How do plants breathe? Practical study of the issue When breathing, the plant inhales

Shvechihina Anastasia
Abstract of a lesson on search and research activities for children of the preparatory group “Can a plant breathe?”

Cognitive - research activity.

Subject « Can a plant breathe??»

preparatory group

MBDOU d / s "Dobrynya" Shvechikhina A. F.

Target: the creation of a social situation of development in the process of cognitive activities.

Tasks: Create conditions for the development of the ability to conduct research activity that reveals the need plants in the air, breathing.

Provide material to detect the passage of the breathing process in plants. Create conditions for nurturing the desire to bring what has been started to the end.

Materials and equipment: ficus, transparent package, thread care equipment plants, cards with the image of a fish, a person, a tree, a bird, a research card, aprons or capes for work. Small mirrors with handles.

vocabulary work: activating vocabulary by topic "Breath"; "Air".

preliminary work: observations on walks and in a living corner, conversations about indoor plants, care plants.

Lesson progress:

AT: Guys, we received a letter, and there is a riddle in it

Passes through the nose to the chest

And back keeps the way

He's invisible, but still

We can't live without it Can

Difficult riddle? Then close your nose and try breathe, does not work?

No we need air

And who explores the air? (Scientists)

Where do they work? (In the laboratory.)

This is where we will go with you. But in order to get there, you first need to dress appropriately. (change clothes)

So let's talk about air. What is it?

Why is it needed?

Who breathes air?

(draws attention to plant standing on the demonstration table) A plants need air?

How does he breathe plant?

How to find out, can a plant breathe?

Experience number 1. There are mirrors on the desktops. They can help us see our breath. To do this, you just need to bring the mirror close to your nose and mouth and breathe.

Look at the mirrors, what do you see?

Indeed, fogging appeared on the mirror from our breathing.

What do you think, will help whether we can define this way can a plant breathe? How to understand it?

Check this method for plant.

AT: Yes, it is difficult to check on the mirror, why? (we do not know what breathes plant)

Who remembers all the constituent parts plants? (children call)

What is the root for?

Stem or stem?

Do you think all parts plants worth checking? Why?

What maybe serve as a substitute for a mirror? (polyethylene bag)

Experience number 2. Attached to a part of the trunk and to one of the leaves (around) a piece of polyethylene.

The experience has begun. While we have time, I suggest playing. (choose a game of your choice children)

Well, the break is over. It's time to check what's going on plant.

What do you see not in the package?

Where did sweating come from?

How does he breathe plant?

Who else breathes air?

What does a fish breathe with? (dog, bird)

What were we doing?

What did you like the most?

What other questions would you like to know the answers to?

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To some things that exist in the environment, the layman does not even look closely, believing them to be ordinary, and does not give himself an account of how it all works. For example, does everyone remember how plants breathe: flowers, trees and herbs?

Plants are amazing organisms that, like humans, do not stop their vital activity at any time of the day. At night, just like in humans, all functions become slow, but breathing does not stop, like in humans.

Breath

Every plant breathes in oxygen and breathes out carbon dioxide. In this respect, plants are also very similar to humans. Breathing is required for herbs, flowers and trees to produce energy, which is later transformed into a nutrient medium for plant organisms.

Trees and grasses get the oxygen they need through their leaves. At the same time, each leaf has a protective shell, in which there are tiny holes - stomata, which are needed for gas exchange.

Each cell of the plant has special devices that help the breathing holes work. Cells for respiration are located on the underside of the leaflets. The respiratory device of all plants is much simpler than that of humans, but it is no less important.

Also, breathing is carried out through cracks in the bark and stems. At the same time, oxygen, entering the body, begins to move through the tissues, dissolving in a liquid that nourishes the cell walls. Thus, oxygen enters directly into the cells.

Respiration helps plants grow by forming new shoots. If the respiration of the plant is disturbed, it will die. When breathing, plant organisms spend carbohydrates formed during photosynthesis, which is carried out during the daytime. After all, only under the sun can those substances that are necessary for the life of green organisms be produced. At night, nutrients and substances are distributed to all tissues, and the plant releases oxygen into the atmosphere.

Benefit

Plants play a very important role in our life. They purify the air from harmful impurities, saturate it with oxygen, help maintain the level of rivers and reservoirs. In a word, plant organisms provide all living things with a full existence. If forests, shrubs, grasses and flowers disappear, then water bodies will disappear along with them. Without clean air and water, not a single creature of the fauna, including humans, can exist.

There were many successors. They repeated Priestley's experiments, set up their own, and again became convinced of the ability of plants to purify the air.

But soon scientists discovered another feature. It turns out that the plant purifies the air during the day, in the presence of sunlight. At night it stops this work.

We noticed that at night you should not bring many flowers into the room. It will be difficult to breathe, because at night the plant takes in clean air, or, as they now say, absorbs oxygen.

Here we will have to pause a little. It is impossible to continue the story of revealing the secrets of a green plant without talking about the air in which the plant lives.

Even in elementary school, you were told about the air. You know that it is a mixture of gases: nitrogen, oxygen, carbon dioxide and some others. We cannot see them because they are colorless. They have no smell or taste. But for science, this was not an obstacle. Scientists have studied the composition of the air and even calculated how much of which gas it contains. Most of the air was nitrogen.

Scientists examined the air inhaled by living beings and the air exhaled. And what was found? Nitrogen is exhaled as much as inhaled. Consequently, the nitrogen in the air is not used by the body.

But there is almost no oxygen in the exhaled air. Instead, another gas appears - carbon dioxide.

Take some lime water and breathe into the water through a glass tube - it will become cloudy. Why is this?

This is how carbon dioxide that you exhale acts on lime water.

All living things breathe out carbon dioxide. What about plants? How do they breathe? And do they breathe at all?

Of course, plants do not have special respiratory organs - lungs, like we have. But after all, a person breathes not only with the lungs, but also with the skin.

Plant respiration is similar to our skin respiration.

Air enters it and exits back through small holes in the leaves. They can be seen under a microscope. They are called stomata.

These stomata have an interesting ability: sometimes they open wide, sometimes they become narrow slits, and sometimes they close completely. It is through them that air enters the plants; through them, moisture evaporates from the plant.

A plant, like a person, uses only oxygen for breathing, and exhales carbon dioxide.

These small holes in the leaf - stomata - are visible under a microscope.

You can check it out. Do this experience. Take out a few primrose leaves and lower the petioles into the water.

Put some lime water in a glass next to the leaves. Now close it all with a large jar and put it in a dark place. After a while, look into a glass of lime water - it is cloudy.

Prepare some more lime water in another glass and again, as last time, breathe into it through the tube. She gets flustered too.

Both you and the evening primrose leaves exhaled carbon dioxide, so the lime water became cloudy.

But why was it necessary to put the leaves in a dark place? Wouldn't the leaves breathe in the light? No, that's not the point.

In the light, the leaves also breathe, but at the same time they perform other work, which, as it were, obscures, does not allow you to see the process of breathing.

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Information and research project

Subject:Do plants breathe?

The relevance of the project.

I see the relevance of my research in the fact that it is to explore, discover, study means to take a step into the unknown and the unknown, and therefore the activity of research is classified as the activity of creativity. And the researcher himself, of course, is a creator. The desire for exploratory behavior and exploratory abilities are a universal characteristic of a creator. This desire is the most important symptom and at the same time the key to the development and self-development of the individual.

Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a preschool child can hardly be overestimated. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. The child's soul is revealed in communication with nature, interest in the world around is awakened, the ability to make discoveries and be surprised by them is formed.

Of particular importance for the development of the personality of a preschooler is the assimilation of ideas about the relationship between nature and man. Mastering the ways of practical interaction with the environment ensures the formation of the worldview of the child, his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden essential connections with natural phenomena. The rapidly changing life forces us to reconsider the role and significance of exploratory behavior in human life. In the 21st century, it is becoming more and more obvious that the skills and abilities of research search are required not only for those whose life is (or will be) connected with scientific work - this is necessary for every person. Universal skills of research behavior are required from a modern person in various spheres of life.

It's no secret that preschool children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Research, search activity is the natural state of the child, he is tuned in to the knowledge of the world, he wants to know it. To explore, to discover, to study means to take a step into the unknown and the unknown. It is exploratory behavior that creates the conditions for the mental development of the child to initially unfold as a process of self-development.

Thus, search and cognitive activity, solving problem situations improve the ability of children to analyze, isolate a problem, search for its solution, draw conclusions and argue them, be able to compare and generalize their own observations, see and understand the beauty of the world around them. Priority in work in this area is given not to simple memorization and not mechanical reproduction of knowledge, but to understanding and awareness of what is happening, the joint practical activities of the educator and children.

For more successful assimilation of the material, training is based on the methods of research search. The independent creative search of children made it possible to captivate them,

Project type: information and research;

Project participants: pupil of preparatory preschool age Diana Bibicheva, teacher Nizamieva Gulnara Nasimovna, parents of the pupil;

Project implementation period: one month

Objective of the project: development of search and cognitive activity of a preschooler by conducting research experimental work.

Hypothesis: The search and cognitive activity of a preschooler will develop subject to the teacher's training, together with the interest and help of the pupil's parents.

Thing: a set of methods and techniques for developing the research abilities of a child of preparatory preschool age.

An object: search and cognitive activity of children of preparatory preschool age.

Research base: MBDOU d / s "Ship", group No. 4

Project objectives:

1. Generate interest in research activities.

2. Cultivate a desire to love nature, arouse interest in the world around us.

3. Develop the ability of long-term planning, develop the ability to draw conclusions, conclusions.

4. To form practical skills in working with a magnifying glass, a houseplant, equipment for experiments and experiments.

5. Cultivate a sense of responsibility for the work begun.

Project Implementation Principles

In the process of work on the formation of search and cognitive activity in preschool children, it is necessary to be guided by the following principles:

1. Development principle reflects a clear orientation of search and cognitive activity on the development of the individual.

2. Principle of differentiation and individualization involves the creation of conditions for the full manifestation of the abilities of each child and timely educational work.

3. The principle of natural conformity indicates that the educational process corresponds to both internal nature and external conditions.

4. The principle of dialogic communication as an essential condition for the interaction of subjects of search and cognitive activity, which reflects the close relationship between mutual and reciprocal openness, sincerity, mutual understanding of the educator and the child, and projects an attitude towards reasonable assimilation.

5. The principle of accessibility provides for the implementation of search and cognitive work, taking into account the characteristics of age, preparedness, as well as individual characteristics and mental development of children.

6. The principle of consistency. Achieving the goal is ensured by solving a set of tasks of an educational and upbringing orientation with the appropriate content, which makes it possible to obtain a predictable result.

7. Sequence principle consists in a gradual increase in requirements in the process of search and cognitive activity.

Resource support of the project:

1. Group science center.

2. Methodological tools (summaries of cognitive-developing classes)

3. Equipment for research activities.

4. Library of the young researcher.

Fixed assets:

1. informing parents about the tasks and content of the search and cognitive activity of the pupil in kindergarten and family;

2. involvement of parents in joint work on the project, creating a joyful atmosphere of joint activity with the child;

3. preparation of equipment, materials and tools;

4. Enrichment center science group;

5. creation of an electronic presentation on the topic of project implementation;

Expected Result

1. Development of cognitive abilities, skills, research activities,

2.Formation of project-oriented intelligence.

3. Stimulating the preschooler's interest in the sciences.

4. Assistance in the formation of a scientific picture of the world in children.

The main result of this work is that Diana "obtained" all the information by her labor, learned the miracle of independent, creative work, acquired new knowledge and skills.

But the most important thing in the work done, I believe that by implementing such activity projects, we bring children and parents closer, bring parents closer to the problems of raising and developing a child, improve the pedagogical culture of parents and develop the intellectual and socio-moral sphere in children. For more successful assimilation of the material, training is based on the methods of research search. Independent creative search made it possible to captivate, interest, awaken in the child a thirst for knowledge, develop a desire to complete the work begun.

Project progress:

Problem: Why did I choose this occupation?

I love nature and everything connected with it. I like to take care of indoor plants: water them, loosen them, wipe the leaves. We have a lot of plants in our house and in our group. The guys and I also like to watch children's encyclopedias that are in our group. Teachers always answer our questions. Very interesting for me are also classes where they tell us about a person (what parts of the body he consists of, how food is digested, how he breathes). After such a lesson, I asked Gulnara Nasimovna - “If a person breathes and lives, then the plants also breathe if they grow? And what do they breathe, because they do not have lungs, like a person? Gulnara Nasimovna and my mother decided to help me find out what interested me.

Target: Why did I do it?

I wanted to know if plants breathe, and how they breathe, and what will happen to them if they don't breathe.

Tasks: I also wanted to know more:

About how plants live;

· What is happening in their life;

I want to learn how to help nature;

· I want to know more because I have to go to school soon.

Hypothesis: What did I check by conducting these experiments?

I think plants do breathe, and I wanted to make sure.

Results: What did we get?

Now I know for sure that all plants breathe, and they really need air to live. Plants breathe with all parts: roots, leaves, and stalk. And if the roots cannot breathe, then the plant dies or gets sick. I decided that I would take care of my plants: water, loosen, make sure that they were fine. And I also think that I will always do this, I really liked it, and at school too.

findings: I think that such interesting activities will help me become smarter and help me to study at school. You need to know more about nature, because it is so interesting.

Stages of project implementation:

1. Informational - cumulative.

1. Studying the interests of the pupil to determine the goals of the project.

How did the idea for the research project come about? During the cognitive-developing lesson “On Human Breathing”, Diana Bibicheva asked herself a question, which she voiced as follows: if a person breathes and lives, then plants also breathe, since they grow and live. But how do they breathe? And why, because plants do not have lungs?

We (the educator and parents of the pupil) decided to help Diana find answers to her questions.

2. Selection and analysis of special literature on the chosen subject of the project.

3. Drawing up and discussion with the project participants of a phased work plan.

Together with Diana and the parents of the pupil, we have outlined:

§ Algorithm of our research activities.

§ Creation of a bank of ideas and proposals.

§ Selection of necessary equipment and aids.

§ Assistance to parents in conducting research work and selecting equipment, creating an electronic presentation based on the results of experimental research activities.

2. Stage of practical affairs.

1. Research "Can a plant breathe?"

Purpose: to experimentally determine whether a plant breathes (in our case, a houseplant Violet Usambarskaya) and to understand how the process of breathing occurs in a plant.

Equipment: indoor plant, cocktail tubes, petroleum jelly, magnifier (magnifying glass).

I ask Diana: Do you think plants can breathe? And how to prove that they still breathe? Together, based on knowledge about the process of human respiration, we come to the conclusion that during respiration, air must enter and exit the plant. I suggest Diana remember how we determined the fact that air gets inside a person, and do this experiment. We inhale and exhale through the tubes from the cocktail.

I suggest Diana cover one hole of the tube with Vaseline. What is going on? Breathing through a tube becomes impossible. I ask Diana a question: Why? Diana independently came to the conclusion that the whole thing is in vaseline: it does not let air through.

I suggest Diana find out how the plant breathes? For this we used a loupe (magnifying glass). Having carefully cut off the leaf of the plant, I propose to consider the cut on the cutting of the leaf, and the leaf itself. Diana was very attentive to the task.

And soon, based on what he saw and on his own experience (parents, together with Diana, reviewed encyclopedic material on the topic of the project), he hypothesizes that plants “have very small holes in their leaves through which they breathe.” I suggest checking this out. Together we decide to lubricate the violet leaf at number 1 with petroleum jelly, since it does not allow air to pass through, and do not lubricate the violet leaf at number 2

petroleum jelly, and put both sheets in water.

Every day, for a week, we conducted a long-term observation of what was happening. A week later, we get the result - sheet number 1 withered. I bring Diana to the conclusion, and together we come to the conclusion that the plant breathes, and breathing is a prerequisite for the life of the plant.

After the first study, Diana, intrigued, decides to find out if air passes through the leaves into the plant? He puts forward a hypothesis: through the leaves, air enters the plant, since "there are small holes in the leaflet through which the air passes." I suggest Diana think, how can we find out?

2. The study "Do plants have respiratory organs?"

Target: by searching and cognitive activity to determine which parts of the plant are involved in respiration.

Equipment: a transparent container with water, a leaf on a long petiole, a cocktail tube, a magnifying glass.

Diana recalled that when we carried out the first experiment (put a cut leaf of a plant in water), small air bubbles appeared in the water and on the leaf stalk itself.

We decided to repeat the experiment, but this time we examined how

small air bubbles.

To confirm the hypothesis put forward by Diana, we decide to do a more complex and reliable experiment: “Through the Leaf”. I propose to do this experiment together with my mother - Elvira Munipovna, using the following research algorithm.

Experiment algorithm:

Pour into a transparent bottle of water, leaving it 2-3 cm empty.

Insert the leaf into the bottle so that the stem of the leaf is immersed in water.

Insert a cocktail tube into the second hole in the cork so that the tip does not reach the water.

Tightly cover the cork of the bottle with plasticine so that it does not let air through.

Suck the air out of the bottle.

Together with Elvira Munipovna, Diana did all the steps of the algorithm.

Together with Diana and Elvira Munipovna, after observing for some time, we noticed that air bubbles begin to emerge from a cut of a leaf stalk immersed in water.

Diana directly, like all children, was delighted with the experience. And she noted that the most interesting thing in our work is that “you can do everything yourself”, and this is much more interesting than just watching from the side.

Asking leading questions, together with her mother, we bring Diana to a certain conclusion, which Diana formulated as follows: air passes through the leaf stalk through small holes, into the plant, as air bubbles are released into the water. Thus, Diana concludes: “a person has lungs for breathing, and a plant has small holes on the entire leaf.”

After the experiments, Diana asked herself questions: what other parts of the plant breathe? Do plant roots breathe? Based on the knowledge gained earlier (about the benefits of loosening indoor plants) and life experience, Diana puts forward a hypothesis: the plant breathes with all parts. I propose to prove it.

3. Research "Do roots need air?"

Target: Prove that the plant breathes with all parts, identify the cause of the need for loosening.

I propose to prove this through a long-term observation begun some time ago. We take two identical indoor plants planted in advance (Uzambara violet) that were planted and grew in the same conditions, the soil of plant number 1 was regularly subjected to the process of loosening, and we left plant number 2 for a long time without loosening. It can be clearly seen that plant number two has slowed down, and plant number 1 is growing rapidly and looks strong. Diana independently, without much effort, concludes that the benefits of loosening are obvious and “I will always loosen flowers at home.”

For the implementation of the III stage of the project, a cognitive-developing lesson “Young Researcher” was organized. At the lesson, research activities for the implementation of the project were presented in the form of an electronic presentation created by the joint efforts of the project manager and the pupil's parents. The children of group No. 4 asked questions to Diana, to which she answered with pleasure.

Literature

1. Prokhorova L.N., Balakshina TA. Children's experimentation - the way of knowing the world around / / Formation of the beginnings of the ecological culture of preschoolers (from the experience of kindergarten No. 15 "Sunflowers" in Vladimir) / Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.
2. Dybina O. In the Unexplored nearby: entertaining experiments and experiments for preschoolers / Text / O.V. Dybina, N.P. Rakhmanova, V.V. Shchetinin. -M.: TC "Sphere", 2005.
3. Ivanova AI Natural science observations and experiments in kindergarten. Plants. /Text/: children's encyclopedia/ A.I. Ivanova -M.: TC "Sphere", 2004.
4. Plan-program of the educational program in kindergarten / Text / comp. N. V. Goncharova /and others/; ed. Z. A. Mikhailova. - St. Petersburg: Accident, 1997
5. Ryzhova N. A. Sorceress - water / Text / N. A. Ryzhova. - M.: Linka-Press, 1997.
6. Tsyplyakova O. Where is the fifth ocean? /Text/ O. Tsyplyakova// Preschool education. - 2006. - No. 8.
7. Internet resources