MAGAZINE Preschooler.RF
Abstract of the GCD “The Air Around Us”Goal: To systematize children’s knowledge about the properties of air through the organization of joint activities and experimentation in artistic and productive activities.
Tasks:
- Introduce children to the properties of air (it is odorless, colorless, when heated, it heats up and rises) and methods of detecting it. Give children a basic understanding of the sources of air pollution and the importance of clean air for our health.
- Develop children's cognitive activity in the process of experimentation
- To cultivate in children a cognitive interest, the ability to see the amazing in the world around them.
- To create an emotional mood in the group for joint activities, to form in children a friendly attitude towards each other.
- Development of holistic perception, the ability to reproduce a holistic image of an object, develop communication skills.
- Exercise in self-analysis and emotional response by children at all stages of the lesson, consolidate positive emotions.
- Introduce a new method of depiction - blowing paint, and show its expressive capabilities.
- To help children learn a new way of spontaneous drawing, when the depicted object is obtained by freely applying spots of paint and influencing them through the active work of the lungs, which gives a random, unpredictable effect.
- Develop imagination, imagination, interest in unconventional methods of drawing.
Preliminary work: observing air temperature, working with the nature calendar, experimenting to identify the presence and properties of air, playing with the wind, talking about the role of air in the life of plants, animals and humans.
Materials: balloons of different colors and sizes, plastic bags for each child, straws, plastic cups, 2 jars with tight lids, small pebbles, 2 large basins with water, hot water in a thermos, 1 empty bottle). Landscape sheet, set of gouache paints, brush, napkin, glass of water, rags.
Organizing time:
B: - Hello, guys! Today we have an unusual activity, exciting and interesting! Look what beautiful balls I brought: red, green (color doesn’t matter), but what happened to the blue ball? He became not beautiful, small, wrinkled.
D: (He's deflated).
Q: — What needs to be done to make the ball round and elastic?
D: - You need to inflate him so that he becomes big
Q: - Really? Now I'm inflating it (inflating it). That's how beautiful he turned out! I wonder what’s inside, look? Children think.
D: - Air.
Q: - What kind of air? I can not see anything! I see a blue ball, round. (Note the shape of the object)
D: (He's invisible)
Q: - Do you see air? Why do you think?
Q: — It turns out that the air is transparent, colorless and invisible. But how can we check this?
Q: Guys, can I touch the air? What about catching? I figured out how we could catch the air and see what it was like.
Take a plastic bag. Look what's in it? (it is empty).
Q: - Yes, it is empty, it can be folded several times. Look how thin he is. Now we fill the bag with air and twist the bag. What happened to the package? Indeed, the package has changed shape, it is full of air. What does it look like?
D: (answers).
Q: - It seems like it looks like a pillow. The air took up all the space in the bag. Now let's untie the bag and let the air out of it. What changed? The package became empty again. I wonder why?
D: (answers).
Q: - Yes, guys, you are right, the air is transparent, and 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 bag, and then released it. This means there is air around us. But I wonder if there is air inside us, what do you think?
D: (answers).
B: - Let's check!
Q: - Guys, let's blow into a tube lowered into a glass of water, quietly, quietly. And let's see what happens.
Q: Guys, what happens to water?
D: The water is bubbling.
Q: Bubbles? How did they get there? There was only water in the glass
D: (answers).
Q: — I understand that bubbles are the air that is inside us. We blow into the tube and it comes out in the form of bubbles. But in order to blow more, we first inhale new air, and then exhale through the tube and we get bubbles. And now I’ll tell you a riddle, listen:
It passes through the nose into the chest, and the return path continues. It is invisible, and yet we cannot live without it /air/.
B: - Let's blow harder and see what happens.
Q: - Wow, the bubbles rise so quickly. This reminds me of something, what is it like guys?
Q: - Answers. Exactly, it looks like a storm. And what about the ringing drops, and what about the playful icicle??? When an icicle drips, bubbles also appear in the puddles. Let's show off the naughty icicle.
Physical education minute
A strong wind twists the pine trees, (tilts down) Like the thinnest twig. The spruce trees bend too, (rotates the body left and right) You and I are like them.
Here is a squirrel rushing along the branches A squirrel is not afraid of the wind A squirrel jumps so deftly (jumping on the spot) After all, everything requires skill
Where is the bear going? (walking in place) Looking for berries and honey. Well, it’s time for us to sit down. Don’t be lazy.
Q: — Guys, I completely forgot, when I was on vacation, I collected a whole basket of small gifts for you.
Q: - What is this?
D: (pebbles; answers).
Q: - What do you think can be done with pebbles?
D: (answers).
Q: - Yes, I also saw in the yard how children throw stones into a puddle. Let's put these pebbles in the water and see what happens, what do you think?
Q: Guys, what do we see when we put pebbles in the water?
Q: - I wonder why the pebbles sink?
D: (answers)
Q: — It turns out that the pebbles are heavy, so they sink.
Q: - Yes, how much I have learned about air, but I wonder if we put a ball in the water, will they drown?
D: (answers)
Q: Why do you think so?
D: (answers)
B: - Let's check (they lower the ball into a cup of water).
Q: — It’s strange, the pebbles sank, but the ball didn’t. Why is this happening, guys? What do you think?
D: (answers).
Q: - It turns out that the ball does not sink because it is lighter than water, and the pebbles are heavier, so they sink, displacing air from the water, which is how bubbles appear.
Q: - Yes, guys, we are surrounded by cold air. But it’s interesting that they say that if you heat the air it will rise, what do you guys think? how does this happen?
D: (answers).
Q: - Let's check if this is true. Sit on the chairs, now I will show you an interesting experiment: I take an empty glass bottle, put on a ball, and put the bottle in hot water, let's see what happens.
Q: - Look what happens to the ball?
D: (answers).
Q: - Indeed, the balloon inflated, why do you think? It turns out that the air heats up in the bottle, expands and rises, so the ball is inflated. Yes, you are right that hot air is lighter than cold air.
Q: - Guys, let's see what else is in our basket.
Q: - What is this? These are probably magic jars.
Q: - Look, is there anything in them?
D: (answers).
Q: — That’s right, the air, how delicious it smells, smell it, what does it smell like?
D: (answers)
Q: It really does smell like coffee.
Q: - Guys, let's check what's in the second jar.
Q: What does the air in this jar smell like? (garlic).
Q: Why do you think both jars are empty but smell different?
D: (answers).
Q: — It turns out that the air does not have its own smell. Clean air does not smell of anything. The smell is given to it by other substances that come into contact with it.
Q: - And I’m wondering why it smells different everywhere, there’s one smell outside, there’s another smell indoors, and it’s the air’s fault: it appropriates other people’s smells. Recently I was walking down the street, there were cars around, buses, taxis, I went out to get some fresh air, when I felt that my nose began to tickle, I began to sneeze. Guys, what happened to me?
D: (answers).
Q: — It turns out that I breathed dirty air and sneezed. Yes, now I will walk the streets more carefully, I will close my mouth, hold my nose, and will not breathe dirty air. You agree with me?
D: (answers).
Q: - We’ll check it now. Let's close our mouths and hold our noses and see how we feel.
Q: Indeed, without air we feel bad.
Q: Guys, what kind of air do you think is necessary for human life? D: (answers).
Q: What do you think the air in the city is like: clean or dirty? Why?
D: (answers).
Q: — Where can you breathe clean and fresh air? (Outdoors).
Q: - Well, you can also create miracles with the help of air, for example, draw pictures, now we will do this with you. This unconventional image technique is called “paint blowing” . You need to put a few drops of liquid paint on a sheet of paper, take a tube, and point its lower end into the middle of the paint puddle. Then blow forcefully into the tube and blow the paint from the center in different directions. You will see how the blots have “legs” . This is a very interesting way of drawing, which we will now carry out, and at the end we will definitely arrange an exhibition of the resulting works.
Result:
Q: - And now I propose to play a game called “Magic Ball” . We will all stand in a circle and pass the ball to each other and tell everything we learned about air today.
Q: - Did you guys like the experiments about air? Who liked which one the most?
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Summary of the open lesson “Air is invisible”
MKOU Toguchinsky district "Bugotakskaya secondary school"
Educator: Kazantseva Anna Yurievna
Summary of an open lesson in a mixed-age group “Air is invisible”
Integration of educational areas:
“Cognitive development”, “Speech development”, “Socio-communicative development”, “Physical development”.
Target:
Systematize children's knowledge about the properties of air, develop speech and cognitive activity, in the process of experimentation.
Tasks:
.
Help enrich and consolidate children's knowledge about the properties of air.
.
Expand children's understanding of the importance of air in human life.
.
Develop the ability to establish cause-and-effect relationships based on basic experimentation and draw conclusions.
.
Cultivate interest in research activities.
.
Introduce children to an unconventional
air painting technique - blotography
.
.
Activate speech activity.
.
Strengthen and expand children's vocabulary.
.
Develop the ability to independently solve a given problem.
.
Foster friendly relationships between children.
Materials and equipment:
plastic bags, toothpicks, paper fans, cups of water, cocktail straws, identification cards, containers with crushed foods (orange, garlic, onions), napkins, blindfolds according to the number of children, aprons according to the number of children, balloons, caps from felt-tip pens, audio recording, red and green signal cards, brushes, gouache pre-diluted with water, a sheet of paper.
Progress of educational activities:
Educator
: Guys, guests came to our lesson today. Let's say hello. (Greetings to the children).
(Children hold hands and stand in a circle.)
Let's join hands, friends!
Let's smile at each other.
We wish everyone well,
And let's say hello together!
Educator:
children, do you want me to tell you an amazing story? You already know that there are oceans on planet Earth. But there is another invisible ocean. We can dive into it, swim, and stay dry. What kind of ocean is this, don’t you know? Then guess the riddle: It goes through the nose into the chest and goes back on its way. It is invisible, but still we cannot live without it (Air)
Educator:
Well done boys. Do you think there is air in the kindergarten premises? (Children's answers).
Educator:
Today we will talk about air like real scientists - researchers. Scientists work in a room with many experimental instruments, but what is this room called? (Children's answers). That's right guys, laboratory. Today I organized a small laboratory for you in the group. Let's go to our laboratory to conduct experiments. We must be in special clothing, wear aprons. In the laboratory, certain rules must be followed:
. Maintain silence and do not interrupt each other.
. Do not taste the contents of the vessels.
. Do not touch anything on the tables without the permission of the supervisor.
. We listen very carefully.
. Work carefully.
Educator: guys, how can you catch air? (Children's answers).
EXPERIENCE No. 1.
“How to catch air?”
Educator
: Take plastic bags from the table and try to catch the air. “One, two, three, catch the air,” and we’ll twist the bags. What happened to the packages? (swollen). What's in them? (air).What is it like? (transparent). Do you see him? (No). Can you feel it? (No).
Educator:
Fine! Let's check. Take a sharp stick and carefully pierce the bag. Bring it to your face and press it with your hands. What do you feel? (a stream of air).
Educator
: How else can you feel the air? (children's answers).
Guys, there is a fan on the table, take it in your hands and wave it towards yourself. What do you feel? (breeze).
CONCLUSION
: You can feel the air.
Educator
: Do you know how you can see air? (children's answers).
EXPERIENCE No. 2.
"We see air"
Educator
: you need to take a straw, put one end in water, and blow on the other. (children inhale air and exhale into a tube). What do you see? (air bubbles). Blow into the tube strongly, and then weakly. What changed? (children's answers). In both cases were there the same number of bubbles? (No). Why? (children's answers).
CONCLUSION
: air mono see. When we exhale a lot and forcefully, there are a lot of bubbles. When we exhale less and weakly, there are few bubbles. Using a straw and a container of water, we saw air.
Educator:
Guys, can you hear the air? How can you hear? (children's answers). If we blow into the cap of a felt-tip pen, we will hear a sound. Take the lid and blow from the edge. What do you hear? (sound of air).
Now let's inflate the balloon. What do you think can be done with a balloon to hear the air? (children's answers), (we hear the squeak of air).
CONCLUSION
: air can be heard.
Physical education lesson: Invisible air, (hands up right and left) Go out for a walk! (“name”) Invisible air, (hands up right and left) How to catch you? (Clapping hands in different places) If I run quickly into the field, (they run in place) I’ll find clean, pure air! (Rub their hands) If I walk through the forest with my grandfather, (steps in place) I will find the most healthy air! (Hands crossed to shoulders) If I go to the mountains with my dad, (stretch up on tiptoes) I will find the most crystalline air! (“flashlights”)
Educator:
can you smell the air? (children's answers).
EXPERIENCE No. 3.
"Know by smell"
Educator: the air itself has no smell, but it can carry odors. By the smell, we can guess what our mother prepared for us in the kitchen. I invite each of you to feel the aromas (orange, onion, garlic) with your eyes closed. (Children take turns sniffing the container with the smell). You did great. Well done.
CONCLUSION:
clean air does not smell of anything, it smells only of the one whose smell is currently spreading.
Educator:
guys, do you think air has weight? (children's answers). We'll check this now. Are two balloons hanging on a wooden stick at the same level, that is, do they have the same weight? (children's answers), (Yes). The teacher pierced one balloon with a toothpick and it burst, that is, the air came out, it became lighter (higher than a balloon filled with air).
CONCLUSION:
air has weight.
Educator:
Guys, you can draw with air. This technique is called blotography. Want to try? (Yes).
Educator
: dip the brush in diluted paint and spray it onto a sheet of paper. The thicker the paint, the richer the color, but the more difficult it is to blow out. We take a tube and blow through it onto multi-colored drops of paint, they turn into blots. At the same time, the sheet of paper can be rotated - the blots turn out even more interesting! (children try to draw). Analysis of children's work.
Reflection
Educator:
Let's once again consolidate what we learned about air. I will say statements, and instead of answering you will show colored cards. A red card means no, and a green card means yes. Be careful!
-The air surrounds us on all sides. (Yes).
-The air is transparent, so we don’t see it (Yes).
-Air is heavier than water (no).
— A person can live without air (no).
-Wind is the movement of air (yes).
-Clean air has a smell (no).
Educator:
Well done guys did a great job. Guys, we did a lot of experiments today. Tell me, what experience did you like best? (children's answers). What new did you learn today? (children's answers), (blotography).
Educator:
our lesson has come to an end, you were all attentive and active. Children are given balloons as a gift.
Short-term project “Air around us”
Municipal budgetary preschool educational institution
Kindergarten “Zvezdochka” in the city of Zernograd
SHORT-TERM PROJECT IN THE PREPARATORY GROUP “POCHEMUCHKI”
"The Air Around Us"
Short-term project in the preparatory group “Pochemuchki” “The air around us”
Project type:
short-term, group.
Project type
: information and research, educational.
Project implementation timeline:
1 month
Project participants:
teachers, children, parents.
Children's age:
6 - 7 years old.
Relevance
Air is a magician who is capable of performing many miracles. It can lift a sunken ship from the seabed, make possible the smooth flight of an airship and the rapid movement of aircraft.
The preschooler has lived in the world for several years and is accustomed to encountering air everywhere. But a child is not yet able to learn on his own, to study its properties, to find out what he had not thought about before or had no idea about. Adults are accustomed to transmitting knowledge to children mainly through their eyes and ears. But if they passed through hands, through activity, then we could give every child joyful surprise, inquisitive analysis, the first inspiring success of a natural scientist. To develop the child's attention, thinking, speech. Our task is to awaken interest in the world around us, to develop the ability to make discoveries and get carried away. Currently, in connection with the revision of priority forms and methods of teaching in preschool education, it is precisely the methods that develop children’s abilities for initial forms of generalization, inference, and abstraction that predominate. And this method is experimentation.
The relevance of the chosen topic of the project is also in the fact that people do not take care of what they have, because every year more than a million tons of harmful substances are released into the air, which have a detrimental effect on the life of the entire living world.
Problem
Children do not have enough knowledge about air. People, animals and plants breathe air. Air is everywhere. How can you see it? How to prove that it exists? What is air? Why do people and other living organisms need it? What is the meaning of air? How does air get polluted? How to protect the air? Such questions arose from the children during a conversation about air.
Search for forms of answering the questions asked
1.Work with methodological and fiction literature.
2.Development of activity content and preparation of resources for conducting research, experiments, experiments with air, didactic games, and classes.
Objective of the project:
Create conditions for the development of children’s cognitive and research abilities during the project; to form in children knowledge about the importance of air in the life of all living things on earth.
Project objectives for children
- Introduce children to the concept of “air”.
- To form children's knowledge about the properties of air: transparent, invisible, can move, necessary for all living things to live.
- To develop cognitive interest in experimentation through involving them in conducting experiments.
- Replenish the children's vocabulary with the words: moves, inflated, deflated, invisible, transmits a smell.
- Develop a desire to find ways to solve a problem.
- Cultivate observation and curiosity.
Tasks for the teacher
1. Select and study methodological literature and Internet resources on the topic of the project.
2. Select didactic games, experiments, GCD notes and video materials about the properties and use of air.
3. Contribute to the consolidation of parent-child relationships and improve contact between preschool employees and parents.
4. Motivate parents to participate in the implementation of the project “Get acquainted - this is air!”
Tasks for parents:
1.Improve mutual understanding with your baby. Activate and enrich the educational skills of parents, confidence in their own pedagogical capabilities.
2. Stimulate children’s desire to learn new things about inanimate nature.
3. Provide an atmosphere of goodwill and comfort in child-parent communication.
Expected results:
- Increase the level of development of children's curiosity.
- Children should gain a basic understanding of air and its properties.
- Children should receive the simplest knowledge about experiments with which they can get acquainted with air.
- Development of children's communication skills and the ability to work in a team.
- Increasing the pedagogical literacy of parents. Involving parents in cooperation, acquiring knowledge on organizing educational and research activities on the topic “Air”.
Expected result
- Presentation of work experience in the form of a presentation.
- Organization of the photo exhibition “Air and Us”.
- Creation of the album “The Air Around Us”
- Organization of the group museum “Invisible Air”
- Video “Everyone needs air”
As a result of the project, children will know
- Where is the air?
- The role of air in human life.
- The role of air in the life of animals.
- The role of air in plant life.
- What is air needed for?
- Properties of air.
- Air purification methods.
- Rules for the young researcher.
As a result of the project, children will be able to
- Perform actions to organize experiments with air.
- Ask questions, look for answers.
- See a problem on a specific topic.
- Formulate a goal, plan tasks.
- Make hypotheses and test them.
- Select tools and materials for independent activities.
- Conduct feasible experiments and draw appropriate conclusions.
- Present the results of experiments in the form of simple diagrams, signs, drawings.
Main directions of work
- Work with children.
- Working with parents.
- Working with employees.
- Work to improve the subject-development environment.
Project implementation mechanism
- Work with children
planned and carried out throughout the day, through all activities.
- Classes of direct educational activities (DED)
- Experimental activities of preschool children.
- Search and research activities.
- Organization of games: didactic, board-printed, verbal, creative, role-playing.
- Organization of labor activities.
- Organization of artistic and speech activities.
- Organization of visual activities.
- Looking at paintings and illustrations.
- Organization of walks and observations.
- Reading works of fiction.
- Conversations.
- Exhibition of children's drawings.
Project Implementation Plan
- stage.
Preparatory
- Drawing up a project.
- Study and analysis of the level of development of cognitive abilities in children,
skills and abilities of research activities and creative
design.
- Selection of methods, forms of work with children, parents of pupils,
- Creating an effective subject-development environment in the group, creating an information space for parents.
- Selection of children's fiction to read to children.
- Work with methodological material and literature on this topic.
- Consultation for parents to familiarize themselves with the topic, objectives of the project, and content of the work.
- Selection of visual and didactic material, fiction on the topic of the project.
- Examination of illustrations, plot paintings.
- Learning games.
- Learning the musical repertoire.
- Use of information and communication technologies
Main stage
Planning work with children
| No. | The content of the work | Resource support |
| 1 | Conversations, didactic games | Conversations: “How to hear the air”, “Noses are needed not only for beauty”, “Flying seeds”. D/I: “What kind of wind”, “Guess what tree these seeds are from”, “What’s extra?”, “What’s first, what’s next?” Labor, involve the children in washing the leaves of indoor plants. |
| 2 | Reading fiction | S. Marshak “Soap Bubbles”, I. Tokmakova “Windy, Windy”, N. Nekrasov “Mourning Wind”, S. Mikhalkov “Three Winds”, S. Zhupanin “I’ll Draw the Wind”, Tale “Southern Wind” by V.M. Garshin; Fairy tale “Frog - Traveler” V. Kataev; Russian folk tale “Bubble, Bast Shot and Straw” Poems about air and wind ( Appendix 1) Riddles, proverbs and sayings about air. ( Annex 1) Conversations “What is air”, “The importance of air for the life and growth of living organisms”, “Noses are needed not only for beauty”, “What benefits does the wind bring?” ( Appendix 4) |
| 3 | Cognitive and research activities | Watching the wind. Air research in different places: in a room, on the territory of a kindergarten, closer to the road, etc. GCD “Air and its role in human life” Game exercises “Feel the air”, “Guess the smell” Observation “Mysterious bubbles”. Experiments: “Air”, “Wind is the movement of air”, “Magic funnel”, “Leaky jar”, “Inflating a balloon”, “What’s in the bag?”, “Mysterious bubbles.” “Blowing Soap Bubbles”, “Rescue Bubbles”, “Battleship”. |
| 4 | Play activity | Games with various air-related toys: musical instruments, turntables, fans. Role-playing games “Travel on a sailing ship”, “Flying on an airplane”, “Travel in a hot air balloon”. |
| 5 | Artistic and aesthetic activities | Drawing with soap bubbles. Games with various constructors. Topic: "Airplane" Drawing “What is the air like?” |
| 6 | Interaction with parents: | Consultations “Teach children to love nature”, « We need clean air" “Improving the air with the help of plants” - recommendations for parents. |
Working with parents:
- Questioning.
- Design of folders - slides, folders - clamshells.
- Organization of joint activities: making attributes, games, homework.
- Making crosswords.
- Selection of artistic words, riddles.
- Exhibition of drawings.
- Exhibition of illustrations and photographs.
- Individual conversations.
Working with employees:
- Development of methodological materials within
Project results:
- Analysis of the work done, monitoring the level of development of children’s research skills, determining the level of competence of parents in organizing natural science observations and experiments with children at home, the desire to cooperate with preschool teachers.
- Implementation of assigned tasks, development of diagnostic, methodological, practical material, determination of the most effective methods and techniques for working with children, parents, kindergarten teachers in organizing natural scientific observations and experiments with children.
- Making a card index of entertaining experiments and experiments with air
- Creative presentation with the participation of children “Experiments with air.”
"Properties of Air"
Summary of GCD
(cognitive - research activity)
Senior preschool age
"Properties of Air"
Goal: To consolidate children’s understanding of the role of air through experiments.
Tasks:
- To consolidate children's understanding of some properties of air (invisible, necessary for breathing, does not have a specific shape, expands when heated, and contracts when cooled; lighter than water);
- Develop the desire for knowledge through creative and experimental activities;
- Develop the ability to make inferences, analyze, compare, classify;
- Contribute to the development of independence, initiative, and the development of communication skills.
Material: Glass, paper, balloons and rubber toys of various shapes, a basin with water, a boat with a hole and a whole boat, a globe.
Progress of the lesson:
Educator: (twisting the globe).
What do you see in my hands? (globe). That's right, the globe. Look how colorful it is.
What colors do you see on it? (blue, green, yellow, brown).
What do you think is depicted in green (yellow, brown and blue)? Look at the huge blue areas on the globe - these are the oceans into which all the rivers, lakes, and seas flow.
Educator: How many oceans wash the land?
Children : Four.
Educator: Name them, please?
Children : Northern - Arctic, Pacific, Indian, Atlantic Ocean.
Educator: Who lives in the ocean?
Children : Fish, whales, dolphins (the teacher listens to all the answers and corrects them).
Educator: Everyone we named lives in the ocean, tell me, where do people live?
Children : People live on earth, i.e. on the land.
Educator: And I want to tell you one secret. You and I also live at the bottom of the ocean - the fifth ocean. Do you agree with me? (Answers).
Experiment “Rain in a glass”
Educator: What is this?
Children : This is a glass.
Educator: Is there something in the glass?
Children : There is nothing. The glass is empty.
Educator: Are you sure your answers are correct? Maybe you have other guesses?
Children : There is air in the glass.
Educator: It’s nice to deal with knowledgeable people. Air ocean. This is the name of the fifth ocean in which you and I live.
Educator: Do you think the air has its own secrets?
Children : Yes.
Educator: Let's check whether this is true or not.
(Pours water into a glass, covers it with paper: what happens if the glass is turned over?)
Children : The water will flow out, it will pour out.
Educator: Let's check! (Turns the glass over, the water moves down, but does not flow out). Why doesn't water flow out of a glass when there is a sheet of paper underneath it?
Children : Air presses on a sheet of paper, it presses it to the edges of the glass and prevents water from spilling out, i.e. atmospheric pressure prevents water from flowing out.
Educator: What is air?
Children : This is what people, plants, animals breathe.
Educator: Let's look carefully around - right, left, up, down, to the sides. I don't see air. Do you see air?
Children : No, we don’t see, he’s invisible.
Educator: Let's try to prove that there is air, but we don't see it. And for this we will play. Catch the air with your palms!
Children : How to do this? He is invisible everywhere... You can't catch him!
Observation “How to detect air in a room”
The teacher shows how to fan your face with your hand to feel the movement of air. Invites the children to do the same. He asks them: what did they feel? (a breeze blew). What kind of air? (cool, cold air).
Educator: That's right, air is invisible. But it can be detected, and also felt and sensed. They conclude: You and I have discovered the first secret of air: it is invisible.
Educator: Do you think we need air?
Children : Yes, we need it.
Educator: Why?
Children : To breathe.
Educator: Let's feel how the air fills our lungs. Stand up, put your hand on your chest. Let's take a deep breath. We felt how the chest rises when inhaling and falls when exhaling (several times).
They conclude: the second secret of air is that air is necessary for breathing.
Educator: Who else needs air?
Children name objects of living nature.
Educator: Who doesn’t need air?
Children name objects of inanimate nature.
Observation “Air is lighter than water”
The teacher shows small heavy objects one by one (stone, nail, button, etc.). He asks if there is air in these objects? (Listen to the children's answers.) Then he suggests looking carefully at the jar of water. The teacher throws one object into the water; the children watch as he sinks to the bottom. Then he throws the second object and again offers to observe.
Educator: What did you see?
Children : The object sinks (falls to the bottom), and small bubbles come out of it and rise up.
Educator: What are these bubbles rising on the surface of the water?
Children : Bubbles are air.
Educator: Where was the stone moving? Where did the air bubbles go?
Children : The stone fell down, because the stone is heavy, it is heavier than water - it sinks, falls to the bottom. The bubbles rose up, because the air is light, lighter than water - it rises up and comes out of it.
They conclude : the third secret of air is that air is lighter than water.
Educator: Let's think about whether air has a shape?
Children : No, it takes the form of the object in which it is located.
The teacher distributes balloons and rubber toys of various shapes to the children.
Educator: What is inside the toys?
Children : (air).
Educator: What shape does the air have in your toys?
(The teacher takes a cold plastic bottle from the refrigerator, puts a balloon on the neck, then places the bottle in a bowl of hot water).
Educator: What happens to the ball?
Children : He's pouting.
(The teacher puts the bottle in a basin with ice and snow.)
Educator: What happens to the ball?
Children : The balloon does not inflate.
They conclude : the fourth secret of air is that when heated, air expands, and when cooled, it contracts.
Game : The teacher invites the children to depict how air changes when heated and cooled. Let us depict air at room temperature. (Children stand in a circle, hold hands and lower their hands down.) What happens to the air if it is heated? (Children, holding hands, expand the circle. What will happen to the air if it is cooled? (Children, holding hands, narrow the circle, sit in a squat position).
Exercises are repeated 4-5 times.
Experience with boats
In front of you are two plastic boats with a hole (with a hole), the other is intact - without a hole (without a hole). Now we will check whether the boat will sink if it is lowered into the water. First, let's take a boat without a hole (without a hole) and lower it into the water.
Educator: What's happening to the boat?
Children : It floats on the water and does not sink.
Now we take the boat from the hole (with a hole) and lower it into the water
Educator: What's happening to the boat?
Children : The boat fills with water and sinks.
Educator: What kept the first boat on the surface of the water?
Children : Air.
Educator: Why did the second boat sink?
Children : When the water displaced the air, the boat sank.
They conclude: The fifth secret of air is that water displaces air.
Observation “What the air smells like”
Educator: Guys, take a breath, exhale, inhale, exhale. Do you smell anything?
Children : No. (The air has no smell).
The teacher prepares odorous substances (apple, orange, onion, lemon, pine branches) and places them in different jars.
Educator: Now we’ll play, with your eyes closed you will guess objects that have odors. Who wants to play? Let me blindfold you with a scarf, and you can tell by the smell what object I brought you?
Educator : So you and I played and didn’t notice how our lesson came to an end. Now let's remember which ocean we met today?
Children : With air.
Educator: We are constantly surrounded by air and are so accustomed to it that we almost don’t notice it. But wave your hand sharply or run a little - and make sure that you are surrounded by air. We live in it and breathe it.
Educator: What secrets of the air did you learn today?
You can tell your parents about these secrets of the air. And our lesson is over.
