First you need to understand for yourself what wind is. Scientific definition quite lengthy, in a minimized form it sounds something like this: “The movement of air masses between zones different pressure" But such a formulation will tell a child little. Visibility is the most effective method explanations of something. So, let's look at several ways to visually explain the nature of wind.

Method No. 1: Cold weather and a candle

The main condition is cold weather outside. In summer or spring you will have to use other methods. If a child suddenly asks, “Maaam, why is the wind blowing?”, then we don’t get lost, but take a candle and go to the door. We light the flame and bring it to the top crack of the slightly open doorway. We see that the flame tends outward, carried away by the flow warm air. This is the wind that comes from the air heated in the house. Therefore fact one: heated air rises.

Then we lower the candle to the lower slit and see that the flame has changed its inclination and is now directed inward. This happens because cold air tends to take the place of the heated one. Hence, fact two: cold air tends to take the place of warm air. This concludes the practical part. And move on to a theoretical explanation that globe There are warm places (like in the house) and cold places (like outside). The movement of air between them leads to the appearance of wind.

Method number 2: Balloon, hair dryer and refrigerator

For the next method of visually explaining the nature of the wind, you will need to prepare a balloon. We do not inflate it completely. Take a hairdryer and blow it thoroughly. The ball increases in volume and begins to float. Using this example, we explain to the child that heated air tends to rise as high as possible.

Then place the ball in the refrigerator. While it is cooling there, we talk about how the globe is so large that when it is warm in one place, it is cold in another. Then we open the refrigerator and see that the cold ball has shrunk and is quickly falling down.

After the practical part, we begin to explain that cold air tends to take the place of warm air, which is why wind occurs. That is, wind is nothing more than the movement of air between cold and warm places.

Method number 3: Metaphorical

Instead of visualization, you can use metaphors from the environment. Let’s imagine that dad, who borrowed the computer for work and doesn’t let me watch cartoons, is just a mass of air. And the child who crawls impatiently in anticipation of the next episode is different.

Here the mass-dad sits, works and slowly warms up. And when it gets completely warm, he gets up from his chair and goes, say, to the kitchen. Now he is warm air that has risen high and flown away. In this case, the air is cold, which instantly rushes to the chair in front of the monitor. This movement of it is the wind.

Method No. 4: Physiological

Another explanation is based on the functioning of the lungs. When a child is interested in the nature of the wind, we ask him to take in more air and then slowly blow it out. This will be the wind. The air in the collapsing lungs is pressurized and expelled. Same with the wind.

A small theoretical digression about the fact that warm air is lighter than cold air will simplify the explanation. Heavy cold air creates the same pressure as the walls of the lungs. This causes cold air to move to where the warm air was. This is where the wind comes from.

Surprises and surprises

In the mind of a growing child, such a lesson will give rise to a million more questions: “What kind of wind is there?”, “Why is it needed?”, “What if it is strong, strong?” In fact, to answer these questions you will need to sift through volumes of meteorological reference books and get five or two higher education. But everything can be explained to a child in a nutshell.

Why is wind needed? To keep it cool and to blow away the dandelions. What kind of wind is there? Strong, weak, blowing in different directions, and whole air rivers flow high above the ground. And in that spirit. There is no need to spread it, it is enough not to leave gaps in the baby’s mind, which may later be filled with the wrong thing.

Note to moms!

Hello girls) I didn’t think that the problem of stretch marks would affect me too, and I’ll also write about it))) But there’s nowhere to go, so I’m writing here: How did I get rid of stretch marks after childbirth? I will be very glad if my method helps you too...

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Here's what they write on the forums:

Trackstone:There are places on our planet where it is warmer, and there are places where it is colder. The sun heated the desert, and the air warmed up with it. When heated, objects expand, air is no exception. The air heated up and expanded. And now a hump of heated air swells over the desert (the pressure has increased), clouds from the middle of such a hump flow down to the edges, and in the center of it it is always clear, such humps (areas high pressure) are called anticyclones.
And in another place the clouds covered the Sun, it became colder, the air compressed. And this created a hole (low pressure area). Clouds flow into this place and it usually rains there. An area of ​​low pressure is called a cyclone.
What happens if a cyclone and an anticyclone meet? A desert next to the sea, for example?
If they meet, the air from the “hump” begins to flow into the “depression”, blowing strong wind. This meeting point is called an atmospheric front.
But the wind also blows within the “humps and troughs.” Remember how water swirls in a bathtub when it flows into a hole? That's right, it spins into a funnel. In exactly the same way, the air flowing from the hump swirls, and the air flowing into the center of the pit also swirls, only in the other direction. This twisting also causes wind inside the cyclone and anticyclone.
Tell us about the breezes yourself. In the morning the earth warms up; in the afternoon the wind blows from the sea. In the evening, the sea releases its accumulated heat, and the land cools down - the wind blows from the shore.

DmHaritonov:On one side, the sun warms the Earth more strongly, the air there expands, and climbs from there to other regions. Here comes the wind.

Open this book and you will understand where clouds come from and why there is a rainbow in the sky, why the leaves turn yellow and why birds fly south in the fall. You will learn to distinguish trees by their leaves and learn how plants “drink”. This book will answer dozens of “whys” and help connect different natural phenomena together. Entertaining experiments and experiences will help you “see” sound, “make a cloud” in a jar, grow crystals from salt and a tulip by March 8, find out how much water comes out of a glass of snow and how an earthworm mixes the soil.

Where does the wind come from?: experiments, educational stories, speech exercises, cartoons for children. Logic problems Lev Nikolaevich Tolstoy for children about the wind.

Today you will learn, through entertaining experiments, where the wind comes from, and also get acquainted with how L.N. answered this question to children in 1875. Tolstoy. To be continued in the next article!

Where does the wind come from: experiments for kids

Ships (game experience for children 3-4 years old)

Take a bowl of water. Make paper boats. You will see how to make boats in this video.

This is a diagram for making a paper boat for an experiment.

Put the boats on the water. Blow on them with your child. Why did the boats sail? (they are pushed by the breeze). Where did the breeze come from? It was we who exhaled the air.

Organize a boat competition. Which boat will sail to the other shore faster (for this you need to take a square-shaped basin or a baby bath). Ask your child how to blow to make the boat sail quickly?

Try to make different winds - a soft and light breeze, a strong hurricane, a fierce storm.

Ships for this game can be made not only from paper, but also from shells walnut. Using plasticine, attach a stick with a sail to the shell (a paper sail on a toothpick stick will do). Blow on the sail. How should you blow to make the boat float?

Read to your child the lines about the wind by A.S. Pushkin.

Fan (for children 4-5 years old)

Make a fan from a strip of paper by folding it like an accordion. Or take a ready-made fan. Ask your baby to wave the fan in front of his face. How does he feel? What is a fan for? (in hot weather, a fan gives us a breeze, which cools us and helps us). Now let the baby try to wave his fan over the water. What happens to the water in the basin? Where did the waves come from?

The next day, tell your child a riddle. Ask why the riddle says, “The wind is blowing, but I’m not blowing” (because it’s already cool and people don’t use fans).

Sea battle (for children 4-5 years old)

What can happen to ships if there is strong wind? (They may drown). Invite your child to make paper boats and play sea battle. Play this game in pairs. You need to blow on your own and other people's boats to sink enemy ships. You can blow either simultaneously or in turn.

After the game, ask your child how to blow to make the wind stronger (take in more air, exhale it stronger and sharper).

Where is it warmer? (for children 5-6 years old)

This experiment will help you find out what is easier - warm air or cold air.

1. Let's try to find out where in the room it is warmer and where it is colder - on the floor or on the sofa (higher or lower). You can take a thermometer and measure the temperature and compare. You can hold your hand at the floor (next to the door) and at the top.

2.Then invite the child to hold his palm over the battery and under the battery. Where is it warmer?

3.You can also take a thin piece of paper (napkin) or cotton wool. Attach the top end of a strip of paper to the wall above the radiator (you can attach it with construction tape or using Uni patafix). At the same time, open the window above the battery. Warm air will rise to the top, and the piece of paper will begin to move and rise upward.

4. We conclude that it is always warmer at the top. This means that warm air is lighter and rises.

5.Ask your child: “Where do you sleep? Yes, in the crib. The way it is now is that children and adults sleep in beds. After all, it’s warm in our city houses. And before, when there were no batteries, children and old people slept on the floors. The tents were located high above the floor and were located between the stove and the wall of the house. There was not just one sleeping place on the beds, but many at once—several people slept on them side by side. Why did they sleep on the floors? (it was warm there even in winter, because the floors are at the top, where the warm air is)

Where does the wind come from - experience for children 5-6 years old

The experiment was developed by O.V. Dybina.

1.You will need a candle and a snake. The snake is very easy to make:

Take a circle of thin paper and cut it in a spiral, then hang the resulting piece by a thread.

• Light a candle and blow on it. Why did the flame deviate? (blows air).
• Place the snake over the candle flame. What happens to the snake? It will start to spin. Why does it rotate? Because warm air goes up and lifts the snake.
• You can try to have the children do this experiment themselves, but not with a candle! You need to hold the snake over a hot battery.

2. Go to a door (for example, leading to a glassed-in balcony) and try to determine where the wind is blowing at the top of the doorway (above) and near the floor (below). In order to determine which way the wind is blowing, you can place two candles - at the bottom and at the top and see where their flames deviate. Or take a thin napkin or cotton wool and bring it to the door. Where will she go?

3. Why does the wind blow in different directions? It turns out that at the top the air is escaping from the room to the outside. This is warm air. He goes outside. And cold air is heavier and is at the bottom. He enters the room from the street. This is how “wind” turns out in the room. But this is exactly how wind happens in nature.

Turns out, Wind is air movement! Warm air moves above and cold air below, and they tend to change places.

4.You can draw arrows to indicate which way the wind blows in the room. The red arrow at the top of the doors will indicate warm air. And the blue arrow below is cold air.

5.If there is a draft in your room, and you often ask your child not to sit on the floor near the doors, then remind him of this. Ask why you are asking him not to do this? Now he already knows what caused your request and will have a completely different attitude towards its implementation!

Note: you should not overload your preschooler with knowledge about physical phenomena that are not yet accessible to understanding, and say that distributions play an important role in the appearance of wind atmospheric pressure. For a preschooler, such a short answer to his question “Why is there wind” is quite enough. But other reasons associated with the appearance of different types wind. What kind of wind there is and why it happens, you will see in this video for older children - school age.

Experiments with a turntable

Make a fidget spinner with your child and take it for a walk. Show how to play with a turntable. Ask your child why she is spinning? (the wind hits its blades and it begins to spin). Observe with your baby when the pinwheel spins quickly and when slowly and why does this happen?

How to make a spinner for playing with the wind

The pinwheel is made of paper, thick foil or a sheet of thin plastic (folder, gift wrapping or paper). You will see how to do it in the video.
http://youtu.be/YtnQqLNh1D0

And this is a diagram for making a turntable.

Experience "Wind in the Desert"

The experimental game can be played in a sandbox or poured sand into a basin. Level the surface of the sand. And then invite the child to become the wind and blow on the sand. Sand waves will begin to appear on the surface of his “sandy desert”. If you continue to blow, the sand will move from one place to another and you will get hills. Let the child try to make “dunes” - sand hills. This is how the wind helps the sand travel across the desert.

Let's speculate. Is wind good or bad? Why?

It is very important that already in preschool age the child realized that not everything in the world is so simple, and in every phenomenon one can find good and bad sides. Important. so that he can think independently and explain his point of view. These skills do not develop on their own, but in communication with an adult who poses problematic questions to the child with ambiguous answers.

Let's think together.

Why is wind good? Because in the summer when it’s hot, when the wind blows, it’s not so hot. Because the wind fills the sails and the ships can sail. Because the wind carries the seeds of plants, with the help of the wind you can fly a hot air balloon and fly kites. The wind helps to work windmills and wind turbines.

Why is wind bad? If cold winter the wind blows, you freeze. There is a storm at sea in strong winds, and ships can sink. A strong storm can destroy houses and uproot trees. The wind carries seeds not only useful plants, but also weeds.

Speech exercise “What kind of wind is there?”

With your child, choose as many words as possible that describe what the wind is like. With the help of such exercises, you will not only enrich your child’s vocabulary, but also teach him to be attentive to the selection of words and notice interesting figurative words in stories and fairy tales.

What wind? He can be strong. How can I say it differently? Violent, fast, furious wind, dashing, furious, assertive, merciless, gusty, fierce, whistling, swift, terrible, hurricane, squall, furious, powerful, restless, piercing, cold, evil. fierce, angry, nasty, mournful, gloomy, scary, icy.

But it happens the other way around - what kind of wind? Yes, weak, light. How can I say it differently? Gentle, quiet, warm, cheerful, southern, spring.

Now let's find the words, what does the wind do? It blows, howls, makes noise, whistles, shakes trees, disperses clouds, drives leaves, brings sounds to us.

What is the name of light breeze? Breeze. What if the wind is strong? Windy. What if it’s very strong? Storm, hurricane, storm, tornado.

How to conduct speech exercises to select words?

I love doing these word-selection exercises with children in the form of a game. For example, if we play with words in winter, then we help the wind cover the ground with snowflakes. One word is one snowflake! And you need to cover a lot of the land shown in the picture! So we are choosing words for a very long time, because we cannot allow a bush or flower to freeze without snow! We picked a word and placed a paper snowflake on our winter landscape. One more word - they put a second snowflake and so on until we cover the whole earth. I suggest the most difficult, rarely occurring words, the children say more common words.

If we play in the fall, we help the wind pick off leaves or transfer seeds. You can come up with any game situation. In such games, the child sees the result of his efforts and therefore strives to find as many words as possible about the wind.

I am always surprised, but this is a fact - children remember exactly where THEIR snowflake or leaf is that they helped the wind and what exactly the snowflake covered them, even if the game takes place in a large group of children!!!

How children were introduced to wind in the 19th century

Educational stories for children about the wind by Leo Nikolaevich Tolstoy. The second Russian book for reading - 1875

Why is there wind (reasoning)

Fish live in the water, and people live in the air. The fish cannot hear or see the water until the fish themselves move or the water does not move. And we also cannot hear the air until we move or the air does not move.

But as soon as we run, we hear the air - it blows in our faces; and sometimes when we run we can hear the air whistling in our ears. When we open the door to the warm upper room, the wind always blows from below from the yard into the upper room, and from above it blows from the upper room into the yard.

When someone walks around the room or waves a dress, we say: “he makes the wind,” and when the stove is lit, the wind always blows into it. When the wind blows outside, it blows all day and night, sometimes in one direction, sometimes in the other. This happens because somewhere on earth the air gets very hot, and in another place it cools down - then the wind begins, and a cold spirit comes from below, and a warm one from above, just like from the outhouse to the hut. And it blows until it warms up where it was cold, and cools down where it was hot.

Why does the wind blow? (Reasoning)

They will tie a cross from two splinters and tie four more splinters around the cross. There will be papers stuck on everything. A bast tail will be tied to one end, and a long string will be tied to the other, and a kite will come out. Then they will take the snakes, scatter into the wind and let them go. The wind will pick up the snake and carry it high into the sky. And the serpent trembles, and hums, and tears, and turns, and flutters its wet tail.

If there was no wind, it would be impossible to fly a kite

They will make four wings from plank, attach them in a cross to the shaft and attach gears and wheels with cams to the shaft, so that when the shaft rotates, it would cling to the gears and wheels, and the wheels would turn the millstone. Then the wings will be placed against the wind: the wings will begin to spin, the gears and wheels will begin to cling to each other, and the millstone will begin to spin on another millstone. And then they pour the grain between two millstones; The grain is ground and flour is poured into the ladle.

If there was no wind, it would be impossible to grind grain in windmills

When they are sailing on a boat and want to sail faster, they will take a large pole in the middle of the boat and insert a large pole into the hole, with a crossbar attached across the pole. A canvas sail is attached to this crossbar, a rope is tied to the bottom of the sail and held in the hands. Then they will set the sails against the wind. And then the wind will inflate the sail so tightly that the boat bends to one side, the rope breaks from the hands, and the boat floats with the wind so quickly that the water begins to rumble under the bow of the boat, and the shores seem to run back past the boat.

If there was no wind, it would be impossible to sail

Where people live, there is an evil spirit; if there was no wind, this spirit would remain so. And the wind will come, disperse the bad spirit and bring good, clean air from the forests and fields. If there was no wind, people would breathe in and spoil the air. The air would still stand still, and people would have to leave the place where they inhaled.

When wild animals walk through forests and fields, they always walk into the wind, and hear with their ears and smell with their noses what is in front of them. If there was no wind, they would not know where to go.

Almost all herbs, bushes and trees are such that in order for a seed to form on a grass, bush or tree, dust must fly from one flower to another flower. Flowers are far from each other, and they cannot send their dust from one to another.

When cucumbers grow in greenhouses, where there is no wind, then people themselves pick one flower and put it on top of another so that the flower dust gets on the fruit flower and the ovary occurs. Bees and other insects sometimes carry dust on their paws from flower to flower, but most of all this dust is carried by the wind. If there was no wind, half the plants would be without seeds.

In warm weather, steam rises above the water. This steam rises higher, and when it cools at the top, it falls down drops of rain.
Steam rises above the ground only where there is water - over streams, over swamps, over ponds and rivers, most of all over the sea. If there was no wind, the couples would not travel, but would gather in clouds over the water and fall again where they rose. There would be rain over the stream, over the swamp, over the river, over the sea, but there would be no rain on the ground, in the fields and forests. The wind blows away the clouds and waters the earth. If there was no wind, then where there is water, there would be more water, and the earth would all dry out.

Logical problem about the wind by Lev Nikolaevich Tolstoy

Why is it that when it’s windy without frost, you feel colder than when it’s cold without wind?

Discuss with your child on this topic after you conduct experiments with cold and warm air, showing your child how wind is formed. And here is the answer to this question given to children in the 19th century by Lev Nikolaevich:

Because heat from the body passes into the air and if it is quiet, the air around the body heats up and remains warm. But when the wind blows, it carries away heated air and brings in cold air. Again heat leaves the body and heats the air around it, and again the wind carries the warm air away. When a lot of heat leaves the body, then you will feel cold.

Knowing the answer to the first question, try with your child to answer the following question from Lev Nikolaevich Tolstoy to children: “Why is it that when the tea in the cup is hot, they blow on it?” The child can guess the correct answer by analogy with the previous logical task.

You can read the continuation of games and activities about wind and air with children in the section :

1) What is air needed for? Properties of air in entertaining experiments for children

"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

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Irina Tulenkova
Cognitive experimentation lesson “Why does the wind blow?” (senior group)

Municipal state preschool educational institution

Kindergarten "Fairy tale".

Cognitive experimentation.

Subject: « Why does the wind blow?»

Tulenkova Irina Yurievna

Educator II

qualifying

MKDOU d/s "Fairy tale"

Tyumen region,

Kondinsky district,

With. Leushi, st.

Volgogradskaya. 56,

tel. (34677) 37-134

With. Leushi 2011

Target: Introduce children with the cause of wind - the movement of air masses.

Tasks:

1. Clarify children’s ideas about properties air: hot rises up - light; the cold one goes down - it is heavy.

2. Strengthen children's knowledge about air.

3. Develop skills in conducting experiments.

4. Improve breathing technique skills.

5. Instill in children the initial elements of environmental culture.

6. Introduce children with this natural phenomenon, How wind, its role in the life of nature and man.

7. Foster a culture of communication, activate speech activity. Methodological techniques We: Experiments conducted by the teacher together with the children; artistic word (riddles, poems about the wind); breathing exercises; physical training; a game; surprise moment; result; analysis.

Educator: Guys, let's close our eyes and listen, what do you hear? Children: (children's answers).

And I hear the rustling of leaves and imagine how in our the breeze flies through the group, fresh, light. Do you hear?

Or maybe you and I will turn into trees and imagine that breeze sways our branches.

Fizminutka: « The wind blows in our faces» .

Educator: Guys, while we were listening breeze, he visited us group and brought us a balloon. Let's see what it says there. (The teacher reads the note attached to the ball). There is a riddle here, pay attention to it listen:

We need him to breathe, to inflate the balloon. He is next to us every hour, but he is invisible to us.

What is this? (air)

That's right, it's air. And today we will talk about air, we will conduct experiments like real scientists. And for this we have an air transformation laboratory.

(we go into the laboratory)

Educator: Guys, who saw the air? Maybe he doesn’t exist at all? (children's answers) Let's check this with you now.

with BAGS Teacher: What do we have in our bags?

Children: Air.

Educator: What is he like? Do we see him? Why don't we see him?? Why they call him invisible?

Children: The air is transparent, which means everything can be seen through it.

Educator: Guys, look what I have?

Children: Cup.

Educator: What is it made of?

Children: From glass.

Educator: So the glass is glass. Look through it, you see

anything.

Children: Yes!

Educator: So what glass?

Children: Transparent.

Educator: Do you think this glass is empty? Is there anything in it?

(children's answers)

Educator: We'll check now.

WITH GLASS

Educator: There are bowls of water and glasses on the table. You need to turn the glass upside down and slowly release it into the bowl. You need to hold the glass very level. What happened? Does water get into the glass? Why not. (children's answers) Educator: We learned that there is air in the glass and releases water into it. Now let's tilt the glass a little, what appears in the water?

Children: (bubbles)

Educator: That's right, air comes out of the glass, and water takes its place. How else can you see the air?

(children's answers)

Educator: Let's take a straw, put it in the water and blow. What comes out of the water with bubbles?

Children: Air.

Educator: Right. You and I exhaled air, because all people breathe air. When we simply inhale and exhale air, do we see it? Children: No!

Educator: (takes a napkin). Can you see it with a napkin?

Children: Yes!

Educator: And you can also see how we breathe in winter - what comes out of our mouths? Children: Steam.

Educator: Let us show you how our noses breathe.

Breathing exercises:

1. "Breath" Breathe through one nostril and peace will come to you.

I. p. - standing, the torso is straightened, but not tense; close the right nostril with your index finger right hand, take a long, long breath with your left nostril; as soon as the inhalation is completed, take a long breath through your nose (4 times,

The same exercise with the left nostril.

2. "Breath". Quiet. We will breathe quietly, we will hear our hearts.

I. p. - o. With. - inhale slowly through the nose, hold your breath for 4 seconds, exhale smoothly through the mouth (2 times).

3. "Air balloons". Now let’s check whether there is a lot of air in our chest. Let's blow up the balloons (children inflate balloons and hold them). Now let's let go a little, how do you feel?

Children: Wind.

Educator: That's right, that's wind. Guys, do you know what it is? wind?

(children's answers)

Educator: Wind- this is the movement of air, it is around us, we do not see it, but it is necessary for all living beings. The wind has power. He can move ships, inflate sails, rotate mills, bend trees. Is it possible the wind can harm a person?

(children's answers)

Educator: Right, the wind varies: a hurricane, tornado, dry wind can harm people, but a light one is calm breeze, brings coolness. yj Over the seas the wind is rushing,

Sails fly like birds.

And salty, like a whim. It is called - (breeze).

The wind is strong and mighty,

He gathered clouds over the house,

The rain beats like a drum

Conductor -

(Hurricane).

If the wind blows hotly,

He's called -

(dry wind)

It drives away sand and dust

Feather grass bends to the ground in the steppe.

This wind, everyone needs to know

It's called - (tornado) He captured everyone in a whirlwind, Spun from all sides.

Ellie disappeared into a fairy tale

And suddenly he fell silent.

Educator: Do you want to become the wind for a few minutes?

WITH BOARDS.

Educator: Our bowls turn into the sea. And you will be the winds. Let's blow on the water. What happens?

Children: Waves.

Educator: The stronger The wind's blowing, the bigger the waves (but in everything you need to know when to stop). Now let go of the sailing ships, if you blow on it, what will happen?

Children: The ship is sailing.

Educator: Likewise, large sailing ships move thanks to the wind. What happens to the boat if there is no wind? And if the wind is very strong?

Children: Starts wind and the ship may be wrecked.

Educator: Now let’s take a fan and wave it over the water. Why did the waves appear?? The fan moves and pushes the air. The air also begins to move. Means wind- this is the movement of air. Why does air move? Let's do another experiment.

WITH A CANDLE.

Educator: Let's clamp the candle and place it on a stand on the table. Let's place it in a lamp glass, under which we put some blocks. Hold your hand over the lamp glass. How does this make you feel?

Children: Air is coming out of the lamp glass.

Educator: Now let’s hold a piece of paper cut into thin strips under the lamp glass. What will happen?

Children: The stripes are deviated upward.

Educator: This means that the air is heated and the heated air rises. Guys, what do you think, if we open the door slightly, will it fly towards us? breeze?

(children's answers)

Educator: Let's check.

WITH A CANDLE.

Educator: We bring a lit candle to the slightly open door. If you hold a candle over the top edge of the door, the flame of the candle will deviate towards the street.

If the candle is placed on the floor, the flame will deviate to the side groups. This means that warm air is light, it flows out of our groups on the street, and its place is taken by a cold one.

So it is on the street. Our Earth is heating unevenly. Where it heats up more, streams of warm air are formed, which rush upward, and in their place streams of cold air rush. That's how it works wind. Or maybe it will happen that all the air in the yard will heat up and fly away, and we will have nothing to breathe?

(children's answers)

Leading: That's right, this won't happen, if the sun is warming us, then at the same time there is somewhere cold weather. And the air there is colder, which means it’s heavier. Therefore, cold air rushes to where it is warmer, and warm air has already made room by rising upward. That's how it works wind

(show diagram.)

It's clear now who's pushing wind who makes the air fly from place to place? Didn't you guess? Then I’ll give you a hint - it’s the sun. It doesn't warm the earth (evenly) the same, always somewhere colder. And if there were the same temperature on Earth, then there would be no breeze. The clouds would stop. If there was no rain, there would be a drought. Smoke from cars and factories would hang over the cities. So bad weather isn't that bad. After all, at this time, the sun is shining happily for other children far from us.

Educator: How can we determine if on the street wind?

Children: By trees, using a ribbon, a weather vane on a house, a turntable. Educator: Well done guys, we learned a lot of interesting things, let's remember what we have today met?

Which experience did you like best?

What can you praise yourself for?

Educator: To consolidate our knowledge, I give you a pinwheel and, going out into the street, you and I will determine whether there is the wind outside and how it blows.

General atmospheric circulation- a system of air currents on the globe that promotes the transfer of heat and moisture from one area to another. Air moves from areas of high pressure to areas of low . Areas of high and low pressure form as a result of uneven heating earth's surface. Under the influence of the Earth's rotation, air flows are deflected to the right in the Northern Hemisphere and to the left in the Southern Hemisphere.

IN equatorial in latitudes, due to high temperatures, there is a constantly existing belt low pressure with weak winds. Heated air rises and spreads at altitude to the north and south. At high temperatures and upward air movement, with high humidity, large clouds form. There is a large amount of rainfall here.

Approximately between 25 and 30° N. and Yu. w. air descends to the surface of the Earth, where, as a result, belts are formed high pressure. Near the Earth, this air is directed towards the equator (where there is low pressure), deviating to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. This is how they are formed trade winds. In the central part of the high pressure belts there is a calm zone: the winds are weak. Thanks to downward air currents, the air dries out and warms up. The hot and dry regions of the Earth are located in these belts.

IN moderate latitudes with centers around 60° N. and Yu. w. pressure low. The air rises and then rushes to the polar regions. In temperate latitudes, westerly air transport predominates (the deflecting force of the Earth's rotation acts).

Polar latitudes are different low temperatures air and high pressure. The air coming from the temperate latitudes descends to the Earth and is again directed to the temperate latitudes with northeastern (in the Northern Hemisphere) and southeastern (in the Southern Hemisphere) winds. There is little precipitation.

Winds

Wind- horizontal movement of air relative to the earth's surface. It arises as a result of uneven distribution of atmospheric pressure and its movement is directed from areas of higher pressure to areas of lower pressure. The reason for the occurrence of wind is the difference in pressure between territories, and the reason for the difference is heterogeneity in heating. The direction of the wind is determined by the part of the horizon from which it blows (the north wind blows from north to south). The direction of the winds is affected by the deflecting force of the Earth's rotation.

The winds vary origin, character, meaning . The general circulation of winds, caused by the difference in atmospheric pressure, includes: monsoons, zonal transports, cyclones, anticyclones. Local atmospheric circulation is expressed in breezes.

Types of winds.

TO local winds include breezes, mountain-valley, fen, bora, sirocco, samum, etc. IN equatorial belt Low pressure prevails, in the subtropical - high pressure, so the winds blow towards the equator. Under the influence of the Coriolis force, they deviate in the northern hemisphere to the right and have a northeastern direction, in the southern hemisphere - to the left and become southeastern.

Föhn- warm, dry and gusty wind from the mountains. It blows when there is lower pressure on one side of the ridge than on the other. Bora- a strong, cold, gusty wind, formed when cold air passes over low ridges to the warm sea.

Trade winds– constant winds in the tropical regions of the Northern and Southern Hemispheres, blowing from high pressure belts (25-35° N and S) to the equator (to the belt low blood pressure). Under the influence of the Earth's rotation around its axis, the trade winds deviate from their original direction. In the Northern Hemisphere they blow from northeast to southwest, in the Southern Hemisphere they blow from southeast to northwest. Trade winds are characterized by great stability of direction and speed.

In temperate latitudes of both hemispheres, westerly transports dominate ( westerly winds). Western winds temperate - the prevailing winds blowing in the temperate zone approximately between 35 and 65 degrees north and south latitude. These winds blow predominantly from west to east, more precisely from the southwest in the Northern Hemisphere and from the northwest in the Southern Hemisphere.

During the day, the land heats up faster than the sea, and the air above it is warmer than above the water. An area of ​​low pressure forms above the land, high pressure above the water, and the wind blows from the sea to the land. This afternoon breeze. At night, the land cools faster than the sea, above which an area of ​​low pressure forms, and the wind blows in the opposite direction - night breeze.

The formation mechanism is similar monsoon- seasonal winds that change their direction twice a year: in summer they blow on land, in winter - on the sea. In winter, the air over land is colder, over the ocean it is warmer. Consequently, the pressure is higher over the continent, lower over the ocean. Therefore, in winter, air moves from the mainland (an area of ​​higher pressure) to the ocean (over which the pressure is lower). In the warm season, it’s the other way around: the monsoons blow from the ocean to the mainland. Therefore, in monsoon areas, precipitation usually occurs in summer. Due to the rotation of the Earth around its axis, the monsoons deviate to the right in the Northern Hemisphere, and to the left in the Southern Hemisphere from their original direction.

Special wind systems.

As a result of the uneven heating of the earth's surface and the deflecting force of the earth's rotation, huge (up to several thousand kilometers in diameter) atmospheric vortices are formed: cyclones and anticyclones. Cyclone - atmospheric vortex With low blood pressure in the center. Anticyclone- atmospheric vortex with high blood pressure in the center.

Cyclone – an ascending vortex in the atmosphere with a closed area of ​​low pressure, in which winds blow from the periphery to the center (counterclockwise in the Northern Hemisphere, clockwise in the Southern Hemisphere). average speed the cyclone moves 35-50 km/h, and sometimes up to 100 km/h. In a cyclone, air rises, which affects the weather. With the emergence of a cyclone, the weather changes quite dramatically: winds become stronger, water vapor quickly condenses, generating heavy cloudiness, and precipitation falls.

Anticyclone – a downward atmospheric vortex with a closed area of ​​high pressure, in which winds blow from the center to the periphery (in the Northern Hemisphere - clockwise, in the Southern Hemisphere - counterclockwise). The speed of anticyclones is 30-40 km/h, but they can linger in one place for a long time, especially on continents. In an anticyclone, the air sinks down, becoming drier as it warms up, since the vapors contained in it move away from saturation. This, as a rule, excludes the formation of clouds in the central part of the anticyclone. Therefore, during an anticyclone the weather is clear, sunny, without precipitation. In winter it is frosty, in summer it is hot.

Wind speed scale (Beaufort scale)

Points Beaufort	Wind speed, m/s	Characteristic wind	Apparent wind action
0	0-0,2	Calm	The smoke rises vertically, the leaves on the trees are motionless
1	0,3-1,5	Quiet wind	Light air movement, smoke deviates slightly
2	1,6-3,3	Light breeze	You can feel the movement of air on your face, the leaves rustle
3	3,4-5,4	Light wind	Leaves and thin branches on the trees sway
4	5,5-7,9	Moderate wind	Tree tops bend, small branches move, dust rises
5	8-10,7	Fresh breeze	Branches and thin tree trunks sway
6	10,8-13,8	Strong wind	Thick branches sway, telephone wires hum
7	13,9-17,1	strong wind	Tree trunks sway, large branches bend, it becomes difficult to walk against the wind
8	17,2-20,7	Very strong wind	Large trees sway, small branches break, it is very difficult to walk
9	20,8-24,4	Storm	Minor damage to buildings, thick tree branches breaking
10	24,5-28,4	Heavy storm	Trees break or are uprooted, major damage to buildings
11	28,5-32,6	Fierce Storm	Great destruction
12	32,7-36,9	Hurricane	Devastating destruction

Lesson summary " Wind. Wind systems". Next topic:

“Wind, wind! You are powerful...” - every fifth grader knows this by heart. What is your power, where does it come from, how are you born, wind-breeze-wind? Time, as elusive as you, flies and changes century after century, and people still ask the same question: “What is the wind, where does it come from?” Others answer them something, each in their own way. “The wind is born from the trees,” someone says, “the trees sway and move the air.” This version is very cute, but who rocks the trees? “Like who?” answers the hero of the story, “God!”

If this is idle curiosity, it was voiced and forgotten. The wind is blowing outside - that means it’s the way it should be. But what determines your strength and why are you sometimes light and playful, sometimes angry and cruel? This is already a serious question; it is not for nothing that the best scientific minds are constantly studying what wind is and what factors its intensity and direction depend on. Thanks to their discoveries, a person today can predict in which direction and with what force you will blow. But you don’t let yourself be deluded: isn’t the effect of surprise your favorite game?

Sometimes it seems that there are no secrets here. After all, what is wind? In short - the movement of the atmosphere. That is, the flow of air molecules with And what moves these molecules is a topic for a more detailed explanation. In places where warm air accumulates, the atmospheric pressure is low. Air heated by the sun rises to the upper layers of the atmosphere and cools there, then, according to the principle of circulation, it falls down, carrying with it a region of high pressure. These temperature changes create atmospheric movement called wind. The greater the differences, the stronger the wind.

Why is it always windy in the mountains and on the coasts? Because in places of contrasting atmospheric pressure, the circulation of warm and cold air flows occurs continuously, only its intensity changes. This is especially noticeable on the seashore, where you, the wind, frolic day and night. This is because the sun heats the land faster, while the water column warms up slowly. The warm wind rises above the ground in streams, giving way to a cold air flow from the water. And the wind starts to blow. This is what the wind from the sea is, which blows constantly. Although no, at night the reverse movement begins: the earth cools down faster, but the sea still retains heat, and now the wind changes direction - from the shore to the sea.

You are having fun, wind, because our knowledge is too narrow. There are other hypotheses about what wind is. There is a so-called one that also characterizes the movement of air currents during the rotation of the Earth. According to the French scientist Gaspard-Gustav Coriolis, our planet rotates at a higher speed than its atmospheric layer and is deflected, creating currents. And there are also eternal, or prevailing winds, blowing along the equator and from the poles of the Earth.

They say that a person knows three percent of existence. Does he know? What do you think, wind-breeze-wind? Or we don’t need to know anything, it’s better to stick to simple knowledge: wind happens because the trees sway, and God shakes them...