Occupation air in the preparatory group. Summary of educational activities "properties of air" in the preparatory group

Synopsis of GCD in preparatory group"That magical air."

Tasks:

Educational:
teach children to establish cause-and-effect relationships;
lead to the understanding that there is air around and inside us;
give an idea that it takes up space and has properties (invisible, light, odorless, and also give an idea that the wind is the movement of air);
to promote the mastery of some methods of detecting air;
to fix elementary representations about the sources of air pollution, about the importance of clean air for our health, about some rules environmental safety;
to promote the formation of cognitive interest in children;
generalize, clarify previously obtained knowledge about the properties of air;
learn to work in a team and individually during experiments.

Developing: To develop in children the ability to establish causal relationships, based on an elementary experiment. To promote the manifestation of cognitive activity in children, the development of their own practical experience. Develop mental processes: memory, attention, thinking, speech. To form the ability to analyze, compare, draw conclusions and conclusions.

Educational tasks: To nurture independence in children; accuracy in work. To form the skills of cooperation and interaction in a team of peers. Arouse the desire in children to participate in feasible practical activities.

Preliminary work: Air talk.

Priority educational area:"Cognitive Development".

Integration of educational areas:“Social and communicative development”, “ Speech development", "Physical development".

Activities: cognitive - research, with elements of the game.

Equipment:(attributes, material) musical phonograms, plastic bags for each child; a disposable cup of water, a straw for each child; a paper fan for each child, various flavors (garlic, vanillin, orange)

GCD progress.

Educator. Guys, this morning the postman brought me a parcel for you, and where from, we'll see now (Land of Pochemuchek).
Let's open it, what did they send us?
Empty. Look, there is a postcard with a riddle attached to the lid.
- Guys, listen carefully and guess the riddle:
We need it to breathe
To inflate the balloon.
With us every hour
But he is invisible to us! (air)

What was sent to us from the Pochemuchek country? (Air)

Educator. That's right, why do you think they sent us such an interesting package with air from the country of Pochemuchek? They probably want to know everything about the air and we will help them. And for this we have to go on a journey. What air transport can you travel on? (children's answers)

And we will make a trip on a carpet - an airplane.

Music sounds, children imitate flight on a carpet - an airplane.

We made a flight and ended up at the Experimentalnaya stop

To become a friend of nature
Know all her secrets
Unravel all mysteries
Learn to observe
Together we will develop quality - mindfulness,
And it will help you to know
Our observation.

We found ourselves in a real scientific laboratory. What is a laboratory and what do they do in laboratories?

Go to the science lab and settle down. Now I will give you tickets and you take your places in the laboratory according to your tickets. (vos-l distributes tickets with geometric shapes, and on the tables opposite each chair are the same tickets). Now I will first check that you have taken your seats correctly. Well done guys, you're right.

You and I have a very difficult task ahead of us: to find out what air is, how it can be detected, what properties it has, and for this we will conduct experiments. You are ready?

Let's take a stone in our hands and squeeze it. What does he feel like? (solid, hard, strong). A stone is a solid body. What other solids do you know? Is it possible to take air in your hand and compress it? No. We conclude: AIR IS NOT A SOLID BODY. Let's represent this schematically.

Let's take a glass of water. Look, smell, what is it like? (Children: transparent, colorless, odorless). What can water do? Water flows, runs, flows, murmurs. What is water? Water is a liquid. Name me other liquids. (Children: juice, kefir, milk, jelly, etc.). We conclude: AIR IS NOT LIQUID (laying out the diagram)

Educator. We know that air cannot be compressed in the hand. So it is not a solid body. The air does not flow, it cannot be drunk. So it's not a liquid. We can conclude: AIR IS NOT A SOLID BODY AND NOT A LIQUID. What then is air? AIR IS A GAS.

To determine the properties of air, we need to continue our research.

Guys, look, which of you sees the air? Can we see the air with you? Air is invisible. And how can we find it? Let's do another experiment with you.

Take a plastic bag and start twisting it from the open edge. The package becomes convex. Why? (children's answers)

Educator. Let's conclude: It is filled with air, but we do not see it. Why can't we see air? (children's answers).

Educator. That's right, guys, the air is transparent - it means you can see everything through it. Look around, what else is transparent here? (windows, glasses).

Guys, do you think this glass is empty? Is there anything in it? (children's answers). And now we will check!

Vos-l takes a transparent glass at the bottom of which a napkin is attached with the help of plasticine. Turns the glass upside down and lowers it into a vessel of water.

See what happens - did water get into the glass or not, did the napkin get wet? Why do you think? What prevented you from wetting the napkin? (children's guesses)). We can conclude: there is air in the glass, it does not let water into it. This means that although the air is invisible, we can detect it.

Guys, look again to lower the glass into the water, but you need to keep it not straight, but slightly tilted. What appears in the water? (Answers of children). That's right, air bubbles appear in the water. And where did they come from? (children's answers). Air leaves the glass and water takes its place. Let's make a conclusion: AIR IS TRANSPARENT AND INVISIBLE.

Educator And now, let's have a little rest. Let's go out into the fresh air and warm up a little (physical minute)

We make a big circle.
Let's stand in a circle, we are all in a crowd.
We'll circle around a little
And clap your hands
We sink a little
And let's clap our hands.
Let's turn to each other
And let's jump in circles.
Now, lean forward.
Got a plane.
Let's wave our wings lightly.
“Arrived! "- let's say together.

We rested, sit down and continue our experiments.

Taste the air? What does it taste like? (children's opinions). Inhale air through your nose. What does he smell like? (children's opinions). The jars contained items with strong odors. I removed them. Try to smell what was in the jars? (children identify and name). We can say that the air brings different smells to us! With the help of a teacher, children make a generalizing conclusion: clean air has no smell and taste. The smell is given to it by the substances surrounding it.

Vos-l Tell me, we can live without air. Let's check it out with you. Take a deep breath and try not to breathe……

We need air to breathe, so we inhale and exhale air. Let's check it out.

Take cups of water and straws on the table. Dip the straw into the water and blow. What do you see? Air bubbles appeared in the glass, which we exhaled. Oh guys, what's that noise? (wind noise recording)

Vos-l Guys, something has become hot for me, and you? How can we help ourselves? Let's make fans with you (the guys make fans) and wave them at ourselves. What do you feel? (breeze). Look, I will put a piece of paper on my palm and wave a fan near my palm. What happened? Is the leaf blown off? And why do you think? Air is constantly moving and makes the leaf move. And the movement of air is the wind.

Guys, what do you think, how did a person come up with the idea to use the wind for his own purposes? (Vacuum cleaner, fan, hair dryer). These are appliances that are used at home, but how can they be used for household purposes? (mills, wind farms, sailboats)

Do you think wind is good or bad?

Today you did a good job in the laboratories, conducted a lot of experiments and determined the properties of air. With the help of experiments, we have established that air is ... ... (children's answers).

Vos-l. We learned that air is everywhere and without air there is no life. Let's take a look at who and what needs air. I have different illustrations, you need to choose from them those illustrations that depict those objects that need air.

Well done. You have correctly found all the illustrations. But the health of a person and all living beings depends not only on how they breathe, but also on what they breathe. What air.

And now guys, identify and arrange the drawings on two sides. On one side, lay out illustrations that show drawings where you can breathe easily and well, and on the other side, lay out illustrations of everything that pollutes the air.

That's right, well done. The air that we breathe in the city and in the forest is different. In the forest, we breathe easily and well. Trees work like vacuum cleaners. They purify our air. Green leaves catch, suck dust and dirt from the air. The more plants around, the cleaner the air, the more beneficial it is for a person and his health.

We must take care of our health. What can we do to keep the air clean?

I think that when you grow up and get an education, one of you will definitely deal with environmental issues and will be able to make factory pipes smoke less, there are no huge landfills, so that cars pollute the air less and you and I breathe clean and fresh. air. And of course we will all be planting trees and flowers. And now let's collect our schemes, put them in a package and send them to the Pochemuchek country.

Educator. So, you have completed your research. Thank you for your work, it's time for us to return from our laboratory to kindergarten. Let's say one, two, three plane take us to the garden.

Municipal budgetary preschool educational institution
"Kindergarten of the combined type "Spark" in the village of Kyzyl-Ozek"

GCD in the educational field "Cognition"

in the preparatory group

"Air"

Prepared by:
preparatory group teacher

Volkova N.A.

2017

Integration of educational areas: cognitive, speech, socio-communicative, physical development.

Target: formation of ideas about air and its properties.

Program tasks:

Educational tasks: exercise in the ability to analyze, draw conclusions, develop logical thinking; learn to find the right solution in a problem situation.

Development tasks: develop thought processes: attention, thinking, memory; acquaint with the properties of air; develop fine motor skills in the process of research activities.

Educational tasks: to cultivate a desire to achieve goals in a problem situation; to cultivate a desire to help each other in the fulfillment of a collective task.

Ways to organize children: sitting in a semicircle.

Materials and equipment: straws for a cocktail, glasses with water, plastic bags, rubber toys, toothpicks, a glass, a napkin, a container of water, 2 candles, matches.

Preliminary work: group experimentation; learning a physical training minute; discussion of the rules of conduct in the group, during the experiment.

Methods and techniques:
1. Practical (Experiments, experiments, didactic games)
2. Visual (Viewing pictures)
3. Verbal (Questions, explanations, conclusions)

GCD progress:

Educator: Guys, today we will go to the experimental laboratory. Today we will study the mysterious invisible substance. You cannot see it with your eyes and touch it with your hands, guess the riddle:
Invisible mischievous
Lives next to you
He is invisible and inaudible
And wherever we go
We'll find the invisible.
Children: Air.
Educator: Tell me, please, what is air? (air is what we breathe)
Educator: Where is the air? (everywhere)
Educator: And who breathes air? (people, birds, animals, insects, plants).
Educator: Is it possible to live without air? (children's answers)
Educator: Why? (children's answers)
Educator: Today we have a very difficult task: to find out what air is, how it can be detected, what properties it has. Let's go to our laboratory and start researching.
An experience 1. What's this? Cup. Look, is there anything in it? (no, it's empty). Guys, what do you think, is it possible to lower the glass into water and not wet the napkin lying at the bottom. (children's answers). Okay, let's check. Look first. In front of me is a bowl of water. Look, I attached a piece of plasticine to the bottom of the glass, and I attach a napkin to the plasticine so that the napkin does not fall out. I turn the glass upside down, gently and carefully immerse it in water, without tilting the glass, to the very bottom of the container, then immediately lift it out of the water, let the water drain without turning the glass over.

Educator: Dear scientists, what do you think happened? Did water get into the glass? (children make sure that the napkin at the bottom of the glass is dry).
- Is the napkin wet? (no, not wet)
What prevented the water from getting wet? (children's answers - air in a glass)
What happens to the napkin if you tilt the glass? (children's answers - air bubbles will come out, and water will take its place, the napkin will get wet).
Conclusion: Air takes up space
Breathing exercises:
We took a deep breath
We breathe easily.
(slow inhale-exhale for 4 seconds)
Breathe in one nostril
And peace will come to you.
(prolonged inhalation-exhalation of one nostril, index finger close the other nostril)
"Pump" (deep breath - hands up, long exhalation - hands through the sides down.)
Educator: Experience 2. Which one of you guys sees the air? I don't see him either, but I know he's around us.
-How can you find it? (answers)
- And I suggest trying to catch him. How can this be done?
Take the bags and try to catch air. Roll up the packages. What happened to the packages? What is in them? (air) What is he? Do you see him? (No).
And let's make sure that there is air in there. Take a stick and carefully pierce the bag. Bring it to your face and press on it. What do you feel?
So, if we can't see air, then what can we see? – Feel! Feel like a light breeze on the skin of the face.
Conclusion: The air is transparent, colorless;
Air can be felt on the skin.
Educator: Experience 3. The air can not only be felt, but also heard. How is this possible? Where can we hear the air? (Wind, pump, etc.)
Pick up rubber toys. Do you hear the air?
- Now try to pinch the hole with your finger. What's happening? (the sound is not heard, the toy is not compressed, the air that is inside the toy interferes).
Once again we were convinced that there is air, it fills everything around.
Conclusion: The air can be heard; air has no shape, it fills other objects.
Educator: Experience 4. Let's continue research. The air is very light, always tends to the surface. Air is lighter than water.
-Let's make sure of that. On the table, each has a glass of water and straws. Blow softly into the tube.
-What's happening? What do you see? Air particles rise to the surface of the water.Hence the conclusion: Air is lighter than water.
Educator: What is wind?
Children: Wind is the movement of air.
Educator: Come on, let's all quietly stand up for a physical minute. It's called Wind.
Fizminutka "Wind"
The wind is blowing in our face, wave your hands in the face
The tree swayed, hands up, tilts
The wind is quieter, quieter, squat
The tree is higher, higher, lifting up on toes
Educator: Experience 5. Let's play. Which of these items do you think helps a person use the air? (on the table is a set of cards with the image various items, including hair dryer, pump, vacuum cleaner, fan). Select the ones you need and explain what they are for.
Children choose and explain the purpose of these items.
-Guys, we now know that the air is everywhere, and we breathe it. A person breathes all his life, he needs air for life every second.
And try to hold your nose with two fingers and close your mouth. Don't breathe! Easily? Why did you remove your hand and open your mouth? What did you miss? How did you feel? And what is the right way to breathe?
- With proper breathing through the nose, the air in the nose is warmed, cleared of impurities and enters the lungs. Only clean air is good for health. The cleanliness of the air on Earth is monitored by scientists - ECOLOGISTS. They study how a person affects nature, what he can do to reduce air pollution.
Educator: Experience 6. And what will happen if clean and healthy air on earth runs out? (answers) I suggest you see what will happen to the flame of a candle if clean air suddenly runs out. I light two candles, I close one of them with a jar. The candle went out quickly, i.e. the fire goes out without income fresh air.
-What's happening? Why did the candle in the jar go out? (The jar ran out of clean air. The flame went out, because it burned due to clean air). Let's sniff what's left in the jar. There was air left, which is unpleasant not only to inhale, but even more so to breathe it.
Educator: Human health depends on how we breathe (Inhale through the nose), and on what we breathe. Is the air we breathe in the city different from the air in the forest?
Outcome. And now guys, let's remember everything we learned about air. I suggest you take 2 circles from the table. One red and one green. I will say statements, and you will show circles instead of an answer. If you agree with me, raise the green circle, if you disagree, raise the red one. Let's try. Be careful.
Air surrounds us on all sides. Yes, green.
People and animals breathe air. Yes, green.
The air is transparent, so we cannot see it. Yes.
Man can live without air. No, red.
Air is a substance without color. Yes.
Air is heavier than water. No.
The air can be felt. Yes.
Air can be heard. Yes.
Air has its own form. No.

Dear colleagues. I bring to your attention a lesson on ecology in the preparatory group, aimed at expanding children's knowledge about the properties of air, about how a person uses these properties in everyday life.

Synopsis of OD on cognitive development on the topic "He has neither taste nor color."

Purpose of the lesson: the formation of ideas about the properties of air and its significance.

Lesson objectives:

1. Educational:

To acquaint children with the properties of air: air is invisible, fills any space, air has elasticity, air can be heated;
To form the ability to conduct research, draw a conclusion, fix the result;
To acquaint children with the science that studies the properties of air - aerology.

2. Developing:

Generate interest in research activities;
Develop the ability to draw conclusions and conclusions;
To develop in children the ability to find a connection between inanimate nature and wildlife and the objective world;
Develop thinking, imagination, curiosity, observation.

3. Educators:

Raise interest in the knowledge of nature through experimental activities;
To form an emotional positive attitude towards the world and nature;
To cultivate the ability to work in a team and independently during experiments.

Preliminary work: experimentation and conversations about the purpose and properties of air, viewing the presentation “How a person uses air”, “What pollutes the air”, participation in environmental events “Bereginya”, “Messengers of spring”, “Take care of the Christmas tree, children”, reading poems and stories of environmental content , guessing riddles, working with the observation screen (fixing the results of experiments with air on the Voskobovich board).

Methods and techniques: method of practical activity, verbal, game method, information and communication technologies, modeling.

Equipment: interactive game "Pollutes - saves", wind observation screen, cards for indicating the results of experiments on the observation screen, pebbles by the number of children, massage balls, letters.

Equipment for experimentation: candles, jars, water containers, glasses, napkins; wind generator 4M, tripod, paper snakes.

The course of educational activities:

V-l: Guys, we received a letter by ecological mail (mail box on the door). Let's see what the message is (in the envelope there is a riddle about air). Guys, what science studies the properties of air? If you don't know, I'll help you find out. There are already several letters of this word in the envelope, and you will guess the rest if you complete my tasks. (the letter A is the first in the word, R is the third, I am the last ninth). Well, let's go in search of letters. (We lay out the word on the carpet graph.)

Main part:

1. Interactive game "Pollutes - saves"
Our planet is the only one in the universe that has air. A lot of people live here and sometimes our actions harm the environment.
Look carefully at the pictures, and if you think that an action or object is depicted that pollutes environment, then move it to the right, and if it keeps the air clean, then to the left.

Look guys. Unfortunately, transport, which is very convenient to move around, factories that make the things we need, the garbage that remains on the ground, pollute the environment and the air. And what can help people clean it, keep it clean? Planting trees, garbage collection, use of ecological transport. I think you have earned another letter L - it is the fifth in the word.

2. Study of the properties of air
Q: Guys, why does a person need air? (To breathe). Does the air have a color, a smell? (the air is clear, does not smell). Where is the air?

Experience 1.

Guys, air is hiding everywhere, even in this glass. Let's check. Go to the basins of water and each take a glass. At the bottom of the glass is a strip of paper, touch it, and now turn the glass over and gently lower it into the water. Do you feel resistance? What happened? What conclusions can be drawn? (Water didn't get into the glass because there was air). And how did you know? Is the paper wet? And how people use this property of air (They invented a diving bell in which a person can go down to the bottom without a spacesuit). Great, guys, you get another G, the seventh in the word.

Experience 2.

V-l: Look at the pebbles, take each one one at a time, and massage balls in the other hand. What can be said? (The stone is hard, but the ball can be compressed. If the ball is unclenched, it will return to its previous shape). That's right, air can be compressed and it has elasticity. Where does a person use this property of air? (balls, inflatable boats, mattresses) That's right guys, let's play with balls:
This ball is not easy
All prickly, like this.
We put between the palms
And we'll rub our hands.
Can the ball be rolled around?
And pass on to each other
1, 2, 3, 4, 5 - it's time for us to look for letters.
Look, there is a letter under the basket. What is this letter, the letter O, the sixth in the word.

Experience 3.

Children come to the table to conduct an experiment with a snake and a candle.
V-l: Guys, look, two paper snakes hang motionless. And if you light a candle under one of them, what will happen? (children's answers) Now we will check.
During the experiment, one snake begins to rotate.
Q: Guys, why is this happening? (the candle heats the air, and it moves up and sets the snake in motion). I completely agree with you, so we saw the air - invisible. Where is this property of air used? (Balloons). In our word there is also such a letter - And, it is the penultimate one.

And when cold and hot air combine, wind is formed, how do people use wind? (Building windmills, power generators). Wind energy on earth is inexhaustible. wind farms the good news is that the wind costs nothing and this type of electricity generation does not pollute the environment.
Do you want to turn wind into energy yourself?

To do this, let's look at what I brought you. This is a wind generator. It consists of a rotor (propeller), a motor and an LED bulb. And where do we take the wind in the group? (children's answers). You can use a hair dryer, it gives out a fairly powerful stream of air. (experiment view)

Inside the motor is an anchor wrapped in wire. On both sides it is compressed by magnets. When the rotor is spinning, the armature rotates very quickly, rubs against the magnet and it turns out electricity, causing the light to turn on. And so, you get the letter E, it will be in the second word.

V-l: Air has different properties: it is elastic, it can be compressed, air moves, and people use air in production, for electricity, for movement and much more.

Q: Guys, the composition of the air includes different elements, which ones? (nitrogen, oxygen, carbon dioxide). Humans need oxygen to breathe. How much oxygen do you think is in the air? Let's test this with an experiment.

Experience 4.

Children sit in pairs at tables and conduct the Candle in a Jar experiment. The candle will go out, and water from the saucer will rise into the jar.
V-l: The oxygen necessary for the candle to burn burned out, and water took its place. Look, less than half a glass, one-fifth of the oxygen in the air, that's not much. Therefore, it is imperative to create conditions for keeping the air clean. Guys, you have earned the last letter O. Let's read what word you got. Aerology is the science of the properties of air.

3. Solving a problem situation
Q: Aerologists study the air and are constantly looking for ways to preserve and purify it, because the lack of oxygen will lead to the death of the planet. How to be? (Plant more trees.) That's right, as they say: trees are the lungs of the planet. How do trees clean the air? (on the back of the sheet there are small holes that absorb carbon dioxide and release oxygen into the air, the element that a person needs to breathe).

Which tree releases the most oxygen into the atmosphere? Oak (poster 3 lindens = 4 pines = 7 firs = 1 oak). Oak emits as much oxygen as 3 lindens, 4 pines or 7 spruces, because due to the long petiole, the leaves are very mobile and trap more dust, therefore, they purify the air better. In our kindergarten huge oak trees grow, so we breathe clean air while walking. And what can we do for children from other kindergartens (give them oak trees). Of course, the oak seeds have already sprouted, let's plant an oak in each pot and pass them on to other gardens. Let them sit down and enjoy the clean air.

Final part:

But before you start landing, tell the guys, who discovered something new for themselves today that you liked? What was difficult? What would you like to repeat? And who and what experience will be able to spend at home and show to parents? Today we recalled the properties of air and were aerologists, scientists who study the properties of air.

After the lesson, preschoolers independently made the album “Air and Man”, and also began to use more actively to study the world around them: magnifying glasses, sets for experiments with electricity, etc.

Tasks:
* educational - to enrich and systematize children's knowledge about the air and its properties: transparent, colorless, odorless, tasteless, density, it is everywhere, mobility; with such a natural phenomenon as the wind, the causes of its occurrence; with how a person uses the air (wind).
* developing - to develop interest in research activities; develop thinking and imagination; establish simple connections, draw conclusions; to teach, on the basis of the identified properties, to establish patterns.
* correctional - to support the child's desire to actively engage in communication, speak out; activate children's vocabulary.
* educational - to cultivate curiosity, interest in the world around us, the ability to work in a group.

Preliminary work:
Observations while walking for the wind, clouds.
Making paper fans with children.
Reading: S. Marshak "Ball", "Soap Bubbles",
Russian folk tale"Bubble, straw and bast shoes"

Vocabulary work:
Transparent, elastic, wind - the movement of air.
Benefits:
Glasses with water and straws, fans for each child, a plastic bag, balls, a balloon, soap bubbles, pipes, lionfish.
Lesson progress:
Educator: Today we will study the mysterious invisible substance. You cannot see it with your eyes and touch it with your hands, guess the riddle:
Invisible mischievous
Lives next to you
He is invisible and inaudible
And wherever we go
We'll find the invisible.
Children: Air.
Educator: Guys, let's try to get to know him. Where to look for it?
Children: He is everywhere: in the room, and in the ground, and in the water.
Teacher: Why can't we see him?
Children: The air is transparent, everything can be seen through it.
Educator: Do you want to see the air, feel it? How can it be detected if the air is invisible? Let's do some experiments. I invite you to our laboratory.

Experience 1. "There is air in the glass"
Turn the glass upside down and slowly lower it into the jar. To draw the children's attention to the fact that the glass must be held very evenly. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water into it.

Experience 2. “There is air in the glass and it is invisible”

The children are invited to lower the glass into the jar of water again, but now they are invited to hold the glass not straight, but slightly tilted. What appears in the water? (Visible air bubbles). Where did they come from? Air leaves the glass and water takes its place.

Conclusion: Air is transparent, invisible.

Experience 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)

Experience 4. "Air is elastic"

The teacher invites the children to catch the air in the bag, touch it with their hands. What do they feel? (As if there is something in the bag, the bag collapses when you press on it with your fingers, it returns to its shape when you put your fingers down).

Conclusion: air is elastic. Air can be caught and locked where? - in the ball, ball, tire. The trapped air softens the blow, so tires are inflated with it; he makes the ball bounce. Compare how an inflated and not inflated ball bounces.

Experience 5. "Air is everywhere."

Take a lump of earth and lower it into a glass of water. Watch for air bubbles.

Conclusion: There is air in the soil.

Take a dry stone and lower it into a glass of water. Watch for bubbles to appear.

Conclusion: There is air in the stone.

Educator. We can also feel the air. How? (we blow on the palm). What happens? (wind)
Teacher: What is wind?
Children: Wind is the movement of air.
Educator: Come on, now we all quietly get up for a physical minute. It's called Wind.
Fizminutka "Wind"
The wind is blowing in our face, wave your hands in the face
The tree swayed, hands up, tilts
The wind is quieter, quieter, squat
The tree is higher, higher, lifting up on toes

Experience 6. "Fan"
And now let's wave the fan in front of the face. What do we feel? Why did people invent the fan? And what has replaced the fan in our lives? (Fan, air conditioner).
Conclusion: we feel the air.

Educator: Where is the wind used by man?
Children: Sailing boats, windmills.

Experience 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 beings on earth breathe air: plants, fish in the water.

Educator: Guys, I have musical instruments in my hands.

Experience 8 "Pipe"
Blow the pipe and it will play.

Conclusion: Air can be heard. Sound is produced when the air trembles.

Experience 9 "Soap bubbles"
Blow soap bubbles, balloons.

Conclusion: Soap bubbles and balloons fly easily - the air is light.

Educator: Inhale the air with your nose. What does he smell like?
Children: The air has no smell.
Teacher: Breathe in through your mouth. What does it taste like?
Children: The air has no taste.

Summarizing

What properties of air did you learn today?
(Invisible, transparent, resilient, light, you can hear it)
Where can you find air?
Why is the ball bouncing?
Why can't we see air?
What is wind?

Educator: Children, so we got acquainted with the invisible air. We will find out more later:
* Why are there waves on the sea, on the river?
* Why do birds, planes, rockets fly and do not fall?
* The air is cold, warm.
* The air is clean, dirty. What does it depend on?
Do you want to know about it? See you in our lab then!

Summary of the lesson in the preparatory group

"Air and its properties"

Educational task:

Systematize and clarify children's ideas about the properties of air.

To expand children's ideas about the importance of air in human life.

Learn to work in a team and individually during experiments.

Development task:

Develop cognitive interest in the process of experimentation.

Develop the ability to draw conclusions and reasoning.

To develop in children the ability to find a connection between inanimate nature and wildlife and the objective world.

Develop thinking, imagination, curiosity, observation.

Educational task:

Raise interest in the knowledge of nature through the elements of air.

To form an emotional positive attitude towards the world and nature.

Lesson progress

Hello guys. I am very pleased to see your friendly faces and kind eyes. Let's start our lesson with a bright, friendly smile. Give your smile to the neighbor on the left, and then the neighbor on the right, smile at me, and I at you.

We start the lesson

It's interesting here

Try to understand everything

Lots of new things to learn!

(Music sounds, slideshow while reading a poem)

There is a huge house on Earth

Blue roof.

Sun, rain and thunder live in it,

Forest and sea surf.

Birds and flowers live in it,

Cheerful sound of the stream.

You live in that bright house

And all your friends.

Wherever the roads lead,

You will always be in it.

The nature of the native land

This house is called.

What is the name of this house? (nature)

What is the natural world? (people, animals, birds, plants)

What is nature like? (living, non-living)

But what is living nature? (That which feeds, breeds, breathes)

What is related to wildlife? (animal slide)

Now, what is inanimate nature? (snow, air, stones, water.) (slide inanimate nature)

Why do we classify them as inanimate nature?

Guys, listen carefully to the riddle about one of the factors of inanimate nature:

We need it to breathe

To inflate the balloon

With us every hour

But he is invisible to us!

What's this? (air)

That's right, it's air. What is air for? (to breathe)

Yes, we are so used to it that we don't even notice it. Well, let's take a deep breath first, and then exhale.

What did we inhale? (air)

Now try not to breathe. Take a deep breath and hold your breath.

What did you feel when you weren't breathing? Did you feel comfortable? (poorly)

What conclusion can be drawn?

- Air is necessary for breathing, a person cannot live without air.

Who else breathes air? (birds, animals, plants).

What would happen if air disappeared from the earth? (there would be no life on earth)

That's right, then the planet Earth would become a lifeless celestial body.

Guys, where and how do people use air? (air helps a person: fly on airplanes, launch balloons, move sailing ships, turn the wheels of the mill).

(slides)

How do we use air in games?

(slides)

How does air help plants and animals?

(slides)

Anyone see the air now?

Or maybe it doesn't exist at all?

Today in the lesson we will try to answer the questions: "Is there air, where and how to detect it." And for this I suggest you become scientists and invite you to our experimental laboratory.

(Children come to the table)

1 experience with a plastic bag.

Let's get down to research. Take the package, what's in it? (it's empty)

It can be folded several times. Look how thin he is. Now we catch the air with a bag and hide it inside, for this we twist the bag.

Look, the bag is full of air, it has taken up all the space in the bag. Now untie the bag and let the air out of it. The package is thin again.

Why? (no air in it)

- Here we have discovered the first secret of air: it is invisible,transparent, you have to catch it to see it. And we were able to do it! We caught the air and locked it in a bag and then let it out.

2 experience with a glass

For the next experiment, go and sit at the tables.

Guys, do you think this glass is empty? Look closely, is there anything in it?

And now we will check it. Each take a glass upside down, hold it straight (children do) and lower it slowly into a cup of water.

What did you notice? (water does not fill the glass, but only a part)

Why doesn't water get into the glass? What's stopping you from lowering the glass? (there is air in the glass, it does not let water in)

3 experience

And now I again propose to lower the glass into the water, but keep the glass not straight, but slightly tilted.

What do we see in the water? (bubbles)

Why did they appear? (air leaves the glass, water takes its place)

Why did we initially think the glass was empty? (Air is invisible, it's transparent)

That is why air is called invisible.

4 experience with a piece of chalk, stone.

Throw a piece of chalk and a stone into a glass of water.

What's happening? (bubbles come out of the chalk0

What conclusion did we come to? (air is everywhere)

5 experience with water and a straw.

- For the next experiment, we need a glass of water and a straw.Dip a tube into a glass of water and blow into it.

What's happening? (bubbles come out)

How did they appear?

Here is our discovery: there is air inside us too. We blow into the tube and it comes out, but in order to blow some more, we first inhale new air, and then exhale through the tube and bubbles form.

Guys, what bubbles can you play with? (with soap)

Now we are going to blow bubbles.

Fizminutka "Soap bubbles" to the music.

Take an ordinary glass of water,

We will blow bubbles out of soap suds.

He, inflated with air, floats through the air,

But even one minute in the world does not live.

Great, guys, they blew a lot of bubbles. We close the jars and put them in place.

A soap bubble is a thin film of soap foam with air inside. The air is light, so the bubbles "fly".

I suggest we continue our research.

6 experience: does air have weight

For the next experiment, take two balloons and put them on the scales.

What are we seeing? (pans of scales are motionless)

Now put an inflated balloon on one bowl. The scales outweighed with which ball? Why?

We conclude: air has weight.

7 experience: lighter air or water?

Which do you think is lighter, air or water? After experience we will be able to answer this question. Pour carbonated water into a cup and dip pieces of plasticine into it.

What do we see? (air bubbles stuck to plasticine and it pops up)

We conclude: air bubbles stick to plasticine and make it lighter, so it floats, which means air is lighter than water.

8experiment: can you hear the air?

Guys, can you hear the air? We will check it. I invite two of you who wish to play wind instruments(kids are playing).

What do we hear? (sounds)

Children blow into the hole of the instrument, the air trembles and sound is produced, sounds travel through the air. For example, on the Moon, where there is no air, nothing is heard, it is useless to talk - sounds are not transmitted.

9 experience does the air have a smell

Let's continue research.

Guys, what do you think the air smells like? Smell. (No)

If the air is clean, then it has no smell. But he's good at picking up other people's scents. I'll take a tangerine and peel it. What did you feel? (smell of mandarin).

Consequently, the air does not have its own smell, absolutely clean air does not smell of anything. The smell is given to it by the substances surrounding it.

We conducted a series of experiments and found out what properties air has and how it can be detected. Now let's summarize our research. I ask you to take your places on the chairs.

From the study of air, we came to the conclusion:

Slide

Air is invisible;

Colorless;

Tasteless;

Without smell;

He is everywhere;

And the main purpose of air is that we breathe it.

Slide

Without air, nothing living can live.

It is easy and free to breathe when the air is clean, but the air can be polluted with harmful substances, and then it is harmful to breathe such air. As a result, people get sick, leaves turn yellow and fall, trees dry.

What causes air pollution?

Slide

What city would you like to live in?

Slide

How can a person help to keep the air clean?

Slide

• Plant more trees, flowers, take care of them;
• Water the streets, paths with water so that there is less dust;
• Do not throw garbage;
• Drivers must ensure that cars are in good working order and do not emit a lot of harmful soot.
• Install treatment facilities at factories, filters on pipes.

We have worked hard, thank you for your hard work. And I would like to end our lesson with a smile again. Let's smile at each other with the kindest smile.