Annotation: in the 2008-2009 academic year in the North-Western Educational District of Moscow on the basis of school No. 1191 (Moscow) an experimental site was opened on the topic: “Development of theoretical figurative thinking of children of primary school age in the conditions of educational dialogues of various types”.
We bring to your attention a project of a positive-manipulative didactic dialogue with children of 6-7 years of age on the topic: "Atmosphere", developed in the 2010-2011 academic year. These materials can be used by teachers and parents to convey to children the essential (theoretical) features associated with the concept of power.
You can find popular information about positive-manipulative didactic dialogue in M.V.Telegin's book "The Birth of Dialogue: A Book on Pedagogical Communication". We also recommend that you first familiarize yourself with the PMDD on the topics “Power”, “Living Cell”, published on the pages of our website.

Content
The objectives of the lesson, its intention, the main idea, activity methods for the implementation of goals and objectives have already been identified by us in relation to the organization of a dialogue on the topic “Living Cell” (see the project of the lesson on the topic “Living Cell”). Therefore, we will immediately begin to identify the specifics (with all the universality of the theoretical model of PMDD, some individual features, of course, have a place to be) of educational dialogic interaction on the topic "Atmosphere"; presentation of practice-oriented methodological development on the specified topic. To ensure continuity with the previous lesson, we will use the storyline already familiar to the guys, we will continue to communicate with Professor Mikroskopkin.

Features of the implementation of PIDD on the topic "Atmosphere"
The specifics of the implementation of the PMDD on the topic "Atmosphere" is exhausted by several points.
1. Content changes. Naturally, the central content of the dialogue will be the acquaintance and appropriation by children of theoretical knowledge related to the scientific concept of "atmosphere".
2. The sequence of stages of the dialogue undergoes a significant transformation. The dialogue begins with the creation of a classic problem situation. This is followed by the actualization of spontaneous concepts associated in the minds of the participants in the dialogue with one of the agents of the basic metaphor. At the third stage, the content of the dialogue changes (transition to the topic of discussion), a situation of a request for new knowledge is created, or the problem situation is modified, recreated on a more complex dialectical turn. At the fourth stage, educational smart images are introduced. At the final stage, the material covered is consolidated, the results of the PMDD are summed up.
3. Unlike the previous dialogue, we want to convey to the minds of the students only one essential, theoretical feature. It is popular to explain to children that the atmosphere is the "protective shell of the Earth."
4. For the dialogic translation of the indicated sign to the recipients, we are going to use a whole battery of metaphors, among which it is legitimate to single out the leading metaphor (“greenhouse”) and a number of auxiliary ones (“space suit”, “shield”, “blanket”).

Pedagogical model of PMDD on the topic "Atmosphere" for children of primary school age

First stage

Context: the lesson begins with the creation of a classic problem situation, overcoming which students gradually, imperceptibly for themselves, begin to exteriorize, pronounce, generalize, saturate, realize their own ideas about the functions and purpose of the greenhouse, greenhouse (in part, this experience has already been updated in the course of the previous dialogue). Subsequently, the basic metaphor “the greenhouse is similar to the atmosphere in the sense that both agents of comparison provide protection for life, are protective shells” will serve as a key, a psychological tool, a strong point for students to understand the functions of the atmosphere at the level of theoretical figurative thinking.

Specific content of the first stage

Teacher: Hello dear children.
Children: Hello.
Teacher: Have you forgotten our good old friend, Professor Ivan Ivanovich Microskopkin? Do you want to meet him again?
Children: We want.
Teacher (reincarnated as Microskopkin): And here I am, friends, hello, I must admit, I really missed you.
Children: We are too.
Microskopkin: Thank you, friends. However, let's not waste precious time, I was brought to you by a severe need, and I urgently need your help. Can I rely on you?
Children: Yes.
Mikroskopkin: You must have heard that the harvest this year was low due to extreme weather conditions.
Children: Heard, they talked on TV.
Mikroskopkin: I think it will not be difficult for you to list what natural phenomena could ruin the crop, what can harm the plants?
Children: Drought, abundance of precipitation, frost, strong wind. (If necessary, you can prepare the appropriate illustrations, “disassemble” each factor in more detail.)
Microskopkin: Exactly. So, the harvest is small, humanity needs food, which means that it is necessary to save, sprout each ...
Children: A grain so that it does not disappear.
Mikroskopkin: Now imagine that each of you has ten grains. And everyone is faced with the task of getting the greatest harvest. Think about the threats hanging over your tiny seeds, which can destroy fragile sprouts when they barely hatch from your cherished seeds. And, most importantly, think about how you can secure, protect your plants and ultimately get an excellent harvest.
(It is necessary to stop attempts to answer immediately, give time to think. You can divide the audience into small groups and arrange, in the latest fashion, a project competition: “Protect the grain, get an unprecedented harvest.” Of all the answer options, you should choose to support, as the most promising, the idea with the protection of plants with the help of a greenhouse.We are sure that your interlocutors and students will certainly, among other moves, mention and even argue themselves all the advantages of a greenhouse.)

Second phase

Context: in almost every group of children there are "young agronomists" who are well aware of all the advantages of growing plants indoors, in a greenhouse. These experts are the best assistants to the teacher. Don't be stingy with praise, don't take too much into account, fish out all the available ideas, involve as wide a circle of guys as possible, suggestive, "partial", clarifying questions and repetitions are acceptable. Pupils should chop down a few simple truths on their noses: a greenhouse protects from the sun, heat, frost, the bay, provides comfortable conditions for plant life; the greenhouse has its own “weather”, its own microclimate, optimal water and temperature balance. It is not at all necessary that children use these terms (water, temperature balance, climate), it is allowed to replace them with everyday equivalents, words of ordinary language. The main criterion for the success of the stage is the achievement of an understanding by students of the "protective" function of the greenhouse.

The specific content of the second stage

Children: It is necessary to build a greenhouse, like a grandmother's, everything grows better there.
Mikroskopkin: What will we build the greenhouse from? Cellophane film or glass?
Children: The more reliable, the better. It is necessary glass, so that it better protects and transmits light, plants need light.
Mikroskopkin: What if the hail comes and breaks the glass.
Children: We must take strong glass, impenetrable. Or arrange glass in several layers.
Microskopkin: Glass, multi-layered, and let light through. Will we do heating?
Children: We will grow cucumbers in winter.
Mikroskopkin: Will we install electricity, artificial light lamps?
Children: Well, it's cloudy outside, but it's light here. The seeds grow faster.
Mikroskopkin: Will we put some water through the pipes for irrigation?
Children: Yes, so as not to wear watering cans, and plants need water.
Mikroskopkin: So, we have a reliable, heated, illuminated greenhouse with a multilayer roof, with irrigation. We are in such a greenhouse in winter ...
Children: We will wear shorts.
Mikroskokin: It's cold outside, it's winter.
Children: And we have heat, summer.
Mikroskopkin: Let's check what harmful effects our miracle greenhouse can protect plants from?
Children: The sun has very hot rays.
Mikroskopkin: That's right, from the scorching rays of the sun...
Children: When it's hot, the water dries up quickly, leaves, the earth cracks.
Mikroskopkin: Yes, in the open air, in the heat, the water turns into steam, as in a boiling kettle, it evaporates.
Children: And it is always stuffy in the greenhouse, where the water does not evaporate so quickly, and the plants feel better.
Mikroskopkin: Yes, that's right, the greenhouse allows you to maintain the humidity required for plants, so that the plants get the amount of water they need. What if it rains all the time?
Children: Then you need to close the greenhouse. Drought is bad. And it rains all the time - also no good. It can flood the plants, and they will rot, will not produce a crop.
Microskopkin: Right. The greenhouse protects both from drought and from excessive moisture. Water in moderation, this is what is called balance, balance. Do you know what frost is?
Children: This is when frost falls in the morning. When the night gets cold. My grandmother's tomatoes were frozen in the beds, but not in the greenhouse. Freezes when frost returns or comes, especially in spring or autumn.
Microskopkin: Right. So you say that a greenhouse can save you from frost too?
Children: Of course, we tell you that in the beds ...
Mikroskopkin: In the open field, without protection ...
Children: In the open field, our sprouts will freeze. Here you can’t do without a greenhouse, the greenhouse will protect you from the cold.
Mikroskopkin: Like a blanket, like a person's clothes, a greenhouse will protect you from the cold, right?
Children: Yes, the greenhouse is like a blanket for our grains. It's cold outside, but they don't care. And frost - the red nose will not reach the plants. The greenhouse will reliably hide the sprouts and protect them from frost.
Mikroskopkin: And when it's too hot, the plants probably have a hard time too.
Children: Yes.
Microskopkin: Probably the plants are comfortable, it's good when the temperature is normal, not too hot and not too cold, suitable for these plants. Balance is also needed, balance is needed, temperature balance.
Children: Right.
Mikroskopkin: Let's repeat, what does a greenhouse provide?
Children: So that there is a normal amount of water and the temperature is suitable. Such a balance, useful, pleasant for plants, in order to get more yield.
Mikroskopkin: That's right, the greenhouse provides the best water and temperature balance for plant growth. The weather is the same outside, but in the greenhouse...
Children: Another one that keeps plants.
Mikroskopkin: Does the greenhouse have its own weather?
Children: Great. A greenhouse is needed to create special weather ...
Mikroskopkin: Own microclimate. And this microclimate, this own weather protects the plants. The greenhouse is…
Children: The best protection for plants.

Third stage

Context: now from the discussion of the advantages of the greenhouse, it is necessary to smoothly, as naturally and naturally as possible, without losing momentum, to channel, direct the dialogue in a new direction. We must move from the greenhouse closer to the topic, try to bring the children to a conversation about the atmosphere. After a “turn”, a change of direction, the third stage can proceed (both scenarios are quite acceptable) in the form of a classical problem situation or unfold as a situation of a request for new knowledge. The first option will arise if in the spontaneous experience of students there are already ideas about the atmosphere, if the children themselves, without prompting, overcome the difficulty that has arisen, they say that the earth is protected by the atmosphere, or “air”. An alternative way to organize a dialogue (a request to the teacher for help, to provide new knowledge) will appear if information about the atmosphere is not included in the zone of actual development of students or children are not able to extract this information from memory and connect it with the solution of the task before them. In any case, do not rush to suggest, give the opportunity to fantasize, argue, discuss various hypotheses coming from different students, you can help with leading questions, act in the logic of the problem-search method of teaching. Virulence, variability of this stage is extremely high, directly depends on the parameters of the audience, on the level of awareness and creativity of children, so our description is very approximate and particular.

The specific content of the third stage

Mikroskopkin: Great, you guys came up with an excellent plan for getting a giant harvest, saving humanity from hunger, about the greenhouse. Greenhouse - reliable protection.
Children: Yes.
Mikroskopkin: An interesting idea came to my mind, but I just can’t think it over well, can you help?
Children: Yes.
Mikroskopkin: Look (shows a photograph of the Earth), the first cosmonaut of the planet, our compatriot Yuri Alekseevich Gagarin, when he saw Mother Earth, our planet from space, he thought how beautiful it is and at the same time small, defenseless our planet. How fragile life is. The Earth flies in outer space with great speed, revolves around the Sun, and the solar system flies, revolves around the center of the Galaxy. There is no air in space, space is permeated with dangerous, destructive radiation for all living things. If a person, without protection, without a special space suit, finds himself in outer space, he will immediately die. Astronomers have studied millions and millions of planets and have not yet found life anywhere. The planets are like hot stones or blocks of ice. Unbearable heat or wild cold reigns on them (shows a photograph of lifeless planets).
Compare the Earth and lifeless planets. Earth is a blue planet, the cradle of life... The blue waters of the ocean, high mountains and peaks, the emerald green of forests and fields, the sugar tops of the poles, the yellow sands of the deserts, and everywhere the riot of life, everywhere the grains of life gave good, abundant shoots. And life has not yet been found on other planets.
Children: Only in science fiction films there are aliens, but in fact, they have not yet been found.
Microskopkin: Right. And here's another question, what will happen to a person if he finds himself in outer space without a special protective suit, without a spacesuit.
Children: Without a spacesuit, a person will die, astronauts must have a spacesuit, it gives air and heat, protects from harmful rays.
Mikroskopkin: So, all living things in space, man or living organisms on the surface of the planet, need protection?
Children: Of course, otherwise they will die, they will not survive.
Mikroskopkin: What can kill living organisms?
Children: Harmful rays, heat, cold, lack of water.
Mikroskopkin: Cosmonauts have spacesuit protection, plants have a greenhouse, but what protects our planet?
Children: Maybe the air protects, you tell us.
Microskopkin: The Earth is surrounded by a dense shell that protects all living things.
Children: What kind of shell is this, maybe the sky and clouds?
Mikroskopkin: Sky, clouds, air, do you know what the shell of the Earth is called?
Children: No. Tell me what it's called.
Mikroskopkin: Remember, the atmosphere. Repeat...
Children: Atmosphere.

Fourth stage

Context: stage of comprehension of theoretical knowledge due to extrapolation, symbolic transfer of spontaneous experience (knowledge about the greenhouse) to the studied problem area (atmosphere, its functions). To tell about the functions of the atmosphere, to give the desired definition of the atmosphere as a “protective shell of the earth”, our interlocutors should be helped by images of a greenhouse, a space suit, a shield, chain mail, a blanket, etc. At this stage, these images should acquire a symbolic meaning in the minds of students and become “smart images”, a support for fixing and understanding important theoretical connections and relations of objective reality. On the part of the teacher, a message can be carried out, interspersed with additional facts on the topic of the dialogue.

The specific content of the fourth stage

Mikroskopkin: Guys, remember what we talked about, how best to save the grains, how to get a crop?
Children: We talked about the greenhouse.
Microskopkin: Greenhouse protects plants, live sprouts. An astronaut in space is protected by a spacesuit. Guess what the atmosphere is for.
Children: Hooray, the atmosphere is like a greenhouse, like a spacesuit.
Mikroskopkin: Eureka, a wonderful discovery.
Children: Atmosphere from the air.
Mikroskopkin: And the air we breathe consists of various gases. And it seems like transparent air, weightless, but in fact ...
Children: Air, the atmosphere protects the earth like a greenhouse and a spacesuit.
Mikroskopkin: What does the atmosphere protect the Earth from?
Children: From cosmic rays, they kill all life. From everything bad.
Mikroskopkin: What can you say about the temperature?
Children: It can be very hot in space, but Earth has its own weather that suits us.
Microskopkin: Right.
Children: Not too cold and not too hot.
Mikroskopkin: The atmosphere creates the temperature balance necessary for life.
Children: Normal temperature, own weather.
Mikroskopkin: There is one climate in space, but on Earth...
Children: different. We seem to live in a greenhouse, under the protection of the atmosphere.
Mikroskopkin: And if the atmosphere disappears...
Children: All living things will die, there will still be a drought, and there will be nothing to breathe, because then there will be no air.
Mikroskopkin: Does the atmosphere protect against dehydration, against drought?
Children: Protects like a greenhouse, supports, you told us, water balance.
Mikroskopkin: To prevent water from evaporating?
Children: Yes, without an atmosphere, the oceans and rivers dried up, and all life died, and the Earth became like a flying stone.
Mikroskopkin: And the greenhouse also protects against such ice, which happens to fall from the sky, I forgot what they are called, such round pieces of ice, the size of a pea, or even a chicken egg ...
Children: Grad, hail.
Mikroskopkin: And in space something more dangerous than hail flies, have you heard about meteorites?
Children: Yes, meteorites are space stones, whole blocks.
Mikroskopkin: If there is no atmosphere, there is no protection, then meteorites leave huge funnels on the surface of the planet, which are called craters. These craters may be larger than the sea. Such space hailstones fly (shows the moon, craters on the moon). It turns out that the atmosphere also protects from ...
Children: From meteorites, we watched the program, meteorites burst into the atmosphere at great speed and burn up in it.
Mikroskopkin: Does the Earth have chain mail, a blanket, body armor, a reliable shield?
Children: Yes, it's the atmosphere.
Mikroskopkin: What is the atmosphere, who can say better?
Children: This is the protective shell of the Earth, it consists of air. She, like a greenhouse, protects life on our planet.
Microskopkin: Thank you, friends.

Fifth stage

Context: repetition, consolidation, control, evaluation, correction of unfavorable options. Questions should help children concentrate on the main thing.

Questions and tasks for repetition, consolidation, categorization of information
1. Why do people build greenhouses, greenhouses?
2. From what harmful environmental influences can a greenhouse protect plants?
3. Does the greenhouse protect plants from frost?
4. Does the greenhouse protect from low temperatures?
5. Can a greenhouse protect against drought? What about excess moisture?
6. Could it be like this: it’s night outside, and day in the greenhouse? Is it winter outside, summer in the greenhouse?
7. What does the phrase mean: “the greenhouse has its own microclimate, its own weather”?
8. Do you agree that the greenhouse was specially invented by people to protect plants?
9. Does the greenhouse look like a blanket, a shield, or chain mail? How?
10. If a person finds himself in outer space without a spacesuit, what will happen to him? Why?
11. What protects an astronaut in outer space?
12. How is a spacesuit similar to a greenhouse?
13. What did the first cosmonaut of the Earth Yuri Alekseevich Gagarin say when he saw our planet from space?
14. The Earth is in space, what harmful effects is it exposed to?
15. Are harmful cosmic radiations, unbearable cosmic heat, terrible cosmic cold, lack of air dangerous to all living things?
16. Do all the planets, like on Earth, have life?
17. What protects the Earth from harmful radiation, from meteorites?
18. Does the Earth have a shield, reliable protection?
19. Can we say that all life on Earth seems to live in a greenhouse?
20. What is the name of such a "greenhouse"?
21. What is common between the greenhouse and the atmosphere?
22. What does the atmosphere consist of?
23. What does the atmosphere protect from?
24. What happens if the atmosphere disappears?
25. Why should people fight for the purity of the environment, the purity of the atmosphere?
26. What is the atmosphere?
27. Do you agree that the atmosphere is a multi-layer protective shell of the Earth, consisting of air and gases?
We deliberately cited an excessive number of questions. Depending on the specific conditions of the final stage of the dialogue, the teacher must choose exactly those questions (5–7) that will help your interlocutors mentally reproduce the most important, key provisions and moments of the didactic dialogue once again. To fix the results of communication, it is advisable (as in the previous dialogue) to beat the final of the educational interaction by arranging a competition of drawings, explanatory diagrams created by the children (parents can help)

> > Earth's atmosphere

Description Earth's atmosphere for children of all ages: what air consists of, the presence of gases, photo layers, climate and weather of the third planet in the solar system.

For the little ones It is already known that the Earth is the only planet in our system that has a viable atmosphere. The gas blanket is not only rich in air, but also protects us from excessive heat and solar radiation. Important explain to children that the system is incredibly well designed, because it allows the surface to warm up during the day and cool down at night, while maintaining an acceptable balance.

To begin explanation for children It is possible from the fact that the globe of the earth's atmosphere extends over 480 km, but most of it is located 16 km from the surface. The higher the altitude, the lower the pressure. If we take sea level, then there the pressure is 1 kg per square centimeter. But at an altitude of 3 km, it will change - 0.7 kg per square centimeter. Of course, in such conditions it is more difficult to breathe ( children could feel it if you ever went hiking in the mountains).

The composition of the Earth's air - an explanation for children

Gases include:

• Nitrogen - 78%.
• Oxygen - 21%.
• Argon - 0.93%.
• Carbon dioxide - 0.038%.
• In small quantities there is also water vapor and other gas impurities.

Atmospheric layers of the Earth - an explanation for children

Parents or teachers at school should be reminded that the earth's atmosphere is divided into 5 levels: exosphere, thermosphere, mesosphere, stratosphere and troposphere. With each layer, the atmosphere dissolves more and more, until the gases finally disperse into space.

The troposphere is closest to the surface. With a thickness of 7-20 km, it makes up half of the earth's atmosphere. The closer to the Earth, the more the air warms up. Almost all water vapor and dust is collected here. Children may not be surprised that it is at this level that clouds float.

The stratosphere starts from the troposphere and rises 50 km above the surface. There is a lot of ozone here, which heats the atmosphere and saves from harmful solar radiation. The air is 1000 times thinner than above sea level and unusually dry. That is why planes feel great here.

Mesosphere: 50 km to 85 km above the surface. The top is called the mesopause and is the coolest place in the earth's atmosphere (-90°C). It is very difficult to explore because jet planes cannot get there, and the orbital altitude of the satellites is too high. Scientists only know that this is where meteors burn.

Thermosphere: 90 km and between 500-1000 km. The temperature reaches 1500°C. It is considered part of the earth's atmosphere, but it is important explain to children that the air density here is so low that most of it is already perceived as outer space. In fact, this is where the space shuttles and the International Space Station are located. In addition, auroras are formed here. Charged cosmic particles come into contact with atoms and molecules of the thermosphere, transferring them to a higher energy level. Because of this, we see these photons of light in the form of auroras.

The exosphere is the highest layer. Incredibly thin line of the merger of the atmosphere with space. Consists of widely dispersed hydrogen and helium particles.

Climate and weather of the Earth - an explanation for children

For the little ones need explain that the Earth manages to support many living species due to the regional climate, which is characterized by extreme cold at the poles and tropical heat at the equator. Children should know that the regional climate is the weather that in a particular area remains unchanged for 30 years. Of course, sometimes it can change for several hours, but for the most part it remains stable.

In addition, the global terrestrial climate is also distinguished - the average of the regional one. It has changed throughout human history. Today there is a rapid warming. Scientists are sounding the alarm as human-caused greenhouse gases trap heat in the atmosphere, risking turning our planet into Venus.

What is atmosphere?

Our entire planet is enveloped in a dense layer of air. This layer is called the Earth's atmosphere. The closer air is to the surface, the denser it is. Rising higher, you can feel how the air density decreases, it becomes rarefied. And where the atmosphere ends and space begins - airless space.

Without an atmosphere, there would be no life on Earth, because living beings would have nothing to breathe. The air shell affects the climate on the planet, protects the Earth from the sizzling solar heat and cosmic cold.

If the Earth were not covered with an air shell, humanity would suffer from celestial projectiles - meteorites. Before falling to the ground, meteorites collide with the layers of the atmosphere, their flight slows down, they heat up and burn out without causing harm to earthlings.

The weight of air was first measured by Galileo Galilei. And it happened 300 years ago. The great scientist took a metal ball, made a hole in it, weighed it, and wrote down the weight. Then he pumped out the air from the ball, sealed the hole tightly and put it back on the scales. And then everyone saw that the ball became noticeably lighter.

Topic: Earth's atmosphere.

Objectives: To give an understanding of the atmosphere and the composition of air.

To promote the development of skills of comparison, generalization.

Instill a sense of respect for nature.

1. Activation of mental activity.

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 frost stains glass

And lies on them with a border.

We don't notice it

We don't talk about him.

We just breathe it in

After all, we need it.

What was the poem about?

What role does air play on the planet? (Slide 1)

• Protects from meteorites.
• Protects from overheating and frost.
• Protects from harmful sun rays.
• Follows the climate.

1. Topic message.

Decipher the rebus and determine the topic of the lesson: (Slide 2)

Atom sphere (atmosphere)

Work plan: (Slide 3)

• What is atmosphere?
• What layers does it consist of?
• What is the composition of the atmosphere?

Problem: What will happen on Earth if the atmosphere disappears or its composition changes?

1. Atmosphere.

Atmosphere is the outer shell of the planet. The air that surrounds the Earth up to 800 kilometers in height. Atmosphere (ancient Greek "atmos" - air, "sphere" - a ball).(Slide 4)

(Additional information prepared by children.)

The layers of the atmosphere reach a thickness of several kilometers, which give the impression of a light blue dome.

The great Italian of the 15th century, Leonardo da Vinci, wrote in his book “On Painting”: “The blue of the sky is due to the thickness of the illuminated particles of air, which is located between the Earth and the blackness at the top.”

Despite the fact that the air has no color, even the not very clean air of the surface layer of the atmosphere in cities turns out to be unusually transparent in comparison with the most transparent liquid. If we look through a layer of air several meters thick, we do not see it. But if the thickness is several kilometers, we begin to see an air haze. The whole atmosphere is light blue. This is due to its thicker.

The color and brightness of the sky changes as it rises above the earth's surface. The higher we rise, the thinner the layer of air above the place of observation, the bluer the sky and the less its brightness.

How high is the atmosphere? Consider its layers:(Slide 5)

1. Troposphere (from Greek - movement) - starts right from the earth's surface, rising up to 10 kilometers up. Clouds form here, thunderstorms, snow are born. The temperature drops to -70° C. Airplanes fly in the upper layers
2. Stratosphere - stretches from 10 to 50 km in height. It has a thin ozone layer that protects the planet from the harmful rays of the sun. Temperature - 70° C.
3. The mesosphere stretches up to 80 km, celestial bodies and meteorites that have fallen into the Earth's gravitational field burn out in it. Temperature - 70° C - 90 ° C.
4. Thermosphere (ionosphere) - conducts electricity, the northern lights are formed here. Stretches up to 500 km up. Artificial satellites and space probes fly in these layers.
5. The exosphere is very rarefied, there is almost no air in it.

List the layers of the atmosphere. (Slide 6)

What happens if one of the layers of the atmosphere disappears?

1. Air composition.

What is air made of?(Slide 7)

Air is a mixture of gases: nitrogen, oxygen, carbon dioxide and others.
The air contains:

21% oxygen,
78% nitrogen
0.9% noble gases,
0.03% carbon dioxide

And a small amount of hydrogen and water vapor.

What is the most abundant substance in the air?

(Slide 8)

What gas do we feel after a thunderstorm? (Ozone is the smell of freshness.)

Does the composition of the air change? Because of which?

What is the difference in the composition of the air in the classroom, in the city, where there are a lot of cars and in the forest? (Slide 9)

Fizminutka "Atoms - Molecules".

The host gives the installation: “Imagine that we are all atoms. The atoms look like this: the arms are bent at the elbows, the hands are pressed to the shoulders. Atoms are constantly moving, from time to time they unite into molecules. The number of atoms in a molecule can be different, it will be determined by the number that I will name. For example, three: atoms must combine three into each molecule. The molecule will then look like this: three people will stand facing each other in a circle, with their hands joined at the top.

You can finish by naming the total number of participants - this will be a common circle.

1. The role of the atmosphere

Are air and atmosphere the same or different concepts? (Slide 10)

Name again what is the role of the atmosphere for our planet. (Slide 11)

• Protects from harmful radiation
• Protects from harmful sun rays
• Protects against meteorites
• Shapes the climate
• Protects from overheating and frost
• Tolerates sounds and smells
• Provides oxygen to living beings

What will happen on Earth if the atmosphere disappears or its composition changes?

(Slide 12)

The atmosphere is of great importance for all life on the planet, therefore it must be protected.

Tell us about airspace protection measures.

Exhibition of posters "Let's protect the atmosphere" and their protection.(Slide 13)

1. Generalization.

Now I will check how attentively you listened to me. If you agree with my statement, then put 0, if not - 1. You should get the number that I had in mind. (Slide 14)

• We live at the bottom of the water ocean? (no - 1)
• Precipitation is born in the atmosphere, and wind is formed? (Yes - 0)
• Do all planets have an atmosphere? (No - 1)
• Is air a liquid? (No - 1)
• Is air a mixture of gases? (Yes - 0)
• Does the atmosphere protect against meteorites? (Yes - 0)
• Carbon dioxide is the most important gas, is it necessary for human life, do we breathe it? (No - 1)

You should get a number: 1 011 001.

1. D\Z.

S. 111, retelling.

Watch the weather and wind.

Experience: (Slide 15)

When we read about human exploration of the moon and planets, we often come across questions about the atmosphere. Do other planets have an atmosphere? As far as scientists know, no planet or star has an atmosphere similar to ours.

What is atmosphere? We can think of it as an ocean of air that surrounds the earth and is several hundred miles high. The ocean of air has the same composition throughout the earth. Basically it consists of certain gases, which always remain in the same proportion. About 78 percent is nitrogen, 21 percent is oxygen, and the remaining one percent is made up of gases that are called rare - argon, neon, helium, krypton and xenon.

The air that surrounds the Earth has the same chemical composition up to 18 miles, although this figure can go up to 44 miles. When you reach the upper atmosphere, you are at the top of what is called the troposphere. It is the layer closest to the Earth's surface. At an altitude of 18 to 31 miles from the surface of the Earth is a layer of hot air, with a temperature of about 42 degrees Celsius. The reason for the heating of this layer is the absorption of heat from the sun's rays by the ozone present here.

Ozone is a special form of oxygen where the molecule is made up of three oxygen atoms instead of the usual two. The hot ozone layer serves to protect us from the sun's most active rays - ultraviolet. Without it, we would not have survived the sunlight. Even higher is a layer, or several layers, called the ionosphere, which is located at an altitude of 44 to 310 miles above the earth. The ionosphere consists of particles electrified by the Sun. Air molecules are in constant motion. The atmosphere can only be maintained if the molecules are constantly colliding with each other and cannot escape. But the higher you go, the thinner the air becomes.

It is very unlikely that a molecule from below will bounce back after colliding with a molecule from above. Therefore, the molecules go into open space, and the atmosphere is completely rarefied. There is a zone called the exosphere, where the torn off molecules move almost freely, and this zone starts at an altitude of 400 miles and extends up to 1500 miles.