Project “Air is invisible”.

MKOU secondary school Pudozhgorsky

Project participants:

Pupils of the senior mixed age group (4-5 years old)

Educators;

Parents.

Duration: 2 weeks

Project type: information and research

Educational area : Cognition. World of nature. Safety

Objective of the project:

Project objectives:

Problematic issues resolved during the project:

Why is there no life without air?

Why is air called invisible?

How can you see or touch the air?

What is wind?

What is the wind like?

How can wind harm or help people?

Expected result:

Pupils will have an understanding of the properties of air; will be able to talk about the benefits air brings to plants and animals to humans, and will acquire knowledge that air should be protected from pollution.

Previous work:

Looking at illustrations, conversations, reading fiction, blowing balloons, soap bubbles, observing the wind, steam.

Project organization:

Stage 1. Preparatory

Statement of the problem, determination of the goals and objectives of the research work.

While playing in a group with soap bubbles and inflating balloons for the holiday, the children became interested in why balloons and soap bubbles are inflated. What helps inflate them? How does this all happen? The children were surprised what the air had to do with it and how it helped make soap bubbles. Then the teacher began to inflate the balloon, and when she inflated it, she asked: “Why is the balloon inflated? What are we inflating there...?” During reflection and conversation, the children identified the problem: “What is air?” “Where does it come from?”

In accordance with the problem, the children, together with the teacher, set tasks for further research of the problem:

1) Find out as much as possible about air.

2) Conduct experiments with air.

Selection of visual teaching aids and demonstration material

Creation of a technical base for children's experimentation:

Basic equipment: containers for playing with water of different volumes and shapes;

natural materials: pebbles, sand, recycled materials: pieces of leather, balloons, bags

Working with parents :

Questioning.

Design of folders - slides, folders - clamshells. Selection of artistic words, riddles.

Exhibition of drawings.

Individual conversations.

Design of a parent's corner, posting articles, consultations, recommendations on the topic of the project

Stage 2

Organization of research within the project.

1. Educational activities

2. Observations.

4. Experiences and experiments.

Design of the exhibition of drawings “Invisible Air”

Stage 3

Presentation of research results. 1) Making a card index of entertaining experiments and experiments with air

2) Creative presentation with the participation of children “Experiments with air.”

3) Open lesson “What do we know about air.”

Poems about air and wind

• Physical education minute:

• marching in place swing our arms above our heads "floating" movements arms in triangle above head shake our hands in front of us hands on the belt, bending to the side turn on the spot

He is transparent and invisible, Light and colorless gas. With a weightless scarf It envelops us. He is in the forest - thick, fragrant, Like a healing infusion, Smells of resinous freshness, Smells of oak and pine. In summer it is warm, It blows cold in winter, When the frost lay on the glass Lush white fringe. We don't notice him We don't talk about him. We just breathe it in - We can’t bypass him!

• Passes through the nose into the chest

And he's on his way back

He's invisible and yet

We cannot live without it (air)

• So big it takes up the whole world
• So small that air can fit into any crack
• Prowls across the field, Sings and whistles Breaks trees Bends to the ground. (Wind).
• 1) He waved his sleeves and bent the trees. (Wind)
• 2) Not a beast, but a howl. (Wind)
• 3) No wings, flies everywhere (Wind)
• 4) He often flies around, he has broken a lot of trees, but no one has ever seen him or held him anywhere. (Wind)

5) I’ll swing the birch tree, I’ll push you, I’ll attack you, I’ll whistle. Who am I? Can you guess? (Wind)

• 6) Runs without legs, flies without wings. (Wind)

Experiments with air

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.

Conclusion: there is air in the glass, it does not let water in.

What appears in the water? (Air bubbles are visible).

Conclusion:

Children are asked to place a straw in a bowl of water and blow into it. What happens? (It turns out to be a storm).

Conclusion: Air is 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.

Children are invited to blow on the pinwheel. The exhaled air hits the blades and begins to rotate them. You inhaled and exhaled, the air moved and it became a breeze. This means that when air moves, it produces wind. The breeze created by the flow of air from the chest caused the blades of the turntable to rotate.

Conclusion: Air can move objects.

Experiment 5. “Where is the air hidden? »

Equipment: plastic bags, toothpicks.

Tell me, do you see the air around us? (no, we don't see)

So, what kind of air is it? (invisible) .

Let's catch some air.

Take plastic bags from the table and try to catch the air.

Twist the bags.

What happened to the packages? (they puffed up, took shape)

Try squeezing the bag. Why doesn't it work? (there is air inside)

Where can this property of air be used? (inflatable mattress, lifebuoy).

Let's conclude: Air has no shape, it takes the shape of the object it hits.

Now look at your hand through the bag. Do you see the hand? (we see) .

So, what kind of air is it? (it is transparent, colorless, invisible).

Let's check, is there really air inside?

Take a sharp stick and carefully pierce the bag. Bring it to your face and press it with your hands.

What do you feel? (hiss) .

This is how the air comes out. We don't see it, but we feel it.

What conclusion can we draw now? Air cannot be seen, but it can be felt.

Conclusion: Air is transparent, invisible, colorless, and has no form.

Experiment 6. “How to see the air? »

Equipment:

(air movement - breeze)

(This is the air we exhaled)

(Air bubbles rise up)

Conclusion:

• Equipment:
• What happens? Does water get into the glass? Why not?
• 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 visible) .
• Where did they come from? The air leaves the glass and water takes its place.
• Conclusion: The air is transparent, invisible.

Experiment 7. “Air movement”

Equipment:

(trees are swaying, clouds are running, a pinwheel is spinning, steam is coming out of the mouth)

(fan)

(We feel the air moving)

Conclusion:

• Experience No. 3. "Air is invisible"
• Equipment: large transparent container with water, glass, napkin.
• You need to secure a paper napkin to the bottom of the glass. Turn the glass upside down and slowly lower it into a container of water.
• Draw children's attention to the fact that the glass must be held very level. They took the glass out of the water and touched the napkin; it turned out to be dry.
• What happens? Does water get into the glass? Why not?
• This proves that there was air in the glass, which prevented water from entering the glass. And since there is no water, it means she cannot wet the napkin.
• 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 visible) .
• Where did they come from? The air leaves the glass and water takes its place.
• Conclusion: The air is transparent, invisible.

Experiment 8. “Does air have weight? »

Equipment: can be replaced with a stick about 60 cm long. Attach a string in the middle and balloons at the ends)

(The ball without air has become lighter)

Conclusion:

• Experience No. 3. "Air is invisible"
• Equipment: large transparent container with water, glass, napkin.
• You need to secure a paper napkin to the bottom of the glass. Turn the glass upside down and slowly lower it into a container of water.
• Draw children's attention to the fact that the glass must be held very level. They took the glass out of the water and touched the napkin; it turned out to be dry.
• What happens? Does water get into the glass? Why not?
• This proves that there was air in the glass, which prevented water from entering the glass. And since there is no water, it means she cannot wet the napkin.
• 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 visible) .
• Where did they come from? The air leaves the glass and water takes its place.
• Conclusion: The air is transparent, invisible.

Experience 9.

"Mysterious Bubbles"

Task - Equipment -

Experience 10

"Blowing soap bubbles."

Task - Equipment -

Experience 11.

"Battleship".

Task - Equipment -

Experiment with air No. 6.

The teacher asks the children which toy they know well has a lot of air in it. This toy is round, can jump, roll, and can be thrown. But if a hole appears in it, even a very small one, then the air will come out of it and it will not be able to jump. (Children's answers are listened to, balls are distributed). Children are asked to knock on the floor first with a deflated ball, then with a regular one. Is there a difference? What is the reason that one ball easily bounces off the floor, while the other barely bounces?

Conclusion: the more air in the ball, the better it bounces.

Air experiment No. 7

Experiment with air No. 10.

Experiment with air No. 11.

Experiment with air No. 12.

Planning observations with children of the middle group to familiarize themselves with air.

Season

Observations

AUTUMN

1. The air at the beginning of autumn: cool, transparent.

2. Observing clouds in windy and calm weather. Why do clouds float? Note whether the clouds are high or low. Give an idea of ​​cumulus (like heaps of cotton wool) and cirrus (like feathers - light, translucent) clouds.

WINTER

1. Air on a cloudy (cold and humid) and on a clear day (dry, “stings” the nose and cheeks).

2. Observations of smoke: in wet, windy weather, smoke spreads; in frosty weather there is a column of smoke.

3. Observations of drifting snow. Explain what it is.

SPRING

1. Spring wind: clean, fresh, warm.

2. Watch how the wind drives ripples through the puddles. Why are there waves?

SUMMER

1. Wind observation: warm, light, cool. If the tops of the trees bend and the branches sway, the wind is strong and gusty. If the leaves sway a little, the wind is weak. Watch how, before a thunderstorm, a strong wind lifts and swirls dust.

2. Watching a thunderstorm. Explain that the less time between the flash of lightning and the clap of thunder, the faster the rain will begin.

3. Comparison of clouds and clouds.

Experiments with air for children

• The air is soft blue,
• Breathe easily and to your heart's content. We sometimes forget -
• The air is leased to us,
• He is the only one among all earthlings,
• For life to triumph,
• We need to protect the air.
• Take care of your planet
• After all, there is no other one in the world!
• We need him to breathe
• To inflate the balloon
• With us every hour
• But we don’t see it. What is this? (air)

• 1. It is unknown where it lives, it will swoop down and bend the trees. When he whistles, there’s a shiver in the river, Mischievous, but you won’t stop.
• 2. Without arms, without legs, But he opens the gate.
• 3. He ran along the meadow path - The poppies nodded their heads. He ran along the blue river - the river became pockmarked.
• 4. Breaks branches - raises dust. You hear him, but you don't see him.
• Carefully the wind came out of the gate; He knocked on the window and ran along the roof. I played a little with bird cherry branches and scolded my acquaintances’ sparrows for something. And cheerfully spreading his young wings, he flew somewhere racing with the dust.

Rules for working with various materials: With water:

• Upon completion of work:

Around us in a group, on the street, at home there is always air ; If we begin to inflate the balloon, the air will fill all the space provided.

During the completion of the project, children will be asked the following questions: “What is air for?, What is air?”

Expected responses like this:

- “Air helps ships sail”

- “Air is a strong wind, it helps to throw leaves from trees in the fall...”

- “Even when there is a strong wind, they say that it is a hurricane...”

- “The wind makes waves on the sea and we like to swim in the waves...” (and many others)

In grades 2-3 of primary school, when studying the topic of air around the world, children are often asked to complete a presentation as homework.

To prevent your presentation from being similar to your classmates’ projects, we offer a selection of materials on the topic of air.

To create your own presentation you will need:

• Pictures

Download the presentation about air from our website.

Examples of some slides are presented below.

Texts used for presentation about air:

Air is a mixture of gases, consisting of 78% nitrogen, 21% oxygen, relatively little carbon dioxide, and also water vapor.

Air is transparent and invisible, odorless, has no definite volume, has a mass lighter than water, warm air is lighter than cold air, and rises upward.

The flight of airplanes, hot air balloons, the movement of a sailboat and a wind power plant, the soaring of birds, the operation of a vacuum cleaner - all this occurs due to the properties of air: elasticity, compressibility, mass.

Low thermal conductivity of air is used, for example, in double window frames. Glass by itself does not protect against cold; it only retains air, which is a poor conductor of heat. And the apartment maintains the desired temperature.

Animals raise their fur, birds crest when they are cold, and a person puts on a warm sweater - all this only to surround himself with an airy shell that does not conduct heat well.

Sound is vibrations in the air that are picked up by the ear. The most enormous cosmic disasters, such as the explosion of a star, take place completely silently, in perfect silence. We can experience the pleasure of hearing sound only on Earth, where there is atmospheric air.

Air pollution leads to the greenhouse effect. The surface of the globe is gradually warming up. Glaciers at the poles are melting, the level of the world's oceans is rising. More and more disasters are befalling humanity. In order to live comfortably in the future, a person must take care of protecting the cleanliness of the air by reducing emissions from industrial enterprises and cars. This is a question of the existence of a bright future.

Wind is one of the most common natural phenomena. Familiar and understandable to everyone. Sometimes pleasant, sometimes unpleasant (tornado, tornado, hurricane).

What is wind? Where the air is hotter, it rises; colder, heavier air sinks. We say: the wind blows.

Anna Shirkova
Experimental activity of older preschoolers on the topic: “Properties of air” using electronic educational resources.

Experimental activities of older preschoolers on the topic"Properties of air" With using ESM.

Target: experimental learning is to create conditions under 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 experiment, analysis, hypothesis building, generalization);

Develop systems thinking.

Tasks:

Strengthen children's knowledge about properties of air:

Activate and enrich children's vocabulary with nouns, adjectives and verbs topic;

Develop observation skills, ability to draw conclusions, analyze; to cultivate in children a cognitive interest, the ability to see amazing things in the world around them;

Foster an environmental culture;

Cultivate accuracy when working.

Children are already familiar with the research method, it stages: think for yourself; ask another person; look in books; look on the Internet; observe; conduct experiment. We are also familiar with the method of recording research results - pictograms. Subsequence experimental activities complied with. A research topic was chosen.

Using ESM:

For additional motivation in choosing a topic presentation was shown« Air» . Children became interested in the problem of cleanliness air and its properties.

Stages of research – think for yourself; ask another person; look in books; look on the Internet have been passed. Below is a more detailed part experimental activities of older preschoolers"Properties of air" – observation and experiment.

Progress of experimental activities

1. « Air exists!»

Educator: Crumple a piece of paper and push it into a plastic 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 full air. "Empty" the glass is full air. Air - gas. It has no size or shape, but can fill any space.

Conclusion: Air exists!

2. « Air is invisible»

Educator: Guys, put it down palm on the chest and feel how the chest rises when inhaling and falls when exhaling. It goes in and out air which we breathe.

Offer to children cover your mouth and nose with your palms, count out loud what time it is (in conventional units) they may not be able to breathe. Air is everywhere: both in the group, and at our home, and on the street, we just don’t see him, but we know that he is always around us. Nobody sees the air, that's why it's called "invisible".

Conclusion: A person needs air, For life. The air is colorless, transparent (everything can be seen through it).

3. « The air has no taste»

Encourage children to breathe through their mouths air. Can you taste it air?

Conclusion: The air is tasteless.

4. « The air has no smell»

Encourage children to breathe through their nose air. Then take lemon, garlic, cologne and invite the children to take turns trying to smell the smells that spread throughout the room.

Conclusion: Clean air It has no odor of its own, but can transmit odors.

5. "We breathe air»

Educator: Take glasses of water and cocktail straws and exhale air through a straw into the water. Bubbles will appear in the glass air. It's coming out air from our lungs. The more air, the more bubbles.

Conclusion: We breathe air.

6. "Funny Bubbles"

Educator: Take an empty plastic bottle and ask to put it in a bowl of water. The bottles begin to come out of the neck and rise up air bubbles.

Conclusion: The bottle is not empty - it contains air. Air bubbles rise to the surface because air is lighter than water.

7. "Trained Raisins"

Educator: 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 the passes 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 the beginning the raisins sink because they are heavier than water, then the bubbles air from lemonade(they look like small Balloons) raisins stick around and they float to the surface.

Conclusion: Air is lighter than water, That's why air bubbles and bring the raisins to the surface.

8. "Let's catch air»

Educator: Take the plastic bags and help them catch them with a thrilling movement air and close the bag. The bags become like pillows.

Conclusion: The air is not"invisible". It can be seen enclosed in a shell.

9. "Does it have weight? air?»

Educator: I have scales on which we can weigh air(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).

Let's make it big air ball 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 a jar to balance balloon. Let's allow air come out of the ball little by little (glue a piece of tape to the ball and pierce it with a needle). The balance is disturbed, the jar with the load falls down.

Conclusion: When air comes out of the balloon, the ball becomes lighter. Hence - air has weight.

10. "Live Snake"

Educator: Look at the snake (a circle cut in a spiral and suspended by a thread). See how the snake rotates above the burning candle. The snake rotates, but does not go down. Let's run our hand over the flame to determine what the air above the candle is warmer.

Conclusion: Warm air, rising up, does not allow the snake to fall. Air moves and causes the paper spiral to rotate.

11. « The air is moving»

Educator: Let's make a fan out of paper and wave the fan near our face. The fan moves and seems to urge air. Air also begins to move, and we feel a light breeze.

Conclusion: Wind is movement air.

12. "Compressed and smooth bottle"

Educator: Take an empty plastic bottle and close it tightly with a lid. The bottle has an even shape. Put the bottle in the freezer and take it out in 30 minutes. The bottle changed shape, it shrank.

Conclusion: Cold the air is compressed.

13. "Is it possible to compress air»

Educator: Take a syringe without a needle and draw into it 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, continuing to close the hole, release the piston, it will return to its original position.

Conclusion: Air can be compressed, – the piston does this. Compression increases pressure air and on the finger, and onto the piston. But compressed air strive to expand, that is, return to its original position.

14. « Air presses on water»

Educator: Take a syringe without a needle, draw a little into it air, and then draw water.

Let's press the piston (don't forget to substitute the container). The piston begins to press on air, which in turn puts pressure on the water in the syringe and water flows out of the syringe.

Conclusion: Air strives to maintain its original position, therefore it displaces water from the syringe.

15. "Rocket ball"

Educator: Let's cheat balloons and release them. Pay attention to the trajectory and duration of the balls' flight. Help the children conclude that in order for the ball to fly longer, you need to inflate it more.

Air, breaking out of the ball, makes it move in the opposite direction. Tell me that the same principle used in jet engines.

Conclusion: Air, breaking out of the ball, makes it move in the opposite direction, the same principle used in jet engines.

16."Candle in a glass"

Educator: How can you extinguish a candle (flame, without touching the candle or the flame and without blowing it out. Let’s do it together with the children following: light a candle, cover it with a jar and watch until the candle goes out.

Let's bring the children to the conclusion that combustion requires oxygen.

Conclusion: When oxygen supply to the fire is obstructed, the fire goes out. People use This is for extinguishing fire in fires.

Children: Air, he 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.

Called it a smart word "experience".

All information received was analyzed and summarized. Help young researchers summarize the data obtained. This is a difficult task for children. But at the same time, it should be 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 took turns complementing each other and made a report.

Based on the results of the defense, encourage not only the speakers, but also those who asked "smart", interesting questions.

Material:

Presentation « Air» .

Young researcher's folder.

Children's encyclopedias. .

Plastic bottle, plastic cups, paper napkins, cocktail straws, sparkling water, raisins, cereal, plastic bags, soap bubbles, homemade scales, syringe (without needle, glass jar with a tight lid,

Balloons, basin with water, needle ( used only in the presence of an adult, candle (used only in the presence of an adult).

Small pieces of paper, colored pencils.

Scientist's cap, mantle - cape.

Sections: Working with preschoolers , Competition "Presentation for the lesson"

Presentation for the lesson

Back forward

Attention! Slide previews are for informational purposes only and may not represent all of the presentation's features. If you are interested in this work, please download the full version.

Purpose of the lesson: to form children’s ideas about air and its properties.

Lesson objectives:

• contribute to enriching and consolidating children’s knowledge about the properties of air, expanding children’s understanding of the importance of air in the life of humans, animals, and plants;
• develop in children the ability to establish cause-and-effect relationships based on a basic experiment and draw conclusions;
• consolidate basic ideas about the sources of air pollution, the importance of clean air for our health, some rules of environmental safety, and develop the environmental consciousness of children;
• develop children's cooperation skills through involvement in various activities with children and adults;
• to cultivate a culture of communication, to intensify the speech activity of children.

Progress of the lesson

- Guys, listen carefully and guess the riddle:

We need him to breathe
To inflate the balloon.
With us every hour,
But he is invisible to us!

- What is this?

- That's right, it's air. And today we will talk about air like real research scientists. To do this, I invite you to the laboratory.

The teacher shows a picture (slide 2) with the image of planet Earth.

– Our planet Earth is surrounded on all sides by a thick layer of air.

This amazing shell is called the atmosphere. If it were not for it, all living things would die in the scorching rays of the Sun during the day, and at night they would die from cosmic cold. Without air, our planet Earth would be a dead desert.

Wherever we go, wherever we go by sea or by land, there is air.

- Which of you guys saw the air? I don't see it in our laboratory either, but I know it's here. And now we will make sure of this together with you.

OBSERVATION 1. How to detect air.

– Air is easy to detect if you create its movement. Wave the fan in front of your face. How did you feel?

(The air is not visible, but it can be felt on the skin like a light breeze).

OBSERVATION 2 (with sachets)

– And also, the air can be “caught” in a bag. What's in our bags? (air)

-What is he like? Do we see him? Why don't we see him? (The air is colorless, transparent)

– What did the bag filled with air become like? (elastic)

– Various soft objects can be inflated (filled) with air. By filling objects, the air becomes elastic, and shapeless objects take on shape. (Inflate a soft, shapeless ball and let the children touch it). What objects have air inside them? (Ball, car tires)

OBSERVATION 3. Experiment with a straw.

- How else can you see the air? Take each person a straw and blow through it into a glass of water. What comes out of the water with bubbles?

What other bubbles can you blow? (soapy)

– What is inside soap bubbles? (air)

CONCLUSION: Air is everywhere.

OBSERVATION 4. There is air in all objects.

On the teacher’s table there is a jar of water and small objects (stone, button, sponge, etc.)

– Is there air in these objects? (children's answers)

- I will lower these objects into the water, and you carefully observe what happens? (objects sink (fall to the bottom), while bubbles come out of them and rise up)

– Bubbles are air, it was in the object and came out of it when the object fell into the water. Air bubbles rose upward; air is lighter than water.

OBSERVATION 5: Air takes up space.

– I have a glass with a piece of paper attached to the bottom. What do you think, if you put a glass in water, what will happen to the leaf, will it get wet or remain dry?

Turning the glass upside down, slowly lower it into the water (the glass must be held straight) until it touches the bottom. Then we take the glass out of the water. Why did the piece of paper at the bottom of the glass remain dry?

(children's answers)

- There is air in the glass, it was he who did not allow the water to wet the leaf, he did not let the water into the glass.

Now I will lower the glass with the leaf into the water, but I will hold the glass 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. What happened to our piece of paper? He got wet. Water displaced the air from the glass and took its place, took up all the space and wet the piece of paper.

So, what have we learned about air? (slide 3)

• Air is everywhere.
• It is transparent, colorless, tasteless and odorless.
• Lighter than water.

He is transparent and invisible
Light and colorless gas.
With a weightless scarf
It envelops us.

GAME “KNOW BY THE SMELL”

The air itself has no odor, but can carry odors. By the smell transferred from the kitchen, we guess what dish was prepared there.

Close your eyes, pinch your nose. I will carry an object past you, and you try to recognize it by its smell. Managed?

(no, the nose is closed)

Open your nose. And now? Odor travels through the air, so we smell it when we inhale the air.

PHYSICAL MINUTE. BREATHING EXERCISES.

How does a person breathe? Place your palm on your chest and feel how your breathing occurs?

Inhale – inhales good air (oxygen)

Exhale – exhales bad air (carbon dioxide)

A person breathes all his life, he needs air for life every second.

– Cover your mouth and nose with your hand so as not to breathe. What did you feel, what did you experience?

A person can live

Without food – 30 days;

Without water – 14 days;

Without air - a few minutes. (slide 4)

– When we simply inhale and exhale air, do we see it?

When can we see the air we exhale? (in winter, steam comes out of your mouth).

We took a deep breath
We breathe easily.
(slow inhale and exhale for 4 seconds)
Breathe through one nostril
And peace will come to you.
(long inhalation and exhalation through one nostril, close the other nostril with your index finger)

Deep breath - hands up,
Exhale for a long time – arms downwards through the sides.

– Why is it important for a person to breathe correctly? (So ​​as not to get sick)

When breathing through the nose correctly, the air in the nose warms up, is cleared of impurities and enters the lungs.

Only clean air is good for health. Scientists - ECOLOGISTS - monitor the cleanliness of the air on Earth. They study how people influence nature, what they can do to reduce air pollution.

– What pollutes the air in our lives? (slide 5)

(smoke from factories, fires, exhaust fumes, dust, cigarette smoke...)

– What should be done to keep the air clean?

(plants and factories install special filters to purify the air, water paths and sidewalks; plant trees, bushes, flowers; ventilate rooms, wipe off dust)

OBSERVATION 6.

– Do you know what will happen to air if it is heated?

A balloon placed on an empty bottle inflates when the bottle is immersed in warm water, and deflates when immersed in cold water.

The air heats up, expands and leaves the bottle. That's why the balloon inflated. Warm air rises.

– Where does a person use this property of air? (aeronautics) (slide 6)

OBSERVATION 7. Wind is the movement of air.

Turn on the fan and let the children feel the breeze.

Where did the wind come from?

What is a fan for? (in hot weather, freshen the air)

-What is wind? (air movement)

We cannot see the wind because the air is transparent, but we can watch the clouds floating, the leaves on the trees swaying, the tree branches swaying)

– Man has long learned to use the properties of air. Where does the air work? (slide 7)

RESULT OF THE LESSON:

What did you learn about air today? (slide 8)

• Air is part of nature. It is everywhere around us, we breathe it.
• Air is invisible, transparent.
• Air can move.
• Air has no odor, but it can carry odors when it moves.
• Air expands when heated and contracts when cooled.
• We all need air. There is no life without him.

Which of the experiments did you like best, what property of air did it tell us about?

Did you know that air has another amazing property - you can play with air. They even sell special toys for playing with air. (Pinwheels, soap bubbles, kite...)

Today we learned about the properties of air by conducting experiments and experiments with air. I think you will tell your friends and parents about everything interesting that you learned today in our laboratory. And your mothers and fathers will be able to tell you about other properties of air and read about the “great invisible man” in encyclopedias.

Thank you guys for the lesson, it was very pleasant and interesting to communicate with you.

Literature:

1. "Air" comp. Yu.I. Smirnov. – St. Petersburg: Sova, 1998.
2. Voronkevich O.A. “Welcome to ecology!” – St. Petersburg: Detstvo-Press, 2007.
3. Kulikovskaya I.E., Sovgir N.N. “Children's experimentation” - M.: Pedagogical Society of Russia, 2005.
4. Nikolaeva S.N. “Introducing preschoolers to inanimate nature. Nature management in kindergarten" - M.: Pedagogical Society of Russia, 2003.
5. Pavlenko I.N., Rodyushkina N.G. “Development of speech and familiarization with the outside world in a preschool educational institution: Integrated classes. – M.: T.Ts. Sphere, 2006.
6. Parker S., Oliver K. “Man and Nature” (100 questions and answers) / trans. from English MM. Zhukova, S.A. Pylaeva. – M.: ZAO “Rosmen-Press”, 2006.
7. "Scientific answers to children's whys." Experiences and experiments for children from 5 to 9 years old / Author-compiler Zubkova N.M. – St. Petersburg: Rech, 2009.
8. Tugusheva G.P., Chistyakova A.E. “Experimental activities of children of middle and senior preschool age: Methodological manual - St. Petersburg: Detstvo-Press, 2009.

Natalya Tyumeneva
Presentation “Experiments with air in the preparatory group”

Children are great wonders and knowers. They are interested in everything and everywhere. Sooner or later the child will ask, “What is it?” air?"

How to explain to a child what it is air? The child does not see it, cannot touch it with his hands. But with examples you can show him that air is something real, its properties are easy to see and use.

Target: develop cognitive activity in the process of experimentation; expand knowledge about air, nurturing interest in research activities.

Tasks:

Summarize and clarify previously acquired knowledge about properties air and methods for its detection;

Development of children's cognitive activity, initiative, ability to establish cause-and-effect relationships based on a basic experiment and draw conclusions;

Expand and activate children's vocabulary;

Encourage the generation of hypotheses;

Develop the ability to independently draw conclusions based on practical experience experience;

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.

Publications on the topic:

Presentation “Little Explorers” (experiments and experiences) Photo report on a research project in the senior group of a preschool educational institution. I have always hated the role of an outside observer. What am I if I?

"Experiments and experiences with water and air." Experimentation in the senior group, as in all others, must be organized in quality.

Summary of GCD in the senior group “Amazing Air” (experiments with air) Goal: expanding children's knowledge about the properties of air Objectives: Educational: 1. Continue to form an idea of ​​air and its properties;

“The Air Around Us” Program content: 1. Expand children’s knowledge about air, its properties, role. Introduce yourself to this natural phenomenon.

Lesson notes for the preparatory group “What is air? Experiments with air" Topic: “What is air? Experiments with air"Purpose: to form children's ideas about air and its properties. Objectives: educational: 1.

Water, like sand, is the most mysterious material that beckons. All children on the planet love to play with water. They love to splash in the water.

Presentation “Experiments with water. Rainbow water" Interesting facts about water Water is the most familiar and simple substance for us. At the same time, water is fraught with many mysteries. Scientists still do.

Experimental activities in the speech therapy preparatory group for school “Experiments with water, snow and ice” Introduction: People who have learned...observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves.