SUMMARY OF AN OPEN CLASS. "Invisible air."
Transcript
1 MUNICIPAL BUDGET PRE-SCHOOL EDUCATIONAL INSTITUTION CHILD DEVELOPMENT CENTER KINDERGARTEN 12 “ORLENOK”. SUMMARY OF AN OPEN LESSON on cognitive development in the middle group on the topic: “Invisible air.” Completed by: teacher of group 8 “Ants” Shomnikova Yu.O. Lobnya, 2015
2 Integration of educational areas: cognitive development, socio-communicative development, physical development. Objectives: 1. To form children’s understanding of the importance of air for humans and all living things. 2. Continue to introduce children to the properties of air (invisible, odorless, can move, takes up space, etc.) and ways to detect it. Develop cognitive activity in the process of experimentation. 3. Cultivate a friendly attitude, a desire to help each other in game situations, and respect for the air. Aids and materials: plastic bags, toothpicks, containers of water, plastic cups, cocktail straws (according to the number of children), symbol cards, soap bubbles, parachute fabric, pointer, eau de toilette with a floral scent, a picture about air pollution. Form of implementation: subgroup. Progress: 1. Org. air game “Parachute” Educator: Guys, I have a surprise prepared for you. Look how big my piece of fabric is. It is light, airy, obedient to the air. Do you know who skydivers are? What opens up above their heads when they jump from a plane? Let's try to make a parachute, let's all stand in a circle and grab the edges. Together we all stood in a circle, We will make a parachute. We follow each other, We carry the Parachute in our hands. We all raise our hands up and inflate our parachute. This is our parachute, inflated with light air. Educator: What helped us inflate our parachute? (air) - Watch the parachute fill with air. This helps the skydiver land slowly and smoothly without hitting the ground. - Guys, let's turn into real scientists and conduct experiments to find out the secrets of the air. Do you agree? (children put on hats) - Where else do you think the air is? Children: He is everywhere (he is everywhere: on the street, in the room, in the ground, in the water and even inside us). Educator: Have you ever seen air? (No). Why don't we see him? (it is transparent, colorless, invisible). Educator: How can we check if he is in our group? (assumptions)
3 Educator: And I suggest catching with the help of bags (hands out bags to the children, the children, at the same time as the teacher, open the bags, make a movement with them and abruptly close them with their hands). — What happened to the packages? (they puffed up, looking like a pillow) - What is in them? (air) - Guys, do you know which objects also contain air? (ball, wheel, inflatable ring, mattress, armbands, ball, inflatable toy.) - How can you check whether there is really air in the bag? Take a sharp stick and carefully pierce the bag. Let's bring it to our face and press it with our hands. What do you feel? (breeze, air flows) Wind is the movement of air. - So we discovered the first secret of air: (air cannot be seen, but it can be felt). - Well done! I want to tell you that scientists write down the results of their research. For what? Let us do this with the help of pictures of symbols. - The air is transparent, it has no color, it is invisible, and we will denote this property of it with this card. (“crossed out colored spot”) (a symbol card is placed on the board) - Now let’s go and take our jobs in our laboratory. Experience "What's in the glass?" - Guys, look what's in my hand? (glass) - Is there anything in it? (no, it's empty) - Let's check. Let's turn the glass upside down and slowly lower it into the water. (must be kept level). — Does water get into the glass? (no) - We take out a glass. Look, the outside of the glass is wet, but what about the inside? (children touch the glass) Children: Dry! — Why did the glass remain dry? (there was air in the glass and it did not let water in). - Now, let’s tilt the glass a little and try to lower it into the water again. What's happening? (air comes out of the glass, and water takes its place). - That's right, water gradually displaces the air from it, taking its place. Well done, they also discovered the second secret of air (there is air inside objects, even if they seem empty). - Let's record our observations using this card. (“empty glass”) - Do you think there is air in a person? (children's answer options) Experiment “Air in a person” (children sit at tables, there are cups of boiled water and straws on the tables) - Place the straw in a glass of water and blow into it. What's happening? (bubbles come out) - Why did the bubbles appear? (air comes out) - You see, it means there is air inside us. We blow into the tube and he comes out. But in order to blow again, we first inhale a new breath of air, and
4 Then we exhale through the tube and bubbles appear. So we learned the third secret of air. - Let's write down the results of the experiment using a card. (“image of a person”) - Now let’s rest a little, let’s play with the breeze. Physical education lesson The wind blows in our faces (waves our arms) The tree sways (we sway) The wind gets quieter, quieter, (we crouch) The tree gets higher, higher (we rise on our tiptoes). “Does the air have a smell?” — Guys, while we were playing, I had a question: “Does the air have a smell?” (children's answer options) - How can we check this? (sniff the air) - Let's try to suck in air through our nose. Does it smell? Fourth secret: Air has no smell. (“nose”) Invite to stand in a circle and turn away, spray. - Guys, can you feel the smell in our laboratory? What smells? (the teacher sprays toilet water unnoticed by the children) - But where did the smell come from? Did we just find out that air has no smell? (the smell reached us) It turns out that air can move and can bring various smells to our noses. What might the air smell like? Are any smells reaching our group? (flowers, food being prepared in the kitchen, smoke from a fire, perfume, washing powder from the laundry, etc.). -Can we see the movement of air? (answer options) - Air movement is clearly visible in windy weather, because. wind is the movement of air (trees sway, grass bends, clouds float quickly, a curtain is in the wind). We learned the fifth secret (air can move). - Let's write it down using this card. (“a tree swaying in the wind”) - Dear scientists, we talked so much today about the properties of air, but we said nothing about the importance of air for humans and all living things. —Can a person live without air? Experiment “I can’t breathe” - Close your mouth and pinch your nose with two fingers. (pause) - Why did you remove your hand and open your mouth? (started to choke) - What were you missing? (air) - Did you feel good without air? (no, a person will die without air) D/i “Who needs air” Educator: Guys, let’s remember who else needs air?
5 (Large card with a picture of air, small cards with a picture of living and inanimate nature. Children lay out small cards in a circle and name who needs air). -Who needs air? How can this be called in one word? (wildlife or all living things) Why is air needed? (breathe, grow, live). The sixth secret of air. Let’s add one more to our notes: “Every living thing needs air.” — In our laboratory, guys, I found a painting. - Look what's happening to the air? (plants and factories pollute the air, cars pollute the air with exhaust gases, forest fires, people pollute the air by setting up various landfills). - Can we take care of the cleanliness of the air? (don’t light fires, don’t litter, drive serviceable cars, water the roads in the summer, plant as many flowers and trees as possible, because they purify the air, they release oxygen, clean air). — That’s right, that’s why we need to take care of our planet, take care of the cleanliness of the air and not pollute it. Generalization of knowledge about air using cards and symbols: - Our research is completed for today, let’s go to the board and remember from our notes (cards) everything that we have learned about air. Summary of the GCD: - Dear scientists, you all did a great job in the laboratory and learned a lot of new and useful things about the air, and I have prepared gifts for you. - What is this? (blows a bubble) - What's inside them? (air) - Let’s take one jar with us for a walk and watch how the breeze plays with them, whether the bubbles freeze on the street. - Now you can play with bubbles: If you blow harder, there will be a lot of bubbles! One, two, three, four, five, No way to catch them.
Experiments with air middle group
Air
Goal: determine what is in an empty glass?
Equipment: glass, jar of water
Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?
Conclusion: there is air in the glass, it does not let water in.
GlassJar with water
Air
Goal: find out how air is displaced by water
Equipment: glass, jar of water.
Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (Air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: The air is transparent, invisible.
Glass Jar of water
Air
Goal: find out what “Storm in a teacup” is
Equipment: glass of water, straw
Children are asked to place a straw in a glass of water and blow into it. What happens?
Glass with water Glass with water and air bubbles
Air
Purpose: to introduce the properties of balloons
Equipment: balloons, threads
Children are asked to think about where they can find a lot of air at once? (In balloons). How do we inflate the balloons? (With air) The teacher invites the children to inflate balloons and explains: we, as it were, catch the air and lock it in a balloon. If the balloon is inflated too much, it may burst. Why? All the air won't fit. So the main thing is not to overdo it. (invites the children to play with the balls).
Balloons Spool of thread
Air
Goal: find out the principle of jet propulsion (Rocket)
Equipment: balloons
Invite the children to release the air from one balloon. Is there any sound? Children are invited to place their palm under the stream of air. How do they feel? Draws children's attention: if the air leaves the ball very quickly, it seems to push the ball, and it moves forward. If you release such a ball, it will move until all the air comes out of it. This experience is an example of jet propulsion, which is fundamental in astronautics.
Balloons Balloons with air flow
Air
Purpose: to introduce the properties of air (drowning - not drowning)
Equipment: Water container, toys filled with air
Children are encouraged to “drown” toys filled with air, including lifebuoys. Why don't they drown?
Conclusion: Air is lighter than water
Basin with water Toys inflated with air
Air
Goal: Determine how much air weighs?
Equipment: stick about 60 cm long, rope, two balloons
Let's try to weigh the air. Take a stick about 60 cm long. Attach a string to its middle, and tie two identical balloons to both ends. Hang the stick by a string. The stick hangs horizontally. What happens if you pierce one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated ones.
Two equally inflated balloons One balloon is punctured
Air
Goal: to determine the conditions for floating bodies (swim, float, boat).
Equipment: Boats with sails (you can make them yourself from walnut shells and paper, a wide container with water).
Lower the boats into the water. Children blow on the boats, they float. This is how real ships move thanks to the wind. What happens to a ship if there is no wind? What if the wind is very strong? A storm begins, and the boat may suffer a real wreck (the children can demonstrate all this).
Bowl with water and boats made of shell and paper
Air
Goal: find out where the waves come from?
Equipment: fan, container with water
For this experiment, use fans made in advance by the children themselves. Children wave a fan over the water. Why did the waves appear? The fan moves and seems to push the air. The air also begins to move. And the children already know that wind is the movement of air (try to get children to draw as many independent conclusions as possible, because the question of where the wind comes from has already been discussed).
Fan DIY fan Basin with water
Air
Goal: to prove that air is everywhere.
Equipment: balloons, a bowl of water, an empty plastic bottle, sheets of paper.
Little Chick Curiosity tells the children a riddle about air: it passes through the nose into the chest, and goes back on its way. He is invisible, and yet we cannot live without him. (Air)
What do we inhale through our nose? What is air? What is it for? Can we see it? Where is the air? How do you know if there is air around? What do we feel? We don't see air, but it surrounds us everywhere. Do you think there is air in an empty bottle? How can we check this? An empty transparent bottle is lowered into a basin of water until it begins to fill. What's happening? Why do bubbles come out of the neck? This water displaces the air from the bottle. Most objects that appear empty are actually filled with air. Name the objects that we fill with air. Children inflate balloons. What do we fill the balloons with? Air fills every space, so nothing is empty.
Air
Purpose: air works
Equipment: plastic bath, basin with water, sheet of paper; a piece of plasticine, a stick, balloons.
Children look at balloons. What's inside them? What are they filled with? Can air move objects? How can this be checked? He launches an empty plastic bathtub into the water and asks the children: “Try to make it float.” Children blow on it. What can you come up with to make the boat float faster? Attaches the sail and gets the boat moving again. Why does a boat move faster with a sail? There is more air pressing on the sail, so the bath moves faster.
the edges stick to each other.
