Presentation of what air is for preschoolers relevance. Presentation "Experiments with air in the preparatory group

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

Presentation for the lesson

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

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

Lesson objectives:

• contribute to the enrichment and consolidation of children's knowledge about the properties of air, expanding children's understanding of the importance of air in the life of humans, animals, plants;
• to develop in children the ability to establish causal relationships on the basis of an elementary experiment and draw conclusions;
• to consolidate elementary ideas about the sources of air pollution, about the importance of clean air for our health, about some rules environmental safety, to develop the ecological consciousness of children;
• to develop in children the skills of cooperation through involvement in different kinds activities with children and adults;
• foster a culture of communication speech activity children.

Lesson progress

- 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!

- What is this?

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

The teacher shows the picture (slide 2) with the image of the 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 there, 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 everywhere.

“Which of you guys has seen the air?” I don't see him in our lab either, but I know he's here. And now, together with you, we will be convinced of this.

OBSERVATION 1. How to detect air.

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

(Air is not visible, but it can be felt by the skin as a light breeze).

OBSERVATION 2 (with sachets)

- And yet, the air can be "caught" in a bag. What's in our bags? (air)

- And what is he? Do we see him? Why don't we see it? (Air is colorless, transparent)

What is the bag filled with air like? (elastic)

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

OBSERVATION 3. Experience with a straw.

How else can you see the air? Take a straw each 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 A: 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 (a stone, a button, a 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, which rise up)

- Bubbles are air, it was in the object and left it when the object fell into the water. Air bubbles rose up; air is lighter than water.

OBSERVATION 5. Air takes up space.

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

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

(children's answers)

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

And now I will lower the glass with the leaf into the water, but I will hold the glass a little obliquely. What appears in the water? Air bubbles are visible. Where did they come from? Air leaves the glass and water takes its place. What happened to our piece of paper? He got wet. Water forced the air out of the glass and took its place, occupied all the space and wetted the piece of paper.

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

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

He is a transparent invisible
Light and colorless gas.
Weightless scarf
He envelops us.

GAME "LEARN BY SMELL"

The air itself is odorless, but can carry odors. By the smell transferred from the kitchen, we guess what dish they cooked there.

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

(no, the nose is closed)

Open your nose. And now? Smell travels through the air, which is why we smell it when we breathe in the air.

PHYSICAL MINUTE. BREATHING EXERCISES.

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

Inhale - inhales good air (oxygen)

Exhale - exhale 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 to stop breathing. 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 the mouth).

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

Deep breath - hands up
Long exhalation - arms through the sides down.

Why is it important for a person to breathe properly? (To not get sick)

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.

- What in our life pollutes the air? (slide 5)

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

What should be done to keep the air clean?

(plants and factories put special filters to clean the air, water the paths, sidewalks; plant trees, bushes, flowers; ventilate the premises, wipe the dust)

OBSERVATION 6.

Do you know what happens to air when 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 warms up, expands and exits the bottle. That's why the balloon is inflated. Warm air rises.

- And where does a person use this property of air? (aeronautics) (slide 6)

OBSERVATION 7. Wind is the movement of air.

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

Where did the wind come from?

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

– What is the wind? (air movement)

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

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

SUMMARY 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 is odorless, but it can carry odors as it moves.
• Air expands when heated and contracts when cooled.
• We all need air. Without it, there is no life.

Which of the experiments did you like the most, what property of air did he tell us about?

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

Today we learned about the properties of air by conducting experiments and experiments with air. I think that you will tell your friends and parents about everything interesting that you learned today in our laboratory. And your moms and dads will be able to tell you about other properties of the air and read about the "great invisible" 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: Owl, 1998.
2. Voronkevich O.A. "Welcome to ecology!" - St. Petersburg: Childhood-Press, 2007.
3. Kulikovskaya I.E, Sovgir N.N. "Children's experimentation" - M .: Pedagogical Society of Russia, 2005.
4. Nikolaeva S.N. “Introduction of preschoolers to inanimate nature. Nature management in kindergarten"- M.: Pedagogical Society of Russia, 2003.
5. Pavlenko I.N., Rodyushkina N.G. “The development of speech and familiarization with the outside world in the 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 .: CJSC "Rosmen-Press", 2006.
7. "Scientific Answers to Children's Whys". Experiments and experiments for children from 5 to 9 years old / Author-compiler Zubkova N.M. - St. Petersburg: Speech, 2009.
8. Tugusheva G.P., Chistyakova A.E. "Experimental activities of children of middle and older preschool age: Toolkit- St. Petersburg: Detstvo-Press, 2009.

Project "Air is invisible".

MKOU OOSH p.Pudozhgorsky

Project participants:

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

educators;

Parents.

Time: 2 weeks

Project type: information and research

Educational area : Cognition. The world of nature. Safety

Objective of the project:

Project tasks:

Problematic issues solved 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 idea about the properties of air; they will be able to talk about the benefits that air brings to plants, animals to humans, they will acquire knowledge that air must be protected from pollution.

Previous work:

Looking at pictures, talking, reading fiction, inflating balloons, soap bubbles, watching the wind, steam.

Project organization:

Stage 1. Preparatory

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

Playing in a group with soap bubbles, inflating Balloons By the holiday, the children became interested in why balloons and soap bubbles are inflated. What helps to inflate them? How does it all happen? The children were surprised, where is the air here, and how it helps to make soap bubbles. Then the teacher began to inflate the balloon, and when she inflated, she asked: “Why is the balloon inflated? What are we putting in there...? In the course of 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 educator, set the tasks for further research of the problem:

1) Learn about air as much as possible.

2) Conduct experiments with air.

Selection of visual and didactic aids, demonstration material

Creation of a technical base for children's experimentation:

Basic equipment: containers for playing with water of various sizes and shapes;

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

Working with parents :

Questioning.

Making folders - movers, folders - clamshells. Selection of artistic words, riddles.

Exhibition of drawings.

Individual conversations.

Making a parent corner, posting articles, consultations, recommendations on the topic of the project

Stage 2

Organization of research within the project.

1. Cognitive activities

2. Observations.

4.Experiments and experiments.

Design of the exhibition of drawings "Invisible Air"

Stage 3

Presentation of the results of research activities. 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 the air."

Poems about air and wind

• Physical education:

• marching in place swing your arms over your head "floating" movements hands in a triangle above the head swing your arms in front of you hands on the belt, tilts to the side turning in place

He is a transparent invisible Light and colorless gas. Weightless scarf He envelops us. He is in the forest - thick, fragrant, Like a healing potion It smells of resinous freshness, Smells like oak and pine. In summer it is warm Blows cold in winter When the frost lay on the glass Lush white fringe. We don't notice it We don't talk about him. We just breathe it in He doesn't get around us!

• Passes through the nose to the chest

And back keeps the way

He is invisible and yet

We cannot live without it (air)

• So big it takes up the whole world
• So small that it will fit into any gap (air)
• Roaring across the field Sings and whistles breaks trees, Bows down to the ground. (Wind).
• 1) He waved his sleeves - he bent the trees. (Wind)
• 2) Not a beast, but howls. (Wind)
• 3) There are no wings, it flies everywhere (Wind)
• 4) He often flies around, He broke a lot of trees, but no one, anywhere and never saw him, did not hold him. (Wind)

5) I will shake the birch, I will push you, I will fly, I will 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. To draw the children's attention to the fact that the glass must be held very evenly.

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

What appears in the water? (Visible air bubbles).

Conclusion:

Children are invited to lower a straw into a basin of water and blow into it. What happens? (It turns out a storm).

Conclusion: Air is inside us. We blow into the tube and it comes out. But in order to blow more, we first inhale new air, and then exhale through a tube and bubbles are obtained.

Children are invited to blow on a turntable. Exhaled air, falling on the blades, begins to rotate them. You inhaled and exhaled, the air moved and you got a breeze. So when air moves, wind is produced. The breeze created by the flow of air from the chest caused the blades of the pinwheel to rotate.

Conclusion: Air can move objects.

Experience 5. “Where is the air hidden? »

Equipment: cellophane bags, toothpicks.

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

So what is air? (invisible) .

Let's catch some air.

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

Roll up the packages.

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

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

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

Let's conclude: Air has no form, it takes the form of the object into which it enters.

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

So what is air? (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 air comes out. We don't see it, but we feel it.

What can be concluded now? Air cannot be seen, but it can be felt.

Conclusion: Air is transparent, invisible, colorless, without form.

Experience 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?
• 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: The air is transparent, invisible.

Experience 7. "Air movement"

Equipment:

(trees sway, clouds run, turntable spins, steam from mouth)

(fan)

(Feel the air moving)

Conclusion:

• Experience number 3. "Air is invisible"
• Equipment: a large transparent container with water, a glass, a napkin.
• At the bottom of the glass, you need to fix a paper napkin. Turn the glass upside down and slowly lower it into a container of water.
• To draw the children's attention to the fact that the glass must be held very evenly. They took the glass out of the water and touched the napkin, it was dry.
• What happens? Does water get into the glass? Why not?
• This proves that there was air in the glass, which kept the water out of the glass. And since there is no water, it means that she cannot wet the napkin.
• 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: The air is transparent, invisible.

Experience 8. “Does air have weight? »

Equipment: can be replaced with a stick about 60 cm long. Fasten a rope in its middle, and balloons at the ends)

(The balloon without air has become lighter)

Conclusion:

• Experience number 3. "Air is invisible"
• Equipment: a large transparent container with water, a glass, a napkin.
• At the bottom of the glass, you need to fix a paper napkin. Turn the glass upside down and slowly lower it into a container of water.
• To draw the children's attention to the fact that the glass must be held very evenly. They took the glass out of the water and touched the napkin, it was dry.
• What happens? Does water get into the glass? Why not?
• This proves that there was air in the glass, which kept the water out of the glass. And since there is no water, it means that she cannot wet the napkin.
• 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: The air is transparent, invisible.

Experience 9.

"Mysterious Bubbles"

Task - Equipment -

Experience 10

"Bubble blowing".

Task - Equipment -

Experience 11.

"Sea battle".

Task - Equipment -

Experiment with air No. 6.

The teacher is interested in the children in which toy they are familiar with has a lot of air. This toy is round, can jump, roll, throw. 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 heard, balls are distributed). Children are invited 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 bounces off the floor easily, while the other barely bounces?

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

Experiment with air No. 7

Experiment with air No. 10.

Experiment with air No. 11.

Experiment with air No. 12.

Planning observations with children middle group familiarization with air.

Season

Observations

AUTUMN

1. Air in early autumn: cool, clear.

2. Observation of clouds in windy and calm weather. Why do clouds float? Note which 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. Smoke observations: in wet, windy weather, smoke spreads; in frosty - a column of smoke.

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

SPRING

1. Spring wind: clean, fresh, warm.

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

SUMMER

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

2. Observation of a thunderstorm. Explain that the shorter the time between a flash of lightning and a roll of thunder, the sooner it starts to rain.

3. Comparison of clouds and clouds.

Experiments and experiments with air for children

• The air is soft blue
• Breathe easily and freely. Sometimes we forget
• Air is leased to us
• He is one for all earthlings,
• For life to triumph
• We need to protect the air.
• Take care of your planet
• After all, there is no other in the world!
• We need it to breathe
• To inflate the balloon
• With us every hour
• But we do not see it for us. What is this? (air)

• 1. It is not known where he lives, He will fly - the trees are oppressed. Whistling - trembling along the river, Mischievous, but you won’t calm down.
• 2. Without arms, without legs, And the gate opens.
• 3. I ran along the meadow path - Poppies nodded their heads. I ran along the blue river - The river became pockmarked.
• 4. Breaks branches - Raises dust. You hear it, but you don't see it.
• Cautiously, the wind came out of the gate; He knocked on the window, ran along the roof. He played a little bit with branches of bird cherry, He scolded the sparrows of his acquaintances for something. And briskly 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, outdoors, at home there is always air ; If we begin to inflate the balloon, the air will fill all the space provided.

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

Responses like this are expected:

"Air helps ships sail"

- “Air, this is a strong wind, it helps to drop leaves from trees in autumn ...”

- “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)

Anna Shirkova
Experimental activities of older preschoolers on the topic: "Properties of air" using ESM.

Experimental activities of older preschoolers on the topic"Air properties" With using ESM.

Target: experimental learning is to create the conditions under which children:

Independently and willingly acquire the missing knowledge from various sources;

Learn to use the acquired knowledge to solve cognitive and practical problems;

Acquire communication skills by working in different groups;

Develop research skills (identifying problems, collecting information, observing, conducting experiment, analysis, hypotheses, generalizations);

Develop systems thinking.

Tasks:

Consolidate children's knowledge about air properties:

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

Develop observation, the ability to draw conclusions, analyze; to educate children's cognitive interest, the ability to see the amazing in the world around them;

To develop an ecological culture;

Cultivate accuracy at work.

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

ESM use:

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

Stages of research - think for yourself; ask another person look in books look online have been passed. The following is a more detailed section experimental activity of older preschoolers"Air properties"observation and experiment.

Progress of experimental activities

1. « Air exists!»

caregiver: Crumple a piece of paper and push it into a plastic cup so that it does not fall when the glass is turned over. Submerge the glass completely under the water, holding it upside down. Take out the glass. Check if the paper is wet in it? The paper in the glass stays 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 and shape, but can fill any space.

Conclusion: Air exists!

2. « Air is invisible»

caregiver: Guys, put palm on the chest and feel how the chest rises when inhaling and falls when exhaling. It's in and out air that we breathe.

Suggest to children cover mouth and nose with palms count out loud what time it is (in arbitrary units) they may not breathe. Air is everywhere: both in the group, and at our house, and on the street, we just don’t see him, but we know that he is always around us. No one sees the air, which is why it is called "invisible".

Conclusion: Man needs air, For life. The air is colorless, transparent (you can see everything through it).

3. « The air has no taste»

Have the children breathe through their mouths air. Can you taste air?

Conclusion: Air is tasteless.

4. « The air is odorless»

Have the children breathe through their nose air. Then take a lemon, garlic, cologne and invite the children to take turns trying to feel the smells that spread around the room.

Conclusion: Clean air does not have its own smell, but can transmit odors.

5. "We breathe air»

caregiver: Take glasses of water and straws for a cocktail, 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. "Fun Bubbles"

caregiver: Take an empty plastic bottle, and ask to lower it into a basin of water. From the neck of the bottle begin to come out and rise up air bubbles.

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

7. "Trained Raisins"

caregiver: Pour into a glass of sparkling water or lemonade and put a few raisins in it - let it be fish. The fish will fall to the bottom. Now make passes hands: “Cribble, crabble, boom! Raisins - you swim fish!.

And before the eyes of the astonished children, the raisins 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 it is 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 raise the raisins to the surface.

8. "We'll catch air»

caregiver: Take plastic bags and help them catch air and close the package. Packages become like pillows.

Conclusion: Air is not"invisible". It can be seen by wrapping it.

9. "Does the weight air?»

caregiver: I have a scale on which we can weigh air(make three holes in the ruler (length not less than 30 cm) 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 inflate big air ball and tie it to one of the holes at the end of the ruler. Tie a jar or box to the second hole. Put a little sand or rice in a jar to balance balloon. let's let air gradually come out of the ball (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"

caregiver: Examine the snake (a circle cut in a spiral and suspended from a thread). Watch how the snake rotates over a 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»

caregiver: Let's make a paper fan and wave the fan near the face. The fan moves and, as it were, drives air. Air also begins to move, and we feel a light breeze.

Conclusion: Wind is movement air.

12. "Compressed and flat bottle"

caregiver: Take an empty plastic bottle and close it tightly with a lid. The bottle is flat. Put the bottle in the freezer and take it out after 30 minutes. The bottle changed shape, it shrunk.

Conclusion: Cold the air is compressed.

13. "Is it possible to compress air»

caregiver: Take a syringe without a needle and fill it with air. Close the hole with your finger and press firmly on the piston. At first it will be difficult for the piston to move, and then it will stop altogether. And the finger closing the hole will experience strong pressure.

Now, continuing to close the hole, let's release the piston, it will return to its original position.

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

14. « Air presses on water»

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

Press on the piston (do not forget to substitute the container). The piston starts to press on air, which in turn puts pressure on the water in the syringe and the water flows out of the syringe.

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

15. "Reactive Ball"

caregiver: Inflate balloons and let them go. Pay attention to the trajectory and duration of the flight of the balls. Help the children figure out that in order for the balloon to fly longer, you need to inflate it more.

Air, breaking out of the ball, makes it move in the opposite direction. Tell 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"

caregiver: How can you extinguish a candle (flame without touching either the candle or the flame and blowing it out. Together with the children we will do following: light a candle, cover it with a jar and observe until the candle goes out.

We will lead the children to the conclusion that oxygen is needed for combustion.

Conclusion: When the access of oxygen to the fire is difficult, the fire goes out. People use This is for extinguishing fires.

Children: Air, it is a special object,

Don'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 blew up balloons.

All this work

Called a smart word "experience".

All information received was analyzed and summarized. Help young researchers summarize the findings. For children, this is a difficult task. But at the same time, it should be understood that on this material, like on no other, it is possible to develop thinking, Creative skills, the speech of the child.

After summarizing the information, two volunteer researchers, in turn, supplementing each other, made a report.

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

Material:

Presentation « Air» .

The folder of the young researcher.

Children's encyclopedias. .

Plastic bottle, plastic cups, paper napkins, cocktail straws, sparkling water, raisins, cereals, plastic bags, soap bubbles, homemade scales, syringe (no needle, glass jar with tight lid

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

Small pieces of paper, colored pencils.

Scholar's cap, mantle - cape.

slide 2

What can not be attributed to nature?

slide 3

What groups can these objects be divided into?

• Live nature
• Inanimate nature

slide 4

What items are related to wildlife?

slide 5

What are the inanimate objects?

slide 6

Make up a word according to the first letters in the names of objects.

Slide 7

In summer it is warm
Blows cold in winter
When the frost paints the glass
And lies on them with a border,
We don't talk about him.
We just breathe it in
He's what we need!
He is a transparent invisible
Light and colorless gas.
Weightless scarf
He envelops us.
He is in the forest - thick, fragrant,
It smells of resinous freshness,
Smells like oak and pine.

Slide 8

Experience 1

Wave your hands around your face.

We feel a light breeze - this is the movement of air.

Slide 9

Experience 2.

Let's take an empty transparent plastic bottle and check that there really is nothing there. If we dip the bottle into water, we will see that bubbles come out of the neck. It is the water that displaces the air from the bottle. Most things that look empty are actually filled with air.

Slide 10

Air is a mixture of different gases

• Carbon dioxide 1%
• Oxygen 21%
• Nitrogen 78%

Slide 11

What is the most important gas in the air?

When breathing, living things take in oxygen from the air and release carbon dioxide.

slide 12

Experience 3

Let's inflate a balloon. Now let's inhale the air from it. Let's exhale. Let's inhale again. It's getting harder to breathe. Why? We "caught" all the air from the balloon. If there was a mouse inside the balloon right now, it would suffocate.

Why do we ventilate the room?

slide 13

All living things would have suffocated long ago if not for the plants. And the giant oak, and the blade of grass, and tiny algae greedily catch carbon dioxide, which is necessary for plants to feed. They return oxygen to the air. Forests, meadows, fields, parks, gardens - all plants on Earth instead of carbon dioxide give us life-giving oxygen. The more greenery around, the cleaner the air.

Natalia Tyumeneva
Presentation "Experiments with air in preparatory group»

Children are big whys and learners. They are interested in everything and everywhere. Sooner or later the child will ask, "What is air?"

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

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

Tasks:

Summarize, clarify previously obtained knowledge about the properties air and how to detect it;

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

Expand and activate children's vocabulary;

Encourage hypotheses;

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

To cultivate accuracy 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, work in a team.

Cultivate interest in the surrounding life, curiosity.

Related publications:

Presentation "Little explorers" (experiments and experiments) Photo report on the research project in senior group DOW. I have always hated the role of an outside observer. What am I, if I

"Experiments and Experiments 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 Tasks: Educational: 1. Continue to form an idea of ​​\u200b\u200bthe air, its properties;.

"The air around us" Program content: 1. Expand the knowledge of children about the air, its properties, role. Get to know this natural phenomenon.

Summary of the lesson in the preparatory group “What is air? Experiments with air Topic: What is air? Experiments with air ”Purpose: the formation of children's ideas about air and its properties. Tasks: educational: 1.

Water, like sand, is the most mysterious material that attracts to itself. 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 for us is the most familiar and simple substance. At the same time, water is fraught with many mysteries. Scientists so far.

Experimental activities in the speech therapy preparatory school group "Experiments with water, snow and ice" Introduction: People who have learned ... observations and experiments, acquire the ability to pose questions themselves and receive actual answers to them, turning out to be.