Imagine that we get up at 7:00 in the morning and fall asleep at 23:00. Arriving home from work at about 18:30, we have dinner and are free after 20:00. It is already dark to go outside and rest. There is no time at all to enjoy a summer day.

Now imagine that we have moved the clock forward by one hour. A person does everything at the same time - but now, when he goes out in the evening at 20:00, there is still enough daylight time to relax. He "won" an hour of daylight hours!

Of course, daylight saving time does not add hours to the day. This is impossible. This is done in order to increase the number of hours during daylight hours, when the sun rises very early.

Summer time is especially convenient for city dwellers. It allows you to close shops, offices, factories at the end of the working day, when the sun is still high enough. Farmers and peasants who work by the sun usually do not switch to daylight saving time. They cannot work in the field until the morning dew has dried up or after it appears in the evening.

Do you know who invented daylight saving time?

Benjamin Franklin! In the 18th century, while in France, he proposed this innovation to the Parisians, but they did not accept it.

Daylight Savings Time was first adopted during the First World War. At that time, there was not enough fuel to produce electricity, so it was necessary to save it. With the adoption of summer time, many go to bed immediately after dark, while without it, if they had to stay awake until that time, it would be necessary to use electricity.

In 1915, Germany was the first to adopt daylight saving time, in 1916 it was done in England, in the USA - in 1918.

> > 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.

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. 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 to explain that the Earth manages to support many living species due to the regional climate, which is represented 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.

The air "fur coat" of our Earth is called the atmosphere. Without it, life on Earth is impossible. On those planets where there is no atmosphere, there is no life. The atmosphere protects the planet from hypothermia and overheating. It infuriates 5 million billion tons. We breathe in oxygen and plants take in carbon dioxide. "Fur Coat" protects all living beings from the destructive hail of cosmic fragments that burn up on the way to Earth, from cosmic rays saves us ozone layer atmosphere.

Our planet is surrounded by a multi-layered atmosphere, just as in an egg the yolk is surrounded by protein. The lowest layer of the troposphere (its thickness is up to 15 km) is the “weather kitchen”, where warm and cold air masses constantly move, mix, fogs, clouds, and clouds form. In the stratosphere (its thickness is 25-30 km), ozone, a gas vital to the Earth, accumulates in its upper part. The thickness of the ozone layer is negligible. As a result of air pollution, the atmosphere began to receive chemical substances that deplete the ozone layer. The mesosphere starts from a height of 50-55 km up to about 80 km above the Earth. With an increase in the height of the lift, the instruments note a sharp increase in temperature. The thermosphere begins, or the ionosphere - a bottomless sea of ​​ionized gas. The air is very rarefied and under the action of cosmic radiation has a high electrical conductivity. It is in the high layers of the atmosphere that miraculous phenomena occur - the aurora borealis. The ionized gas in the atmosphere is called plasma.

The Earth's atmosphere is a mixture of gases: oxygen (21%) is dissolved in nitrogen (78%), but the "solution" with argon impurities, carbon dioxide. A lot in the atmosphere and water vapor. On the way to the stars, the atmosphere for spaceships is both a friend and an enemy: it heats up and slows down, passes and does not pass. The atmosphere makes the stars twinkle, the luminaries turn red or pale.

The air is as clear during the day as it is at night, but the stars are not visible. The thing is that in the daytime the atmosphere scatters sunlight. Try looking out into the street from a well-lit room in the evening. Through the window glass, the bright lights located outside are visible quite well, and it is almost impossible to see dimly lit objects. But all you have to do is turn off the light...

The river flows quietly and smoothly across the plain, and accelerates its movement on steep cliffs. The stream cuts deep into the soil and forms narrow gorges with steep and high walls. Especially quickly the water erodes the coast, consisting of loose rocks. If the river is blocked by mountains, it either goes around them or breaks through, creating deep gorges and canyons. Sometimes…

The cleanest and deepest lake is Baikal. Its length is 620 kilometers with a width of 32 to 74 kilometers. The depth of the lake in the deepest place - the Olkhon crack - is 1940 meters. Volume fresh water in the lake is 2300 cubic kilometers. Geographers call Lake Tanganyika the African sister of Baikal. It originated in the East Africa many millions...

Folk Russian wisdom says: "Put a house where the sheep lay down." And in China, there is a custom not to start building a house until you are sure that the building site is free from “deep demons”. That is why most of the ancient cities and villages, both in Rus' and in many other countries, are located very well. Although there is, of course,…

The need to measure time arose among people already in ancient times. The first calendars appeared many thousands of years ago at the dawn of human civilization. People have learned to measure periods of time, to compare them with phenomena that recur periodically (change of day and night, change of phases of the moon, change of seasons). Without the use of time units, people could not live, communicate with each other, ...

This constellation has two bright stars are very close to each other. They got their name in honor of the Argonauts of the Dioscuri - Castor and Pollux - twins, sons of 3eus, the most powerful of the Olympic gods, and Leda, a frivolous earthly beauty, the brothers of Helen the Beautiful - the culprit of the Trojan War. Castor was famous as a skilled charioteer, and Pollux as an unsurpassed fist ...

The great Italian Galileo Galilei (1564-1642), who did a lot for the development of mathematics, mechanics, physics, achieved amazing success in studying celestial bodies. He became famous not only for a number of astronomical discoveries, but also for the great courage with which he stood up for the teachings of Copernicus, which was forbidden by the all-powerful church. In 1609, Galileo learned that a far-seeing device had appeared in Holland (as it is translated from Greek ...

Solar and lunar eclipses have been familiar to man since ancient times. When a person did not yet know why these phenomena occur, the extinction of the Sun in broad daylight caused him panic fear. It is truly a mysterious and majestic sight. Bright sun shines on a blue sky and gradually the sunlight begins to weaken. Damage appears on the right edge of the Sun. It is slowly increasing...

But what if our star - the Sun - suddenly bursts into a supernova? Will it disappear itself and erase us from the universe forever? As scientists say, although this event is possible, its probability is very small. The star receives its energy by gradually converting hydrogen into helium, then into more heavy elements(carbon, oxygen, neon and others) using a chain ...

The largest planet is named after the supreme god Olympus. Jupiter is 1310 times larger in volume than Earth and 318 times larger in mass. In terms of distance from the Sun, Jupiter is in fifth place, and in terms of brightness it ranks fourth in the sky after the Sun, Moon and Venus. The telescope shows a planet compressed at the poles with a noticeable row ...

Annotation: in 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 the theoretical figurative thinking younger children 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, the 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 (for 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 a practice-oriented methodological development on the specified topic. To ensure continuity with previous session we will use the already familiar to the guys storyline Let's continue communication 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 coil. 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, 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 stronghold 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 which 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 answers, 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 students already have ideas about the atmosphere in their spontaneous experience, if the children themselves, without prompting, overcome the difficulty that has arisen, 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 actual development students or children will not be able to extract this information from memory and connect with the solution of the problem facing 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 thought 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 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 open space, then die immediately. 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. On this stage these images should grow in the minds of students with a symbolic meaning 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 effects environment can protect greenhouse 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 once again mentally reproduce the most important, key provisions and moments of the didactic dialogue. 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)

The atmosphere is the gaseous shell of our planet that rotates with the Earth. The gas in the atmosphere is called air. The atmosphere is in contact with the hydrosphere and partially covers the lithosphere. But it is difficult to determine the upper bounds. Conventionally, it is assumed that the atmosphere extends upwards for about three thousand kilometers. There it flows smoothly into the airless space.

The chemical composition of the Earth's atmosphere

The formation of the chemical composition of the atmosphere began about four billion years ago. Initially, the atmosphere consisted only of light gases - helium and hydrogen. According to scientists, the initial prerequisites for the creation of a gas shell around the Earth were volcanic eruptions, which, together with lava, emitted a huge amount of gases. Subsequently, gas exchange began with water spaces, with living organisms, with the products of their activity. The composition of the air gradually changed and modern form established several million years ago.

The main components of the atmosphere are nitrogen (about 79%) and oxygen (20%). The remaining percentage (1%) is accounted for by the following gases: argon, neon, helium, methane, carbon dioxide, hydrogen, krypton, xenon, ozone, ammonia, sulfur dioxide and nitrogen, nitrous oxide and carbon monoxide, included in this one percent.

In addition, the air contains water vapor and particulate matter (plant pollen, dust, salt crystals, aerosol impurities).

Recently, scientists have noted not a qualitative, but a quantitative change in some air ingredients. And the reason for this is the person and his activity. Only in the last 100 years, the content of carbon dioxide has increased significantly! This is fraught with many problems, the most global of which is climate change.

Formation of weather and climate

The atmosphere is playing essential role in the formation of climate and weather on Earth. A lot depends on the amount of sunlight, on the nature of the underlying surface and atmospheric circulation.

Let's look at the factors in order.

1. The atmosphere transmits the heat of the sun's rays and absorbs harmful radiation. The fact that the rays of the Sun fall on different parts of the Earth under different angles the ancient Greeks knew. The very word "climate" in translation from ancient Greek means "slope". So, at the equator, the sun's rays fall almost vertically, because it is very hot here. The closer to the poles, the greater the angle of inclination. And the temperature is dropping.

2. Due to the uneven heating of the Earth, air currents are formed in the atmosphere. They are classified according to their size. The smallest (tens and hundreds of meters) are local winds. This is followed by monsoons and trade winds, cyclones and anticyclones, planetary frontal zones.

All these air masses are constantly moving. Some of them are quite static. For example, the trade winds that blow from the subtropics towards the equator. The movement of others is largely dependent on atmospheric pressure.

3. Atmospheric pressure is another factor influencing climate formation. This is the air pressure on the earth's surface. As you know, air masses move from an area with high atmospheric pressure towards an area where this pressure is lower.

There are 7 zones in total. The equator is a low pressure zone. Further, on both sides of the equator up to the thirtieth latitudes - an area of ​​high pressure. From 30° to 60° - again low pressure. And from 60° to the poles - a zone of high pressure. Air masses circulate between these zones. Those that go from the sea to land bring rain and bad weather, and those that blow from the continents bring clear and dry weather. In places where air currents collide, atmospheric front zones are formed, which are characterized by precipitation and inclement, windy weather.

Scientists have proven that even a person's well-being depends on atmospheric pressure. According to international standards, normal atmospheric pressure is 760 mm Hg. column at 0°C. This figure is calculated for those areas of land that are almost flush with sea level. The pressure decreases with altitude. Therefore, for example, for St. Petersburg 760 mm Hg. - is the norm. But for Moscow, which is located higher, the normal pressure is 748 mm Hg.

The pressure changes not only vertically, but also horizontally. This is especially felt during the passage of cyclones.

The structure of the atmosphere

The atmosphere is like a layer cake. And each layer has its own characteristics.

. Troposphere is the layer closest to the Earth. The "thickness" of this layer changes as you move away from the equator. Above the equator, the layer extends upwards for 16-18 km, in temperate zones - for 10-12 km, at the poles - for 8-10 km.

It is here that 80% of the total mass of air and 90% of water vapor are contained. Clouds form here, cyclones and anticyclones arise. The air temperature depends on the altitude of the area. On average, it drops by 0.65°C for every 100 meters.

. tropopause- transitional layer of the atmosphere. Its height is from several hundred meters to 1-2 km. The air temperature in summer is higher than in winter. So, for example, over the poles in winter -65 ° C. And over the equator at any time of the year it is -70 ° C.

. Stratosphere- this is a layer, the upper boundary of which runs at an altitude of 50-55 kilometers. Turbulence is low here, water vapor content in the air is negligible. But a lot of ozone. Its maximum concentration is at an altitude of 20-25 km. In the stratosphere, the air temperature begins to rise and reaches +0.8 ° C. This is due to the fact that the ozone layer interacts with ultraviolet radiation.

. Stratopause- a low intermediate layer between the stratosphere and the mesosphere following it.

. Mesosphere- the upper boundary of this layer is 80-85 kilometers. Here complex photochemical processes involving free radicals take place. It is they who provide that gentle blue glow of our planet, which is seen from space.

Most comets and meteorites burn up in the mesosphere.

. mesopause- the next intermediate layer, the air temperature in which is at least -90 °.

. Thermosphere- the lower boundary begins at an altitude of 80 - 90 km, and the upper boundary of the layer passes approximately at the mark of 800 km. The air temperature is rising. It can vary from +500° C to +1000° C. During the day, temperature fluctuations amount to hundreds of degrees! But the air here is so rarefied that the understanding of the term "temperature" as we imagine it is not appropriate here.

. Ionosphere- unites mesosphere, mesopause and thermosphere. The air here consists mainly of oxygen and nitrogen molecules, as well as quasi-neutral plasma. Sun rays, falling into the ionosphere strongly ionize air molecules. In the lower layer (up to 90 km), the degree of ionization is low. The higher, the more ionization. So, at an altitude of 100-110 km, electrons are concentrated. This contributes to the reflection of short and medium radio waves.

The most important layer of the ionosphere is the upper one, which is located at an altitude of 150-400 km. Its peculiarity is that it reflects radio waves, and this contributes to the transmission of radio signals over long distances.

It is in the ionosphere that such a phenomenon as aurora occurs.

. Exosphere- consists of oxygen, helium and hydrogen atoms. The gas in this layer is very rarefied, and often hydrogen atoms escape into outer space. Therefore, this layer is called the "scattering zone".

The first scientist who suggested that our atmosphere has weight was the Italian E. Torricelli. Ostap Bender, for example, in the novel "The Golden Calf" lamented that each person was pressed by an air column weighing 14 kg! But the great strategist was a little mistaken. An adult person experiences pressure of 13-15 tons! But we do not feel this heaviness, because atmospheric pressure is balanced by the internal pressure of a person. The weight of our atmosphere is 5,300,000,000,000,000 tons. The figure is colossal, although it is only a millionth of the weight of our planet.