Why can't we see air? "The great invisible man is air"
Tasks:
*educational – to enrich and systematize children’s knowledge about air and its properties: transparent, colorless, odorless, tasteless, density, it is everywhere, mobility; with such natural phenomenon, like the wind, the causes of its occurrence; with the way a person uses air (wind).
*developing – develop interest in research activities; develop thinking and imagination; establish simple connections, draw conclusions; teach, based on identified properties, to establish patterns.
*correctional - support the child’s desire to actively engage in communication and speak out; activate children's vocabulary.
*educational – to cultivate curiosity, interest in the world around us, and the ability to work in a group.
Preliminary work:
Observations of the wind and clouds while walking.
Making paper fans with children.
Reading: S. Marshak “Ball”, “Soap Bubbles”,
Russian folk tale"Bubble, Straw and Shoe"
Vocabulary work:
Transparent, elastic, wind - air movement.
Benefits:
Cups of water and straws, fans for each child, a plastic bag, balls, balloon, soap bubbles, pipes, lionfish.
Progress of the lesson:
Educator: Today we will study the mysterious invisible substance. It cannot be seen with your eyes or touched with your hands, guess the riddle:
The Invisible Man is naughty
Lives next to you
He is invisible and inaudible,
And wherever we go,
We will find the invisible man.
Children: Air.
Educator: Guys, let's try to get to know him. Where to look for it?
Children: He is everywhere: in the room, in the ground, and in the water.
Educator: Why don’t we see him?
Children: The air is transparent, you can see everything through it.
Educator: Do you want to see and feel the air? How can it be detected if the air is invisible? Let's do some experiments. I invite you to our laboratory.
Experiment 1. “There is air in the glass”
Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in.
Experiment 2. “There is air in the glass and it is invisible”
Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (Air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: The air is transparent, invisible.
Experiment 3: “What’s in the bag?”
The teacher shows the children an empty plastic bag. What's in the package? (children's answers). And now? (the teacher turns away, fills the bag with air, shows it to the children) (children's answers). Why can't we see air?
Conclusion: the air is transparent. What else is transparent? (Window glass, aquarium, glasses, light bulb)
Experiment 4. “Air is elastic”
The teacher invites the children to catch air in the bag and touch it with their hands. What do they feel? (As if there is something in the bag, the bag creases when you press on it with your fingers, it returns to its shape when you lower your fingers).
Conclusion: air is elastic. Air can be caught and locked where? - into a ball, sphere, tire. The trapped air softens the blow, so the tires are inflated with it; he makes the ball bounce. Compare how an inflated and uninflated ball jumps.
Experiment 5. “Air is everywhere.”
Take a lump of earth and put it in a glass of water. Watch for air bubbles to appear.
Conclusion: There is air in the soil.
Take a dry stone and place it in a glass of water. Watch for bubbles to appear.
Conclusion: There is air in the stone.
Educator. And we can also feel the air. How? (let's blow into our palm). What happens? (wind)
Educator: What is wind?
Children: Wind is the movement of air.
Educator: Come on, now let’s all get up quietly for a physical minute. It's called "Wind".
Physical exercise “Wind”
The wind blows in our faces, waves our hands in our faces
The tree swayed, hands up, bends
The wind is getting quieter, quieter, squatting
The tree is getting higher and higher, rising up on its tiptoes
Experiment 6. “Fan”
Now let's wave the fan in front of our faces. How do we feel? Why did people invent the fan? What has replaced the fan in our lives? (Fan, air conditioner).
Conclusion: we feel air.
Educator: Where is wind used by humans?
Children: Sailing boats, windmills.
Experiment 7 “We breathe air.”
A glass of water and a straw will help us make sure of this. We inhale air through the nose, exhale through the straw into the water.
What do we see? – bubbles. What does it mean?
Conclusion: We breathe air. And all living creatures on earth breathe air: plants, fish in the water.
Educator: Guys, in my hands musical instruments.
Experiment 8 “Dudochka”
Blow the pipe and it will play.
Conclusion: Air can be heard. Sound is created when the air trembles.
Experiment 9 “Soap Bubbles”
Blow soap bubbles and balloons.
Conclusion: Soap bubbles and balloons fly easily - the air is light.
Educator: Inhale the air through your nose. What does it smell like?
Children: The air has no smell.
Educator: Inhale air through your mouth. What does it taste like?
Children: Air has no taste.
Summarizing
What properties of air did you learn today?
(Invisible, transparent, elastic, light, you can hear it)
Where can you find air?
Why does the ball bounce?
Why can't we see air?
What is wind?
Educator: Children, so we became acquainted with invisible air. We'll find out more later:
* Why are there waves on the sea and on the river?
* Why do birds, planes, rockets fly and not fall?
* The air can be cold or warm.
* The air can be clean or dirty. What does this depend on?
Do you want to know about it? Then see you in our laboratory!
Lesson notes in senior group on topic: Air and its properties
Zolotoreva Tamara Aleksandrovna, teacher of the MBDOU kindergarten No. 17 “Ladushki” in the city of Novoaltaisk.Target:
Create conditions for developing children's interest in experimental activities.
Software tasks:
-Educational:
- expand children’s understanding of the importance of air in human life;
- introduce children to some properties of air and methods of detecting it;
- activate and expand children's vocabulary.
Educational:
- develop cognitive interest in the process of experimental activities;
- develop the ability to draw conclusions.
Educational:
- cultivate interest in the surrounding life.
Equipment:
Use of ICT
Handout: cups of water, straws, fans, for each child; jars with and without odor, musical wind instruments, plastic bags, paper, a bowl of water.
Progress of observation:
Hello guys! I'm glad to see you! My name is Tamara Alexandrovna. Let's hold hands and shake hands, so we say hello and smile, so that we can be in a good mood all day today.
Guys, today we will have a difficult lesson, you will be real researchers. Do you want to be researchers? And what we will explore, you will find out by guessing the riddle.
It passes through us into our chests
And he's on his way back
it is invisible, and yet
We can't live without him!
What is this?
Children: Air
Educator: Today we are going to find out what air is, how to detect it and what properties it has.
Guys, do you know where people conduct various studies and experiments?
Children: People conduct experiments in laboratories.
Educator: We will also have our own small laboratories. I suggest going to the first laboratory. (children approach the table and stand in a circle around it). In order for our experiments to work out, we need to listen to me carefully and follow the instructions. Okay?
But before we begin our first experiment, let's take a deep breath and then exhale.
What do you think you sighed?
Children: Air
Educator: Can we see the air?
Children: No, we don’t.
Educator: So what kind of air?
Children: Invisible.
Experiment No. 1 (air can be seen)
Educator:To see air, you need to catch it. Do you want me to teach you how to catch air? Take plastic bag, what's in it? (it's empty)
Let's doubt him. Look, it wrinkles easily, why? (because it's empty)
Now we will make a ball out of it, twist it.
What's in the package? (air)
What do you think the package ended up looking like? (children's answers)
Try squeezing the bag. Why doesn't it work? (there's air)
Where can this property of air be used? (in summer: air mattresses, lifebuoy)
Conclusion: Air takes on the shape of the object it hits.
Now look at your hand through the bag. Can you see your hand? (we see)
If we see our hand, what kind of air does it mean? (transparent, invisible)
Conclusion: The air is clear.
Experiment No. 2 (Air takes up space)
Pick up a glass with paper inside.
Touch it, how wet or dry is it? (Children's answers)
Turn the glass upside down and slowly lower it into the water. The most important thing is that the glass must be held straight, without tilting, until it touches the bottom. See if the strip of paper gets wet (Children's answers)
Remove the glass from the water and check the strip of paper.
Is she wet or not? Why was the paper left?
Let's try again, but now tilt the glass a little.
What appeared in the water? (air bubbles visible)
Where did they come from? (air leaves the glass and water takes its place)
It was the air that came out of the glass.
Check the strip of paper again.
What is she like now? (wet, water has displaced the air and taken up all the space in the glass)
Conclusion: There is air in the glass and therefore it prevented the strip of paper from being wetted, which means the air is taking up space.
EXPERIMENT No. 3. (air has no smell)
Educator: Do you think the air has a smell? (Children's answers)
Educator: Now we will check this. Close your eyes, and when I tell you, you will slowly inhale and say what it smells like (the teacher comes up to each child and lets them smell the perfume (orange, lemon, garlic). One child simply inhales the air. All that then they felt it, but Sasha didn’t feel anything. Why do you think? That’s right, Sasha didn’t feel anything, because I didn’t let him feel anything. He just breathed in air. What conclusion can be drawn from this?
Conclusion: the air has no smell, objects smell.
EXPERIMENT No. 4 (air is lighter than water)
Educator: Pour sparkling water into a glass. Why is it called that? There are a lot of small air bubbles in it. Air is a gaseous substance, so water is carbonated. Air bubbles rise quickly and are lighter than water. Let's throw a grape into the water. It is slightly heavier than water and will sink to the bottom. But bubbles, like small balloons, will immediately begin to settle on it. Soon there will be so many of them that the grape will float up. The bubbles on the surface of the water will burst and the air will fly away. The heavy grape will sink to the bottom again. Here it will again become covered with air bubbles and float up again. This will continue several times until the air is “exhausted” from the water. Fish swim using the same principle using a swim bladder.
Conclusion: Air is lighter than water.
EXPERIMENT No. 5 (air can be heard)
Educator: Guys, did you know that you can hear air? Musicians who play wind instruments hear it very often. Why do you think? (The musician blows into the hole of the instrument. The air trembles, sounds are produced.) Sounds travel through the air. For example, on the Moon, where there is no air, nothing can be heard, it is useless to talk - sounds are not transmitted. Take musical instruments and blow on them. What did we hear? (sound) Why did the sound arise? (when the air trembles, and then we can hear it).
Conclusion: sound occurs when the air trembles, and then we can hear it.
EXPERIENCE No. 6 (air is vital)
Educator: What are we breathing? (by air). Let's test this by first inhaling deeply and then exhaling. What do you think we inhaled and exhaled? (air) Take the tubes and put them in cups of water and blow, what happens?
Children. We exhale air and bubbles appear in the water. This means there is air inside us.
Educator: Now try not to breathe. Take a deep breath and hold your breath. How long can a person not breathe?
Children. No, without air a person will die.
Educator: What conclusion can be drawn?
Conclusion: Man cannot live without air.
That's right, a person needs air to breathe. If a person can live without food for many days, without water for several days, then without air he can live only a few minutes.
Educator: Is it only humans who need air? (plants, animals)
But a person’s health depends not only on how he breathes, but also on what he breathes.
Let's go to the computer and sit down on the chairs. (Pay attention to the children's seating position)
Look carefully at the screen. (presentation, images of nature)
What is the air like in the forest? (children's answers)
Why is it clean there? (children's answers)
(there is clean air, there are no substances that emit waste. The air there contains a large number of oxygen. Oxygen is a gas that people and plants breathe. The merit of plants is that they produce oxygen. More plants - more oxygen)
How can plants be called? (our helpers, rescuers).
(continuation of the presentation of photos with factories, cars, a smoking person.)
What do you think, what is the air like near garbage, factories, cars, people smoking, and smoke from fires? (children's answers)
Conclusion: This means the air can be clean or dirty.
And now I invite you to build your own city in which you would like to live. In front of you is a model of the city, look carefully and think about what is missing in it, what would you add? There are various pictures in front of you, choose what you would like to see in your city. Why? (pictures with trees, flowers, birds, cars, factories, bicycles, horse-drawn vehicles)
Let's go to the chair, don't forget how to sit correctly.
EXPERIMENT No. 7 (air can move)
Educator: Do you think air can move?
Let's check. I'll take a fan and wave it at you. How do you feel? (wind)
Conclusion: This means air can move.
I’ll wave my fan again and tell me what kind of wind it is? (cold)
Now bring your palms to your mouth and blow lightly on them. What did you feel? (warm wind)
Where do you think the warm wind occurs? (near the stove, fire, if you turn on the hairdryer)
Conclusion: air can be cold, warm and hot.
Educator: You said that air can move, who do you think helps it? The air has good friend, and guess who? Listen to the riddle: If you find out what we are talking about, there is no need to shout out, listen to the end and then answer. Okay?
I'll shake the birch tree
I'll push you
I'll fly, I'll whistle,
I'll even steal my hat.
But I can't be seen.
Who am I? Can you guess? (Wind)
Educator: Yes, it's the wind. We love to play and play pranks with him. What is wind? (Children's answers.) Wind is the movement of air. He is all around us. What kind of wind is there? What can the wind do? (Children's answers.) Well done, how can you find out which way the wind blows? (With the help of plumes) The wind can be strong and weak.
Slide with the image of a hurricane, tornado
Strong wind is a hurricane, tornado, storm, tornado.
Can wind harm a person? (Children's answers.)
Invite children to watch a film about the influence of wind on human life (a house after a hurricane, a broken tree, ships during a storm.)
Educator: And the wind also helps us, the wind is beneficial. It helps plants and animals. How?
Children: Spreads seeds and helps animals hunt.
Educator: And so, you and I found out that the wind is the air. Let's save the air. After all, it is necessary for all living things on earth. There is no life without him. We need to learn to love our native home, protect forests and be friends with beauty.
Nature slide
Our lesson has come to an end. What new have you learned about air? What is air? (Children's answers: air is a gaseous substance, invisible, transparent, has no shape, but we can detect and feel it with movement, it is in all objects, we can inhale and exhale it, has no color, clean air has no smell, but can transmit the smell of objects). What did you like most about our lesson?
I really liked the way you did the lab research. You were all attentive. Showed curiosity. Were active. Well done. Let's smile at each other and all go to the group together.
For parents:
Look carefully at the poster with your child.
It encodes the basic properties of air.
- air has no shape
- air has no color
- the air has no taste
- air is invisible
- the air has no smell.
To prove this, you and your child will have to
carry out a series of experiments.
Experiment No. 1 "Air has no form"
You will need:
- three balls of different shapes.
Target:
prove that air has no form.
Progress of the experiment:
A child inflates three balloons of different shapes.
What's happening:
The air takes the form of the balloon you just inflated.
Conclusion: air has no form.
Experiment No. 2 "Air has no color"
You will need:
paper .
Target: show that the air is transparent.
Progress of the experiment: compare air to opaque objects.
Let's take a sheet of paper. It is opaque - through it we cannot see surrounding objects. And everything is visible through the air.
Conclusion:the air is transparent, since surrounding objects are visible through it.Experiment No. 3 "Air has no taste"
Progress of the experiment:
Ask your child the following questions: does air have a taste? (NO) Can we try it? (YES) Open your mouth and inhale. Do you feel anything? (no) What conclusion can we draw? Does the air have a taste?
Conclusion: This means the air has no taste.
Experiment No. 4 "Invisible air"
You will need:
- two bowls of water and a glass.
Pick up an empty glass and ask your baby:
Do you think this glass is empty? Look carefully, is there anything in it? Now we will check it.
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?
Conclusion: There is air in the glass, it does not let water in.
And now you again offer 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; water takes its place) Why did we at first think that the glass was empty? (Because we cannot see the air, it is transparent)
Conclusion: Air is invisible, but surrounds us everywhere.Experiment No. 5 "Air has no smell"
You will need:
Name of integrated activity: educational and gaming.
Integration of educational areas: OO " Cognitive development", NGO "Speech Development", NGO " Physical development", NGO "Artistically - aesthetic development", NGO "Social and communicative development".
Target: develop cognitive activity in the process of experimentation; expand knowledge about air.
Tasks:
1. Objectives of the NGO “Cognitive Development”:
Form a holistic picture of the world, broaden the horizons of children;
Develop the process of cognitive research activity: in making assumptions, selecting verification methods, achieving results;
Introduce the concept of “air”, its properties and role in human life;
To consolidate children's understanding of the properties of air (invisible, colorless, odorless, expands when heated, and contracts when cooled, lighter than water, exists in the environment and inside a person); about detection methods.
2. Objectives of the public organization " Speech development»:
Develop the ability to maintain a conversation, encourage attempts to express your point of view. - develop free communication with adults and children; - develop components oral speech children: lexical aspect, grammatical structure of speech, coherent speech; - practical mastery of speech norms by students;
Formation complete picture peace, expanding the horizons of children; - introduction to verbal art, including the development of artistic perception and aesthetic taste.
3. Objectives of the NGO “Physical Development”:
Preserving and strengthening the physical and mental health of children.
4. Objectives of the NGO “Social and communicative development”
Continue to develop the ability to coordinate your actions with the actions of your partner.
5. Objectives of the NGO “Artistic and Aesthetic Development”
Continue to develop children’s ability to perform movements in the character of music,
Develop creativity in free dance activities.
Methods and techniques:
Verbal (conversation, answering questions, asking riddles, reading a poem);
Gaming (game situations, surprise moments); - visual (demonstration of experiences and experiments);
Practical (independent experimental activities).
Materials and equipment:
Didactic visual material:
Demo: box – parcel, balloon, plastic bottle, containers with hot and cold water, diagram cards with descriptions of experiments and properties of air.
Dispensing: containers (transparent plastic containers) with water and plastic glasses (0.2 l), glass jars (0.2 l), sheets of paper, napkins, straws, paper fans, capsules from kinder surprises, empty and with various smells (lemon, garlic, coffee, toothpaste, vanillin, etc.), toothpicks, plastic bags large volume, wind musical instruments (pipes, flutes, whistles); ribbons, Balloons, “traffic lights” - aids for demonstrating your solution, a set of feathers for each child.
Preliminary work:
Children's activities in a mini-laboratory, experiments with water;
Reading fairy tales by V. Sukhomlinsky (translation by O. Eremina) “Tender Wind and Cold Wind”, “Flute and Wind”, “Spring Wind”, reading E. Permyak’s fairy tale “Soap Bubbles”, story by L.N. Tolstoy’s “The Aeronaut’s Tale”, reading chapters from N. Nosov’s fairy-tale story “The Adventures of Dunno and His Friends” (“How Znayka invented a hot air balloon”, “Preparation for the journey”, “Above the clouds”);
Memorizing an excerpt from the work of A.S. Pushkin’s “The Tale of the Dead Princess and the Seven Knights” (“Wind, wind, you are mighty...”), poems by N. Krasilnikov “Good Morning”;
Examination of illustrations “The Case of the Wind”, paintings about protecting air purity; - conversation “How air should be protected”, a conversation about the role of air in the life of plants, animals and humans;
- observing air temperature, experimenting to identify the presence and properties of air, playing with the wind.
Equipment: CD - player, CD - disc with a recording of the musical and rhythmic composition “Music and sounds of nature - The sound of the wind, birdsong”, overalls for children - white coats; magnetic board, magnets.
Forms of organizing joint activities:
| Children's activities | Forms and methods of organizing joint activities |
| Type of activity of the NGO "Cognitive Development": educational - gaming Variety: game - experiment, study. |
A game situation is created: the children go to a science laboratory. Children participate in experiments, in the process of discussion (reasoning), and draw conclusions about the properties of air |
| Type of activity of the NGO “Speech Development”: communicative Variety: information interaction, perception of fiction |
Communication with the teacher and children during the lesson, the vocabulary is enriched with new concepts related to physical and chemical properties air. Reading a poem, reading ecological fairy tale V. Sukhomlinsky “Spring Wind”. Guessing riddles. |
| Type of activity of the NGO “Physical Development”: motor-game Variety: physical education minutes |
Musical and rhythmic composition “Music and sounds of nature - The sound of the wind, birdsong” for the development of empathy, self-control, expressiveness of movements, |
Logic of educational activities
| № | Activities of the teacher | Pupils' activities | Expected results |
| 1. | The group has been transformed into a "scientific laboratory". Educator: - Guys, today guests came to us to look at our work. Wish them good morning. |
They greet the guests and read N. Krasilnikov’s poem “Good Morning.” | Children show goodwill and friendliness; an idea of the culture of behavior, order and ways of greeting elders has been formed. |
| 2. | Educator: Children, you are in a science laboratory. Let's remember what we did during the year? Educator: Do you know what people who do experiments are called? They are called researchers. Do you want to feel like an explorer? Educator: Dear researchers! I invite you on a journey along the road that leads to discovery. The laboratory has everything necessary for this. But first we need to find an object to study. The teacher offers to play the game “hot and cold” and find a box with an object for today’s study. |
Accept the game situation. They listen carefully and answer questions. They remember that they experimented, conducted various experiments with water, air, made discoveries, conclusions, learned something new. Based on verbal instructions, find a box in the group |
The ability to listen carefully has been developed; answer in a complete sentence. The ability to make inferences and conclusions, to use the constructions “I think that...”, “I believe that...” in speech has been developed; developed the ability to speak out on the proposed topic from personal experience, share impressions with adults and peers. Developed ability to navigate in a group room, listen carefully to verbal instructions |
| 3. | Educator: “The box was found, but it is empty! What does it mean?" He listens to the children’s opinions, then says that he can guess what’s going on here, and gives a riddle - a hint: “I’m so big that I’m everywhere, I’m so small that I can fit into any crevice.” Educator: “That's right. Now we know there is air in the box.” |
Children are active, interested, They guess the riddle. The properties of air are recalled and named using schematic images. They show an active desire to take part in the study of the properties of air. |
Show verbal activity and answer in complete sentences. The ability to make inferences and conclusions has been developed, to use the constructions “I think that...”, “I believe that...” in speech, to actively use the simplest types of compound and complex sentences in speech, logical thinking has been developed, and the ability to argue one’s own option has been developed. guesses, your answer. Show cognitive activity and curiosity. The rules of safe behavior when conducting experiments are established. |
| 4. | Experiment 1. (Let's catch the air) Educator: To see the air, you need to catch it. Do you want me to teach you how to catch air? Take a plastic bag. What's in it? Children: There is nothing in the bag, it is empty. Educator: Let's fill the bag with air and twist it. What happened to the package? Children: The package has become thick. It is full of air and looks like a pillow. The air took up all the space in the bag. Educator: Now let’s pierce the bag with a toothpick and apply it to the cheek. How do we feel? Children: Air is coming out of the bag. Educator: Let's untie the bag and let the air out of it. The package became thin again. Why? Children: There is no air in it, it’s all gone. Educator: What conclusion can we draw? How can you see air? Leads children to come to their own conclusions. The teacher suggests putting a card on the magnetic board - a diagram with conclusions from the first experiment. |
Show interest. Answer the questions Conclusion (done by children): The air is transparent, in order to see it, it must be caught and placed in a shell. | Children have developed the ability to perform actions according to verbal instructions, and the ability to make logical conclusions and conclusions has been developed. |
| 5. | Experiment 2. (Wind is air movement) Educator: So, the air surrounds us. Do you think we can feel the air? How can we do this? - Guys, today we will need the fan that you and I once made. Now wave the fan in front of your face. Educator: Guys, let's try to create wind with the help of a fan! Wave the fan first at yourself, then at each other. What do you feel? Children: The fan moves and seems to push the air. The air also begins to move, so the breeze blows in your face. Educator: What conclusion do we draw? (Conclusion: when air moves, it produces wind.) Educator: - We cannot see the breeze, because the air is transparent. But we can observe how beautifully the breeze plays with objects. Take a fan and wave it over the feather. Why does the feather move? Shall we create a real hurricane? (children wave fans over colored feathers. The fan moves and sets the air in motion, creating wind. The wind makes the feather move. What has our experience shown? (experience shows that wind is air movement) The teacher suggests putting a card on the magnetic board - a diagram with conclusions from the second experiment. |
Show interest. Answer the questions Conclusion (children make): when the air moves, it turns out to be wind. Wind is the movement of air. | |
| 6. | The teacher suggests playing the “breeze” game: You will pretend to be a quiet, gentle, warm breeze that will play with the ribbon. The music will help you select interesting and varied movements. While performing the movements, the teacher tells V. Sukhomlinsky’s fairy tale “Spring Wind”. |
Children move with ribbons to the composition “Music and sounds of nature - The sound of the wind, the singing of birds” | The ability to move rhythmically, in accordance with the nature of music, has been developed. They finish the movement along with the end of the sound of the composition, show creativity and the ability to improvise during the dance process. They perform movements beautifully and gracefully. |
| 7. | Experiment 3. (Air is lighter than water) The teacher invites the children to go to the tables where there are containers with water and capsules for Kinder surprises. He suggests putting the capsules in water and observing them. Leads children to a conclusion. The teacher suggests putting a card on the magnetic board - a diagram with conclusions from the third experiment. |
Show interest. Answer the questions Conclusion (done by children): There is air inside the capsules, so they do not sink. The air keeps them on the surface of the water. Air is lighter than water. |
Show verbal activity and answer in complete sentences. The ability to make inferences and conclusions has been developed, to use the constructions “I think that...”, “I believe that...” in speech, to actively use the simplest types of compound and complex sentences in speech, |
| 8. | Experiment 4. (Air takes up space) Educator: “Take a jar with a strip of paper inside. Look carefully, the strip of paper is dry. Turn the jar upside down and slowly lower it into a container of water. The jar must be held straight. Continue immersing the jar in the water until it touches the bottom. Then remove the jar from the water and check the paper strip again. Is she wet or not? Why did the paper remain dry? Children, there is air in the glass, it does not let water in. Now lower the same glass into the water, but hold it slightly inclined. What appears in the water? Air bubbles are visible. Where did they come from? The air leaves the glass and water takes its place. Check the strip of paper again. What is she like now? Wet. The water displaced the air, took up all the space in the glass and wet the strip of paper.” The teacher suggests putting a card on the magnetic board - a diagram with conclusions from the fourth experiment. |
They conclude: there is air in the glass, it does not let water in. | |
| 8. |
Experiment 5. (Air in a person) Educator: “What are you and I breathing? (by air). Let's test this by first inhaling deeply and then exhaling. What do you think we inhaled and exhaled? (air) Take the tubes and put them in glasses of water and blow, what happens?” Educator: “Now try not to breathe. Take a deep breath and hold your breath. How long can a person not breathe? Educator: “What conclusion can be drawn”? |
Show interest. They answer questions and actively take part in the experiment. Children: “We exhale air and bubbles appear in the water. This means there is air inside us.” Conclusion: “Man cannot live without air.” |
Show verbal and cognitive activity and answer in complete sentences. The ability to make inferences and conclusions has been developed, to use the constructions “I think that...”, “I believe that...” in speech, to actively use the simplest types of compound and complex sentences in speech, |
| 9. |
Experiment 6. (Air can be heard) Educator: To hear the air, release our balloons. What is happening? |
Show interest. They answer questions and actively take part in the experiment. Children: It's inside the balls. Children: air comes out of the ball and the hiss of air is heard. |
Show verbal and cognitive activity and answer in complete sentences. The ability to make inferences and conclusions has been developed, to use the constructions “I think that...”, “I believe that...” in speech, to actively use the simplest types of compound and complex sentences in speech, |
| 10. | Experiment 7. (Air expands when heated, and contracts when cooled) The teacher demonstrates to the children an experiment: put a balloon on the neck plastic bottle and place the bottle in hot water. Educator: What do you see? Educator: There is air in the bottle, it heats up, expands and fills the ball. We put the bottle in cold water, what do you see? Educator: When cooled, the air compresses and the ball deflates. Leads children to come to their own conclusions. The teacher suggests putting a card on the magnetic board - a diagram with conclusions from the sixth experiment |
They carefully observe the progress of the experiment, show interest, and answer questions. Children: The balloon is inflated, why? Children: The balloon deflated, why? |
Show verbal and cognitive activity and answer in complete sentences. The ability to make inferences and conclusions has been developed, to use the constructions “I think that...”, “I believe that...” in speech, to actively use the simplest types of compound and complex sentences in speech, |
| 11. | Experiment 5 (Air has no smell) Educator: You and I already know that if the air is clean, then it has no smell. Educator: What can the air smell like? (freshness after rain, food that is prepared in the kitchen, smoke if there is a fire, perfume, etc.) Educator: I suggest you make sure of this. The capsules contained substances with different odors. I removed them. Try to determine by smell what was in them. Educator: What conclusion can we draw? |
Show interest. They answer questions and actively take part in the experiment. Conclusion: - Air does not have its own smell. Absolutely clean air does not smell of anything. The substances surrounding it give it its smell. |
Show verbal and cognitive activity and answer in complete sentences. The ability to make inferences and conclusions, to use the constructions “I think that...”, “I believe that...” in speech, and to actively use the simplest types of compound and complex sentences in speech has been developed. They can identify and name substances by smell. |
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Game "Conventional signs" Educator: With the help of “traffic lights” we will reinforce what we learned today about the properties of air. I will speak affirmations. If you agree with me, raise a green circle; if you disagree, raise a red one. Let's try. Be careful.
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Accept and understand the terms of the game. | Children are attentive, they have formed and consolidated ideas about air and its properties. | |
| 10. | Educator: “Dear researchers! Your experiments showed what air is and proved what happens to it in different situations. For your discoveries, I want to award you the title of “young researcher” and award you medals. I wish you to continue experimenting, drawing conclusions and learning a lot of new and interesting things.” |
Children show an emotional response. | They show a desire to participate in further experiments and learn new things. They are confident in their abilities. |
Application:
Greetings:
N. Krasilnikov "Good morning"
Invented by someone simply and wisely
When meeting, say hello: - Good morning!
Good morning! - the sun and the birds.
Good morning! - smiling faces.
Let everyone become kind, trusting,
And good morning lasts until evening.
Riddles about the air.
It goes through the nose into the chest and goes back. He is invisible, but still we cannot live without him.
V. Sukhomlinsky « Spring Wind »
The maple slept all winter. Through his sleep, he heard the noise of the thicket and the alarming cry of a black raven. The cold wind ruffled its branches and bent them.
But then one sunny morning Maple felt as if something warm and affectionate had touched him. Klen woke up. And it was the warm spring Wind that flew to him.
Enough sleep,” whispered the spring Wind. - Wake up, spring is coming.
But where is spring? - asked Klen.
Swallows carry on their wings, says the warm Wind. - I flew from a distant land, from warm sea. Spring is coming through the fields - flowers are blooming, beauty. And the swallows carry multi-colored outfits on their wings.
This is what the warm spring Wind told Maple. Maple sighed and straightened his shoulders. The buds have turned green. Spring is coming.
Air and its properties
Grodnikova Ekaterina Konstantinovna,
GBDOU teacher kindergarten №129
Nevsky district of St. Petersburg
Program content:
1. Introduce children to the concept of “air”, its properties and role in human life.
2. Give children the knowledge that air is a condition of life for all living creatures on earth.
3. Clarify children's knowledge about air through experiments.
4. Develop environmental consciousness.
5. Generate interest in air games.
6. Expand words knowledge; activate mental activity.
7. Develop interest in cognitive activities.
Material: small plates, two glasses of water, a straw for each child, balloons, soap bubbles, chalk, soil, two indoor plants, tape, magnifying glasses, two cans of water, napkins, pieces of ice.
Preliminary work. Examination of objects and toys filled with air. Inflation balloons and deflating them.
Observing the wind while walking (since wind is air movement).
Progress of the lesson.
A balloon with a riddle flies into the group.
Educator. Guys, a balloon flew into our group! How beautiful, light, and with a mystery! Let's read it?
I am invisible, transparent, light me.
You can't live without me.
Guess what I am?
Educator. That's right, guys. And today we will talk about it. But first, tell me why we don’t see air anywhere?
Why is he called invisible?
Children. Because the air is transparent, which means everything can be seen through it, without smell (if it is clean), without taste.
Educator. Yes, children, we are surrounded by air everywhere: in a group, at home,
on the street. Air is found in earth, water, and ice. But we just don’t see him. Tell me, please, what is air needed for?
Children. In order to breathe.
Educator. And for what else?
Children. For plants, animals, insects, birds, fish, etc.
Educator. That's right, guys, without air, neither humans, nor animals, nor plants can live.
What else do you know about air?
Children. The air can be cold and warm, clean and dirty, light and heavy.
Educator. That's right, children. Warm air is lighter than cold air.
If you open the window, then warm air will be at the top, and the cold one will go to the bottom. Means cold air heavier,
Why is the air dirty?
Children. Cars rev up, factories smoke.
Educator.Do we have clean air in our group?
Children. Not always.
Educator. Why?
Children. Because we walk around the group, run, play. Therefore, the air becomes clogged.
Educator. Is the air cleaner in the forest or in the city?
Children. In the forest. Because there are no cars there, there are a lot of trees. Trees absorb carbon dioxide and release oxygen, which we breathe.
Educator. Well done boys.
Physical education minute
Let's have a little physical exercise,
Take your seats:
Once - they sat down, twice - they stood up.
Everyone raised their hands to the top.
They sat down, stood up, sat down, stood up,
It’s like they’ve become a Vanka.
And then they started galloping,
Like my elastic ball.
Why is the ball elastic?
Children, because he is filled with air.
Educator. And now, guys, we will hit the road
in search of the invisible thing - we will try to see and feel it. There is only one way to do this: create conditions in which the air itself will give out its secrets:
Experience 1. There are two indoor plants on the table. One of them is under the can (without air). Draw the children's attention to the plant
Which is closed. Why are its leaves sick, pale, and the plant small and weak?
Children. It dies because the plant does not have enough air.
Educator. Yes, children, a plant, just like a person cannot live without air.
Experience 2. Children throw pieces of earth into a glass of water. Bubbles are released. Why do bubbles rise up?
Children. There is air in the ground.
Experience 3. Children place pieces of chalk in another glass of water and bubbles also appear. Why?
Children. Because chalk also contains air.
Experience 4. Place straws in a glass of water and blow into them.
Bubbles are coming. What it is? Why do bubbles form?
Children. This is air.
Experience 5. Examining the collected dust particles on the tape under a magnifying glass. Children, what do you see?
Children. Specks of dust.
Educator. Why did it appear?
Children. This is polluted air.
Experience 6. Looking at pieces of ice.
Educator. Children, what did you notice in the ice?
Children. Bubbles.
Educator. What are these bubbles?
Children. This is air.
Experience 7. Blowing soap bubbles.
Educator. Children, what is in soap bubbles?
Children. Air.
Educator. That's right kids, the larger the bubble, the more air there is in it. And it bursts because there is no air in the bubble.
Game "Blow up the bubble".
So guys, what have we learned about air?
Children! The air is transparent, colorless, odorless, and tasteless. Air surrounds us everywhere; people, animals, insects, trees, and plants cannot live without air.
Now let’s say these words: “Air, air, we will never live without you!” Take care of nature, children.
