.”(children take turns taking a stone, a wooden block, or other small objects from the chest and placing them in two basins).
Educator: Well done boys! Helped! Now you know that objects with air inside will float. Now let's rest a little.
Physical education minute.
Since we are dealing with water, (demonstration - pour water from one fist to another)
Roll up your sleeves with confidence (roll up your sleeves)
Spilled water - no problem (hands on waist, shake head)
A rag is always at hand (showing palms connected by an edge to each other)
An apron is a friend. He helped us (run your palms from your neck to your knees)
And no one here got wet (hands on waist, head turned to the sides)
Have you finished your work? Have you put everything in place? (step in place)
Educator: We've had a rest, and now I ask everyone to take a seat (there are glasses of water and straws on the tables).
Now we know that in objects where it seems empty, air is actually hidden. I wonder if there is air inside people?
What do you guys think? Let's check?
Experience. "Air in Man".
Educator : Blow into a tube placed in a glass of water. What's happening?
Children: Bubbles come out.
Educator : You see! Conclusion: this means there is air inside us. We blow into the tube and he comes out. But in order to blow more, we first inhale new air, and then exhale through the tube and we get bubbles.
You exhale. It means it is inside you. But how does it get to you? Children: Through the nose.
Educator : Certainly! All people breathe through their nose. Guys, let's show how our noses breathe. When we simply inhale and exhale air, do we see it?
Children: No.
Educator: But we can feel it with our nose. I'll take the garlic and crush it. Oh! It smelled like garlic! I don't want that smell! Let's better hold our noses and not breathe.
“I can’t breathe” experience.
He sets an hourglass, and the guys hold their noses and try not to breathe
Educator : You see, not even all the sand was poured into the hourglass, you couldn’t live without air for even one minute! Guys, why do you think?
Children: Every living thing on earth needs air: people, animals, and plants! Without air they will die.
Educator: Let's get rid of the garlic smell. What do you think needs to be done for this?
Children: ventilate the room.
Educator: guys, do you want to make some wind?
Children: Yes.
Experience "Wind".
Educator: Guys, let's try to create wind using a fan! Wave the fan first at yourself, then at each other. What do you feel?
Children: The wind blows in your face.
Educator: This means that when air moves, it produces wind.
What do you think this wind is? (Wind is the movement of air in nature) Have you ever felt it? What kind of wind is there?
Children: A weak breeze is called a breeze. The wind is stronger when the waves rise on the sea, this wind is called a storm. And a very strong wind, when ships capsize in the sea, is called a hurricane.
Relaxation “By the sea”
Close your eyes, we will relax.
The sun shines brightly. Light breeze blowing. I breathe in his clean, fresh air. The grass is swaying in the meadow. Birds proudly circle above me. I feel good and pleased. I'm very glad that I met amazing world nature. I want to live in peace with nature.
Educator: so the air surrounds us. Guys, what do you think the air itself smells like? Smell it. How is it that when pies are baked, we smell them? It turns out that the air moves and brings these odors to our noses, although the air itself, if it is clean, has no smell. But he is good at appropriating other people's smells.
What might the air smell like? (freshness after rain, pine resin, smoke if there is a fire nearby, etc.). I suggest you check this out.
Experiment “Does air have taste and smell?”
Educator: the jars contained items with strong odors. I removed them. Try to determine by smell what was in the jars.
Conclusion: air does not have its own smell. Absolutely clean air does not smell of anything. The substances surrounding it give it its smell. Guys, tell me, does the air have a taste? Can we try it? Open your mouth and inhale. Do you feel anything?
Children: no.
Educator: what conclusion can we draw? Does the air have a taste?
Children: the air has no taste.
Educator: how much we learned about air today!
That air constantly surrounds us;
That the way to detect air is to “lock” the air, “catch” it in a shell;
That air is lighter than water;
That there is air inside objects;
That there is air inside people;
That life is not possible without air;
That air has no odor, but can transmit odor;
What wind is the movement of air.
Let's solidify everything again. I suggest you take 2 circles from the table: one red and one blue. I will say statements, and instead of answering you will show circles. If you agree with me, raise the blue circle; if you disagree, raise the red circle. Let's try. Be careful!
Air surrounds us on all sides.
The air can be heard
The air is transparent, so we don't see it.
The air has its own taste.
Clean air has no smell.
A person can live without air.
Wind is the movement of air.
Guys, I thank you for your attention. As a souvenir, you can take yourself a balloon to catch our new invisible friend at home.
And it's time for us guys to say goodbye. Let's quickly get dressed and go outside - breathe fresh air!
Program content:
- To consolidate and clarify children's knowledge about air and its properties.
- To form ideas about the importance of air in the life of humans, animals, and plants.
- Develop skills in conducting experiments and the ability to draw conclusions independently.
- Develop thinking, observation, curiosity.
- Expand and activate children's vocabulary.
- Foster an ecological culture and a caring attitude towards nature.
- Cultivate a caring attitude towards your health.
Demo and Handout for experimentation:
- Containers with water, an empty glass, a paper circle.
- Glasses of water, straws.
- Bags, balls, pinwheels, fans, soap bubbles.
- Garlic, onion, lemon, empty, plastic bottle.
Preliminary work:
- Preliminary work with children about the properties of air.
- Conversations on the topics: “Who needs air?”, “What kind of air is there?”
- Observations in nature of wind and seasonal phenomena.
- Reading literature, solving riddles, looking at illustrations.
- Vocabulary work.
Integration of educational areas:
Cognition:
Educational: Observation of natural phenomena, changes, develop cognitive interests, attention, memory, cultivate a love of nature, cultivate a caring attitude towards one’s health.
Speech development:
Educational: Develop children's dialogical speech, teach them competently, and compose sentences. Develop auditory and visual attention, speech activity. Learn intelligently and draw conclusions.
Methodical techniques:
- Verbal.
- Game.
- Practical.
- Experimental.
- Visual.
Progress of the lesson
Children enter the group from the bedroom. Guys, we have guests today, let's say hello to them! (Children say hello.) We already had them last year, do you remember? Now we are older and have learned a lot of new and interesting things. I invite you to tell and show what new and interesting things you have learned!
Educator: And now I’ll tell you a riddle, and the answer will be the topic of our conversation!
You can't live without him
No eating, no drinking, no talking
And even to be honest,
You can't light a fire
Educator: What is this?
Children: Air. (Show the illustration “air bubbles.”)
Educator: That's right, it's air. And today we will talk about air. Why do we need air?
Children: Air is necessary for humans, animals and plants to breathe. Without air, life on Earth is impossible.
Educator: Air is everywhere, both on water and on land; our planet Earth is surrounded by a thick layer of air. This shell is called the atmosphere. (Show an illustration of the earth surrounded by an atmosphere.)
I suggest watching the cartoon “Why do you need air?” (View.)
Educator: Did you like the movie? And now we will consolidate what we have learned! How many layers of air protect us? (children's answers). What is formed in the first layer (clouds, rain, snow). That's right, well done and this layer is called the troposphere. What happens in the second layer (airplanes fly). Well done, the layer is called the stratosphere. Well, what happens in the third layer? (meteorites burn there). You are very attentive! Well, the last layer remains, a very beautiful phenomenon occurs there, what is it called? (northern seeding). That’s right, all these layers are called atmosphere, a word we are already familiar with. What will happen if there is no air on earth? (there will be no life).
Educator: And now we will remember what properties of air we are already familiar with? (showing pictures through which children talk about the properties of air) Well done, you know a lot about air.
Educator: Do you know what happens to air when heated? (Children's answers.) I'll show you now!
Educator: I take an empty bottle with a ball on it and put it in hot water– the ball inflates, and when lowered into cold water, it deflates. Do you know why this happens? (Children's answers.) The air heated up, expanded, came out of the bottle and inflated the ball, and then we put the bottle in cold water, it cooled and returned to the bottle again. Air consists of many small particles.
Educator: Let us turn into particles of air, at room temperature the particles feel good, they move throughout the entire space (I say it’s warm and we begin to move around the room.) Suddenly it became cold, the air compressed and the particles began to press against each other. (I say it's cold and you start snuggling together.) Be careful! Well done guys, very attentive!
Educator: Guys, let's look for where there is still air. Here I have a glass, what do you think is in this glass?
Children:(children's answers).
Educator: Let us check it now (I take a glass and place it carefully in the water so that no water gets into the glass). Guys, look, the glass seems to be empty, but I can’t lower it to the bottom, what do you think is stopping me?
Children:(air).
Educator: That's right, well done, and now we'll check it with you (the children take the cups and lower them into the water, air bubbles appear from the water) What prevented me from lowering my glass to the bottom? (air) And when you and I let out the air, what happened? (Children's answers.) Air bubbles rise upward because air is lighter than water.
Educator: And there is air inside us. (Children's answers.) Let's check it out! Take the tubes and blow into a glass of water, we blow into the tube, what comes out?
Children: Air bubbles.
Educator: You and I inhale and exhale air. Do we see him?
Children: Children's answers .
Educator: At what time of year can we see air?
Children: In winter, steam comes out of your mouth.
Educator: Now take a deep breath, draw in more air and hold it, and exhale on the count of five. (Children do.) Was it difficult for you without air?
Children: Yes, it’s difficult, you want to immediately breathe in the air.
Educator: A person cannot live without air, he needs it every second. How should you breathe correctly?
Children: Through the nose.
Educator: Place your palm on your chest and feel your breathing.
1. Quietly - quietly we will breathe.
We will hear our hearts. (Inhale through the nose, pause 4 seconds, exhale smoothly through the nose.)
2. We took a deep breath.
We breathe easily - easily, (Slow inhale, pause 4 seconds. Exhale.)
3. Breathe through one nostril.
And peace will come to you. (Long inhale - exhale through the left and right nostrils.)
4. You need to take a deep breath
To blow out the candle for us. (inhale freely, hold your breath, “pipe lips”, three short exhalations.)
Educator: Guys, why does a person need to breathe properly?
Children: So as not to get sick.
Educator: Only clean air is good for human health. Scientists and ecologists monitor the cleanliness of the air. Dirty air causes various diseases in people. Now let's play, I'll lay out pictures showing polluted air and clean, and you will come up one by one and take one picture at a time. What do you think pollutes the air in these pictures, and what, on the contrary, makes the air clean and healthy?
Children: Dust, exhaust gases, fires, smoke from factories, factories, cigarettes...
Educator: What should be done to keep the air clean?
Children: Wipe off dust, ventilate rooms, plant trees, bushes, flowers, water paths, sidewalks; factories install filters to purify the air.
Educator: Well done, right.
Educator: What do we know about air?
Children: Invisible air is around us, we breathe it, a person cannot live without air. The air is transparent, colorless, tasteless and odorless, but can carry odors. It can move; when heated, air expands and when cooled, it contracts.
Educator: That's right, well done! Guys, would you like me to show you a trick? I asked my friends and they brought me mountain air, there are many trees and lakes there and they put this air in a ball. Is this healthy air? Now I'll take a needle and pierce it. What should happen to the ball? (The children's answers will burst.) What happened? Children's answers (the balloon did not burst). This is not an ordinary ball with an unusual healthy air. If you take care of your health, play sports, walk a lot, eat healthy food, then you, like the ball, will not be afraid of any disease, but the ball will not be afraid of a needle! Now let's say goodbye to the guests and go get ready outside, breathe what kind of air do you think? Children's answers (useful).
Literature:
- Cognitive and research activities of preschool children. N. E. Veraksa, O. R. Galimov. Publishing house, MOSAIC-SYNTHESIS, Moscow 2012.
- Air is invisible. I. A. Ryzhova.
- Big book of experiments. Eksmo Publishing House. 2010
- My first encyclopedia. Planet Earth. M. Eksmo 2013.
- Breathing exercises by A. N. Strelnikova for children. M. Shchetinin. Metaphor Publishing House 2011.
- "Scientific answers to children's whys." Experiences and experiments for children from 5 to 9 years old / Author-compiler Zubkova N.M. – St. Petersburg: Speech 2009
