Oceans and seas are the cradle of life, the flowering of life in the water. The oceans are the cradle of life The oceans are the cradle of life

World Oceans Day is a day that gives reason to remember that the World Ocean is the cradle of life on our planet, 70% of which is covered with water. We must not forget that the resources of the ocean are the key to the development and continued existence of civilization.

The role of the oceans in climate regulation can hardly be overestimated, it is a system-forming one, because its waters are one of the main absorbers of carbon dioxide. Scientists divide the world's water basin into four large oceans: the Atlantic, Indian, Pacific and Arctic.

Oceanology is the study of the oceans, and the oceans are an important object of scientific research. Penetrating deeper into the secrets of the oceans, scientists continue to discover new forms of marine life. These studies are of great importance for human life and well-being.

And the waters of the oceans are one of the main absorbers of carbon dioxide. At the International Summit Conference, which took place in 1992 in Rio de Janeiro (Brazil), a new holiday was proposed - World Oceans Day.

The oceans provide us with food, so our dependence on the oceans and our use of them as a source of food for humanity must be accepted as a fact.

The modes of transportation that can be used in the oceans and atmosphere due to the fluidity of the medium are in many respects superior to terrestrial transport, but large-scale studies of currents and winds are needed to use them effectively.

The oceans are an important source of minerals, from salt to exotic elements like magnesium, and from phosphate fertilizers to clear sand.

Sea water in all phases - liquid, solid and vapor is the main medium through which thermal energy is distributed throughout the planet. Therefore, the study of weather and climate is closely connected with the study of the oceans.

Sea water, due to its ability to decompose complex molecular structures, contains almost all known elements. However, it retains its own chemical stability, so that it is never too acidic or too alkaline. This "auto-tuning" plays a critical role in seawater's ability to sustain life. Indeed, only in the oceans, as is commonly believed, the development of "living" molecules on Earth was possible.

Sea water, due to its absorption properties, absorbs and releases gases, exchanging them with the atmosphere; thus, it is indirectly included in the process of transfer of radiant energy that occurs between the earth and outer space.

The oceans occupy more than 70% of the earth's surface, and the evaporation of water from them exceeds its inflow with precipitation, therefore it is they that drive the hydrological cycle - the water cycle in nature - on which all terrestrial life depends completely. The ocean, both in the tropics and near the poles, heats up and cools down from top to bottom; its heat balance is almost completely determined by the processes occurring only on its surface. Atmospheric circulation, on the contrary, is driven from the bottom up, since the evaporating sea water enters the atmosphere at the base of the air column.

The oceans at any given moment contain a significant proportion of all the kinetic energy received by the Earth from the Sun. In other words, the amount of solar energy stored in a water column with a unit cross-sectional area significantly exceeds the amount of this energy contained in a column of land rocks or atmospheric air equal in cross-sectional area. Therefore, in trying to find alternative energy sources to fossil fuels, we must focus on the oceans.

Oceans and land are distributed on the earth's surface asymmetrically. This circumstance, being the result of the complicated geological history of the Earth, is of the greatest importance for the dynamics of both the ocean and the atmosphere; it also decisively influenced the development of mankind.

The oceans provide almost 80 times more space for life than the land world. However, due to the fact that the liquid that fills the ocean basins is able to mix easily - in time and space - the number of different types of organisms in the ocean is much less than on land.

Sea water, due to its high specific heat capacity, maintains a relatively constant temperature, despite the fact that it is in a very wide range of conditions - from tropical zones with their excessive solar heating to polar zones with excessive cooling, also occurring by radiation. The constancy of temperature has a huge impact on the way of life of marine organisms, making it completely different from the way of existence of terrestrial species.

Sea water is a thousand times denser than air, which is where most terrestrial organisms live, and therefore life forms that exist in the ocean are, on average, much smaller than those found on land. The popular adage that "in such a life it is better to be small" is especially true for living conditions at sea. However, the largest of the animals that have ever lived on Earth live in the ocean - blue whales.

The margins of the ocean basins, where the land meets the sea, are among the areas of the Earth with the highest productivity of organic matter. Their productivity is due to the fact that these are zones of convergence of energy and mass: the oceans carry to their shores the wave energy collected from the vast expanses of the water surface exposed to the action of the wind, and the rivers carry chemical raw materials, without which life is impossible.

Humans are also rushing to the margins of the oceans, not only establishing many settlements on the coast, but also bringing to the populated coastal regions much of the organic material produced by agriculture, mining, and industry in the interior of the continents.

The polar oceans are the most important areas that ensure the continuation of our existence, the constancy of the climate on Earth depends on the energy of the transition between the liquid and solid phases of water and on the albedo (the ability to reflect the sun's rays) of the ice-covered parts of the ocean.

Within the framework of this substantiation of ocean research, a great many complex processes are concluded: physical, biological, chemical, geological, meteorological, etc. Human activity is also woven into the fabric of these processes. The task of oceanology is to "dissolve" this fabric into separate threads, describe each thread qualitatively and quantitatively, and then connect them again.

THE OCEAN IS THE CRADE OF LIFE

Life in the oceans originated over a thousand million years ago, but what mysterious forces forced living organisms to develop and multiply remains a mystery to this day.

Four main theories try to explain the origin of life on earth. The first asserts that the universe exists forever, and living cells have always existed in it. As soon as a red-hot star cools down to a temperature at which the existence of life is possible, it is populated tiny living particles "cosmozoans", which are carried by cosmic radiation from other celestial bodies. This simple and peculiar hypothesis corresponds to the theory of the continuity of matter, which has recently appeared in the scientific world. The hypothesis is constructed so artificially that it can neither be refuted nor confirmed.

The second hypothesis is based on a mystical beginning, considering the origin of life on earth as a result of supernatural interventions. The hypothesis is primitive, but all the religions of the world are based on it, and even today many people endowed with great intelligence tend to this point of view. To accept this hypothesis means to throw humanity into the abyss of ignorance and superstition and completely deny the greatness of modern science.

The third hypothesis is that life started by accident as a result of interaction
chemical elements, which was facilitated by favorable conditions. When a sufficient variety of chemical elements accumulated, the number of their chaotic compounds increased significantly, one of which gave rise to living cells. Mathematics proves that if you continuously throw twenty dice, then after numerous attempts, twenty sixes or twenty ones can fall out at once. It is also mathematically possible to prove that chemical elements, continuously interacting with each other under conditions of a certain temperature and pressure, can form a living cell. Many supporters of this hypothesis believe that changes in nature occur by chance, just as the evolution of matter itself is random.

The fourth hypothesis states that wildlife appeared as a result of an inevitable and natural process: amphibians developed from vertebrates and invertebrates that lived in ancient seas, reptiles - from amphibians, mammals - from reptiles. There was no gap between animate and inanimate nature in a single evolution. One of the main stages of evolution - the development of a living being from an inanimate one - took place on the border between land and the primary ocean.

In nature, there are amazing organisms - filter viruses, which are located on the border between living and non-living matter. Some of these viruses, taken in isolation, are tiny solid bodies, but as soon as these viruses combine with living tissue, they immediately “come to life”. An example would be tobacco mosaic virus. In isolation, this virus is an inanimate substance, unable to reproduce, but introduced into the tobacco leaf tissue, it multiplies rapidly and infects the plant.

All modern hypotheses recognize the leading role of sea water in the origin and development of life. The ocean not only gave birth to life, but continues to support it with its life-giving moisture. The fluid contained in the body of all living organisms, from the simplest invertebrate to man, is similar in composition to sea water, and differs very little from it in the composition of salts, and in some animals (for example, in a dog) it completely coincides. This may serve as the main evidence that life arose in the ocean, which is the progenitor of all life.

But the ocean not only gave rise to life, it continues to support it in all biological forms. All terrestrial animals carefully store their moisture, protecting themselves with waterproof skin, and plants with their roots suck life-giving moisture from the earth. In extreme conditions, one of the main dangers to humans is often dehydration. The maximum survival without water at normal temperatures is no more than 14 days, at high temperatures in tropical latitudes this period is much less. In the absence of food, the survival limit reaches 60-70 days. Marine animals do not have to struggle to retain moisture while they are in their native element, but thrown ashore by the tide or storm, they become helpless and quickly die. Hence the famous saying: "Like a fish thrown out of the water".

Life in the ocean has its own characteristics: water salinity, illumination, high pressure, low oxygen content and low temperatures at great depths. Marine organisms are able to live in high salt concentrations, but salinity has a marked effect on species distribution. In relatively shallow places where the sun's rays penetrate in sufficient quantities, the fish are better illuminated from the back than from the sides, and therefore shallow water fish have an appropriate protective color - the dark color of the back gradually turns into a light color of the belly. The deeper the sun's rays penetrate into the water column, the weaker they become, darkness reigns at great depths, and deep sea animals acquired luminous organs, allowing them to navigate in the dark.

With increasing depth, the pressure increases and when diving to 1000 meters it reaches 100 atmospheres. Under such pressure, a piece of a wooden block or cork is halved in volume, and at a depth of 5000 meters, the phenomenon of “explosions” is observed, under the influence of which glass products enclosed in thick-walled metal boxes break into pieces. Deep-sea animals feel comfortable at any depth, since the pressure of the liquid of internal tissues is equal to the pressure of water, but if it is outside the deep environment, it will immediately be thrown to the surface and torn to pieces - the animal will die, "crashed when falling up".

The ocean contains a strictly limited amount of oxygen, which is only enough for the chemical processes that ensure the growth of marine animals and their movement in search of food. The physical activity of any animal depends on the amount of oxygen, and since its concentration in the ocean environment is low, the pace of life in the oceans is slower than on land. Most of all oxygen is in the surface layer of the seas, which in the process of photosynthesis saturates microscopic plankton with oxygen. Marine life does not suffer from a lack of oxygen, since they spend much less energy on their movement, overcoming the forces of gravity. The density of the bodies of marine animals and plants is very close to the density of ocean water, so the environment supports them - they can easily float up, sink to a depth, or just stop in thought, watching the world around them. This is how a good swimmer feels in the water.

At great depths reigns not only eternal darkness, but also eternal cold. Swimming in tropical latitudes under the streams of sunlight warming the upper layers of the ocean, it is difficult to imagine that below, at a depth of 600 meters, the temperature is only 4 ° above freezing. In the high southern latitudes, the influence of eternal ice begins to affect, and the temperature of the water near the bottom in Antarctica drops to 0.5 ° C. Thus, the deep animals live in an almost unchanged world, where eternal night reigns and eternal winter reigns.

The ocean is one of the great natural regions of the Earth, providing conditions for a variety of life forms.

In the Proterozoic and the first half of the Paleozoic, that is, for 600 million years, life continued to develop mainly in water - in the oceans and seas, which were the cradle of life on our planet. Land plants and animals began to develop much later.

We know that at present the organic world of the oceans and seas is great and varied. Many primitive and ancient organisms live there.

More than 150 thousand species of animals and about 10 thousand species of algae live in the oceans and seas.

In the first place are molluscs, there are more than 60 thousand species, crustaceans - about 20 thousand, marine fish - more than 16 thousand species, unicellular - about 10 thousand, worms and animals close to them - more than 7 thousand species, coelenterates - about 9 thousand, echinoderms - 5 thousand, sponges - 4 thousand species.

There are many more animals that live in water than on land. Of the total number of 63 classes of animals and 33 classes of plants that currently exist, 37 classes of animals and 5 classes of plants live in the sea alone.

The world of living beings of the seas and oceans has gone through a grandiose path of historical development.

During this huge period of time that we are talking about, many great events have taken place in the development of life on Earth. Here are the main ones.

The first event is the appearance of multicellular organisms, the second is the emergence and flourishing of various algae and marine invertebrates, and the third is the appearance of the first vertebrates.

The greatest leap in the development of life was the emergence of multicellular organisms, for this provided enormous opportunities for its further progressive development.

It probably happened in the following way. Each unicellular organism is a small but extremely complex apparatus capable of carrying out all vital functions: nutrition, excretion, respiration, movement, reproduction. Multicellular organisms are different. In them, each cell or group of cells is adapted to perform a specific function. In simple multicellular organisms, for example, in some flagellar algae from the Volvox group, there has not yet been such a division of functions between cells. Volvoxes - spherical organisms - consist of a single layer of cells on top, and are filled with liquid inside. They are, as it were, colonies of unicellular creatures, the ancestors of multicellular ones. Subsequently, the cells of such organisms specialized: some cells began to perform, for example, a motor function, others - a nutritional function, others - a reproductive function, etc. This is how multicellular organisms with various organs arose. The most substantiated theory of the origin of multicellular animals is the theory put forward by II Mechnikov. According to I. I. Mechnikov, the initial form for multicellular organisms was parenchymella, similar to the larva of sponges - parenchymula and the larva of coelenterates - planula. Parenchymella could have arisen from colonies of flagellates, similar to Volvox. Later, the protective cells of the outer layer (ectoderm) arose in the ancestors of multicellular organisms, and the inner cells began to carry out the digestive function and turned into the intestinal cavity (endoderm).

The change and development of ancient multicellular organisms took place in different ways under different environmental conditions. Some of them became inactive, settled to the bottom and attached to it, others retained a mobile lifestyle. A variety of multicellular organisms arose: algae, as well as sponges, jellyfish and other invertebrates that inhabited the ancient seas and oceans. The appearance of these organisms dates back to a very remote time, but, despite this, they have changed very little since then and have not given rise to other animals.

The ability for progressive development was shown by completely different ancient multicellular animals, relatives of jellyfish - ctenophores, which had sufficient mobility. At a certain stage of their development, they were forced to change their way of life: swimming to crawling. This entailed a change in the structure: flattening of the body, the formation of a head, the appearance of differences between the peritoneum and dorsal sides. Thus aquatic worms were born. Gradually, they developed greater mobility, muscle fibers formed, and circulatory and other organ systems appeared.

Ancient primitive annelids gave rise to arthropods. Short non-segmented appendages, or parapodia, of the annulus turned into long articular legs capable of very complex movements, the brain and the entire nervous system in arthropods increased and became more complex, and the sense organs, such as the eyes, reached a high degree of development. Since the beginning of the Paleozoic, trilobites, crustaceans, and lower crustaceans have been known. Later, arachnids, centipedes, and insects arose. Paleontological, comparative anatomical and embryological data show that crustaceans originated from one group of annulus, trilobites, horseshoe crabs, arachnids from another, centipedes and insects from a third.

The ancestors of mollusks were probably close to the rings. This is indicated by the structural features of lower mollusks and the striking similarity of embryonic development (the structure of eggs and larvae, the similarity of developmental stages, etc.) between mollusks and annelids. But in mollusks, a non-segmented, concentrated type of structure arose. The main classes of mollusks appeared in the Precambrian and are well known from the Cambrian period. Mshanki, brachiopods, also known from the oldest deposits, come from some worm-like forms; have, on the other hand, proximity to the coelenterates. Brachiopods - marine animals - look like mollusks, but their shell does not open to the sides, like in bivalve mollusks, but from the bottom up. On the sides of the mouth they have two outgrowths called "hands". They are respiratory organs and create a current of water at the mouth. The brachiopods were a hydroid polyp - one of the simplest widespread animals in the ancient seas.

An extensive and peculiar type of echinoderms (starfish, hedgehogs, lilies, brittle stars or serpenttails) arose and developed rapidly long before the Cambrian from worm-like ancestors. Their probable ancestors were freely mobile, bilaterally symmetrical worm-like animals with three pairs of separated internal cavities, which did not have an internal and external skeleton.

All this happened over 500 million years ago.

Thus, life in the Archean and Proterozoic era was concentrated and developed in water. The seas and oceans were the cradle of life on our planet.

In the next - Paleozoic - era, which began about 500 million years ago and lasted more than 300 million years, living beings continued their further development. This era is divided into five periods: Cambrian, Silurian, Devonian, Carboniferous and Permian.

The first half of the Paleozoic - Cambrian and Silurian periods. It was a quiet time in the history of the Earth. The continents were then located lower than they are now, and, consequently, the oceans occupied a large surface and formed many deep seas.

In them, as in the Proterozoic era, algae lived, various invertebrates attached to the bottom crawled, swam or slightly moved. Sponges, archaeocyates and trilobites began to spread in large numbers. The word "archaeocyates" in translation into Russian means "ancient glasses". They were named so because these animals really looked like a glass or goblet. Many of their remains have been found on the territory of modern Siberia in the form of fossil reefs.

Archaeocyates were related to sponges and corals, had a strong calcareous skeleton and were attached to the bottom with long threads.

Trilobites, relatives of crustaceans, looked like wood lice in appearance and were apparently akin to modern horseshoe crabs and sea scorpions. Their body, consisting of a head, torso and tail, was covered with shields. Some trilobites were very small - the size of a pea, others reached half a meter in length. They swam or crawled in shallow bays, feeding on plants and the bodies of dead animals.

At that time, numerous and diverse sponges, corals, worms, brachiopods, mollusks, echinoderms (starfish, lilies, sea urchins) also lived in the water. But the main inhabitants of the current seas and oceans - fish - did not yet exist. The first rare prints Scientists discovered the fish in the late sediments of the Silurian period, which means that their age reaches 400 million years!What were the ancestors of fish?

For a long time, science did not find an answer to this question. Research only

the outstanding Russian embryologist Alexander Onufrievich Kovalevsky, as well as recent paleontological discoveries, shed light on the mystery of the origin of fish. It turns out that they originated from marine worm-like animals. Ancient fish had a narrow, long body. There were no bones inside the body, but outside it was sometimes covered with armor. The ancient fish did not have paired fins. They were similar to today's living creatures: lampreys and hagfish, and at the same time to a small, 5-7 cm long, fish-like animal of a simple structure - the lancelet. He lives in the seas, in sandy soil, and is also found in our Black Sea. It is remarkably built, as it has the features of invertebrates and vertebrates. Its body is long, pointed downwards, similar to a lancet, consists of a number of segments, that is, it has an articulated structure, like in many worm-like invertebrates. On the other hand, it is related to vertebrates by the presence of a notochord, the brain, and a complex gill apparatus.

The internal structure and larval development of the lancelet, studied by A. O. Kovalevsky, speaks of a close relationship both with the lower chordates - tunicates and ascidians - and with vertebrates, in particular fish.

The most characteristic feature that distinguishes chordate animals, which includes the lancelet and a number of other animals close to it, as well as all vertebrates, is the presence of a chord - a dorsal cartilaginous string or spine, the location of the brain above the anterior part of the chord, the presence of a complex gill apparatus or lungs.

In the sediments of the Silurian and Devonian periods, extremely well-preserved remains of ancient fish have been found. From these remnants, one can even judge how the main blood vessels and nerves were located.

The most ancient vertebrates known to us are the jawless scutes. In appearance, they resemble fish, but they still cannot be called fish. They did not have jaws and paired fins, like lampreys and hagfishes. Their close relatives, the so-called armored fish, had jaws, paired fins, had a more advanced internal skeleton, brain and sensory organs. But their body was fettered by a massive bone armor that covered the head and anterior part of the torso. All these fish died out in the Devonian period, about 300 million years ago, giving way to cartilaginous and bony fish.

There are two points of view on the question of where the first vertebrates appeared - in the seas or fresh waters. In favor of marine origin speaks a significant amount of calcium dissolved in sea water, which is part of the bones, as well as the habitat of all lower vertebrates in the sea. Proponents of freshwater origin consider the cause of the skeleton in general as a stable support of the body and believe that it must have arisen in running water, actively resisting the flow. There is no doubt that the ancestors of vertebrates lived in the zone where fresh water borders on the sea, and their remains are found there. The oldest vertebrates known to us already possessed bone tissue - armor, - their internal skeleton was, apparently, cartilaginous; it has not been preserved in a fossil state. Replacement of cartilage by bone (ossification of cartilage) occurred much later - in higher groups of fish.

It should also be noted that the salinity of sea water was then lower than it is now, so fish could probably more easily move from sea water to fresh water and vice versa.

Stella Knyazeva
Project "Mysteries of the underwater world"

Full Name

Knyazeva Stella Vitalievna

Kamchatka Krai

Locality in which the OS is located

City of Petropavlovsk-Kamchatsky

OS name

KGBOU "Evrika Education Center"

Project description

The name of the theme of the project: "Mysteries of the underwater world."

Relevance: The oceans are the cradle of life and its hope. Pollution of the oceans and seas undermines the health of its inhabitants and the planet as a whole.

Target:

Deepen knowledge about the water element and its inhabitants.

Tasks

Clarify and expand children's ideas about the water element, about natural phenomena, about its inhabitants.

To form the preconditions for ecological consciousness.

To develop in children the desire for creative knowledge.

Master swimming skills, improve technique while working in accordance with the topic.

Encourage the creation of dynamic expressive images in group compositions.

Development in children of interest in physical education, promotion of the creative manifestation of the physical and volitional conditions of the competition.

Develop communication and collaboration skills.

Organize the interaction of project participants: children, group educators, swimming instructors, parents.

Create conditions for the development of creative activity and independence of older preschoolers on this topic.

Children will demonstrate the results of the acquired knowledge, skills and abilities at the “Mysteries of the Underwater World” holiday, which combines a cycle of directly educational activities of cognitive-speech and sports-playing orientation. The joint work of children and parents will be reflected in the creation of a mini-exhibition "Underwater Kingdom".

Project participants:

Preschoolers of senior groups

Senior group teachers

swimming instructor

Parents

Project duration:

Short term - 4 weeks

Project basis

Expected results:

Expanding the knowledge of older preschool children about the sea element and its inhabitants.

Enrichment of vocabulary.

Enriching knowledge about the sea through the use of game techniques in the classroom in the pool.

Development in children of interest in physical education and swimming; promotion of the creative manifestation of the physical and volitional conditions of the competition.

Formation of children's ability to compare, analyze and draw conclusions.

To form the basics of a healthy lifestyle in children of senior preschool age through the development of swimming skills and abilities.

Creation of a single developing space, including children, teachers and parents.

Questions guiding the project:

Fundamental question:

What secrets do the depths of the seas hold? How to convey the image of a marine life through physical education and swimming?

Problematic issues of the educational topic:

What is the sea element?

What is a tsunami and where do they come from?

What grows deep underwater?

How do people move underwater?

What marine animals live in the seas and oceans?

How should you behave on the water?

How to use the skills and abilities of swimming in a non-standard environment?

Project details

The essence of the project is as follows:

During directly educational activities to get acquainted with the world around them, children get acquainted with a new topic dedicated to the seas, oceans and their inhabitants. During productive activities in the field of swimming, the techniques and techniques for depicting individual game exercises and compositional solutions in general are studied. At the final stage, a brief repetition of the theme is given, a mini-exhibition "The Underwater Kingdom" is organized and ends with the "Mysteries of the Underwater World" holiday.

Stages of the project:

1. Preparatory stage

Tasks:

Determine the purpose and objectives of the project.

To study and create an information base on the project.

Make a project plan.

Organize parents and educators to help carry out this project.

2. Main stage

Tasks:

direct educational activities.

Create a mini-exhibition "Underwater Kingdom"

To hold an informative and entertaining holiday "Mysteries of the underwater world."

3. Final stage

Tasks:

Summarize the project.

Analyze the results.

Project activities:

Direct educational activities:

Acquaintance with the environment

1. "Sea voyage".

Examination of photographs and illustrations on this topic.

Conversation about the seas and oceans.

Talk about natural phenomena related to water.

2. "Underwater world"

View presentations about marine life.

Didactic game "Plant and animal world".

Conversation about safety on the water.

SWIMMING

"Little Changes"

"Divers at work"

"Angry Fish"

"Ocean is shaking"

Holiday "Journey through the depths of the sea"

Search and cognitive activity:

Creation of a mini-exhibition "Underwater Kingdom".

Observation of fish and algae in the aquarium.

Free activity:

Watching the cartoons "The Little Mermaid", "Finding Nemo".

Audio listening "Music of the sea".

Educational activities carried out during regime moments:

Evening talk about the development of the sea: history, significance for science and economic activity of people, prospects.

Evening conversation about sailors.

Free drawing on the theme "Sea adventure".

Efficiency mark:

Performance evaluation based on the results of the work is carried out in three areas: children, parents, teachers.

The assessment of children's interest, their success, in general, is monitored through observations and analysis of directly educational activities, children's productive activities, and conversations with children.

Parents' interest and participation in the project is assessed through their participation in the creation of the "Underwater Kingdom" mini-exhibition, analysis of the participation of parents in preparing the conditions for children's activities.

Evaluation of the activation of teachers' activities is monitored by the quality of work with children within the framework of the project.

Materials and resources required for the project:

Books about the seas, oceans and their inhabitants.

Photographs and reproductions on the subject matter.

Video materials.

multimedia materials.

Board games.

TV set.

Computer.

Camera.

Conclusions made during the project:

Water is the source of life on the entire planet.

The sea element is beautiful, but unsafe.

Feelings of a person who can swim "Like a fish in water"

Project Outcomes and Performance Indicators:

Promotion of mass physical culture, sports, and in particular swimming.

Promotion of the importance of physical culture and swimming among parents.

Satisfaction of children with their activities, increasing the emotional background.

Increasing the level of individual achievements of children in the educational areas: "Cognition", "Communication", "Safety", "Swimming".

Ancient Greece at the dawn of its formation knew seven wise men .. And the most famous of them was Thales from Miletus (VI century BC). He was the first of the sages of antiquity to make an attempt to comprehend the fundamental principle of all things. “The most remarkable thing is water!” Thales exclaimed. “Only it can be found simultaneously in three states: solid, liquid and gaseous. Water is the fundamental principle of all things. Things are born from water at the very beginning and turn into it upon final destruction, and the fundamental principle stays the same, only its states change.

Thales of Miletus was not far from the truth, becoming two and a half millennia ago, according to F. Engels, one of the first representatives of "spontaneous materialism." Life originated in the water. The oceans are the cradle of life. Without water, the existence of organic matter is unthinkable. Our blood is 90% water, our muscles are 75%; even the most "dry" in us - the bones, and they contain 28% water. In general, our body in adulthood consists of 65% water.

Every year we pass through ourselves an amount of water equal to more than five times the weight of our body, and during a lifetime each of us absorbs about 25 tons of water. To deprive a person of water means to deprive a person of life.

The value of water for a person becomes especially clear when he is deprived of it. Without food, a person can exist for 40 days, and without water, he dies on the eighth day. When a living organism loses 10% of water, self-poisoning occurs, and at 21% - death. Without air, life is possible. There are bacteria that do without oxygen (the so-called anaerobes). But without water, no form of life is known yet. To deprive nature of water means to turn it into a dead cold stone.