“LESSON DEVELOPMENTS IN BIOLOGY for the textbooks of V.V. Pasechnik (M.: Bustard); I.N. Ponomareva and others (M.: Ventana-Graf) NEW EDITION Grade 6 MOSCOW "VAKO" ... "

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A. A. KALININA

LESSON DEVELOPMENTS

BIOLOGY

to textbooks

V.V. Pasechnik

(M.: Bustard);

I.N. Ponomareva and others.

(M.: Ventana-Graf)

NEW EDITION

MOSCOW "VAKO" 2011

BBC 74.262.85

Kalinina A.A.

Lesson developments in biology: Grade 6. -

3rd ed., revised. – M.: VAKO, 2011. – 384 p. - (To help

school teacher).

ISBN 978-5-408-00443-0 This methodological manual presents detailed lesson developments for the biology course for grade 6 to the textbooks of V.V. Pasechnik (M.: Drofa), I.N. Ponomareva and others (M.: Ventana-Graf). The book contains everything that a teacher needs to prepare for a lesson: program materials, lesson developments, methodological advice and recommendations, reference materials, game and non-standard options lessons, brief encyclopedic information, the procedure for laboratory and practical work, demonstration experiments.

The publication is addressed to subject teachers and students of pedagogical universities.

UDC 373.858 LBC 74.262.85 ISBN 978-5-408-00443-0 © VAKO LLC, 2011 Author's note Dear colleagues!

This methodological manual is a detailed lesson development for the course “Biology.

Plants, bacteria, fungi, lichens" to textbooks:

Pasechnik V.V. Biology. Bacteria, fungi, plants:

6th grade. Moscow: Bustard;

Ponomareva I.N. etc. Biology: Grade 6. Moscow: Ventana-Count.

The manual is universal, as it takes into account the features and content of the material of both textbooks.

For the development of lessons, various methodological techniques and findings based on experience in teaching biology in schools. Each lesson contains all the necessary materials:

Test tasks;

Conversations, diagrams, tables, drawings, explanations of terms and much more for learning a new topic;

Questions and tasks to consolidate the studied material;

Reference materials;

Game and non-standard options for lessons;

Brief encyclopedic information;

The procedure for conducting laboratory work and demonstration experiments;

Detailed description of homework.

The book presents methodical material different levels of complexity, which will allow the teacher to have a differentiated approach to teaching the subject. The publication contains various additional

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Informative information: scientific terms are revealed, useful information is given, game tasks, etc.

To update, test or consolidate knowledge, the teacher can use the manual “Control and measuring materials. Biology: Grade 6 ”(M .: VAKO). Regular work with KIMs will allow not only to quickly and efficiently assess the assimilation of the material by schoolchildren, but also gradually prepare students for the modern test form of knowledge testing, which will be useful when completing the tasks of the Central Test and the Unified State Examination.

This manual will become a reliable assistant to the teacher. It will save his strength and time, and will also help make biology lessons interesting, rich and varied.

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The lesson should start with a story about the rules of conduct in the biology classroom, since non-compliance with safety precautions when working in the classroom can be associated with a risk to students and the possibility of damage to equipment and visual materials. It is also desirable to have a stand in the office with a detailed statement of the safety rules, since children will have to be constantly reminded of them.

Lesson progress I. Learning new material Teacher's story with elements of conversation This year you are starting to study a new subject - biology. You have already encountered this science in the course "Natural History" (or "Natural Science", or "The World Around").

What do you think biology is about? (Student answers.) Biology studies the world of living organisms, their structure, and vital activity.

What groups of living organisms can you name?

(Animals, plants, fungi, lichens, microorganisms.)

What does the word "biology" mean? Can you find the right words for it? (Geology, ecology, philology, biography, etc.) Quite right, these words have common Greek roots, "bios" means life, and "logos" - teaching, biology translated from Greek. - "the doctrine of life", or, in other words, the science of living organisms. The term itself appeared only in 1802, it was proposed by the French scientist Jean Baptiste de Lamarck.

But, as we have already said, life on Earth exists in various forms. Therefore, biology is divided into several independent sciences. One of them is botany, a science that we will study this year. Theophrastus is considered to be the founder of botany. He lived in 370-286. BC e. and was a student of the famous Aristotle.

Theophast collected and combined disparate knowledge about plants into a single whole.

Who knows what the word "botany" means? (Student answers.) This word also comes from Greek. "botane", which means grass, greenery, plant.

- And what other branches is biology divided into?

Let's complete the table together.

10 Lesson 1. Introduction

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So biology is the study of living organisms.

Let's remember how living organisms differ from non-living ones.

(Student answers.) All living organisms have such properties as respiration (absorption and emission of gases), nutrition, reproduction (reproduction of their own kind), growth (increase in the mass and size of the body) and development (qualitative changes in the body), irritability (reaction to environmental change), death.

Each of these properties or several at once can be possessed by non-living organisms. For example, an icicle grows: water flows down it and freezes, you have all observed this many times. You have all heard about the reproduction of a computer virus. Avalanches, rockfalls, rivers also move.

Even the smallest living organisms on Earth have all these characteristics. But there is one more common feature that we have not named, nevertheless it is very important. All living organisms are made up of cells or their derivatives. We will talk about this in the next lessons.

We have dealt with the properties of living organisms.

How are plants different from animals, fungi, and microorganisms? (Students' answers.) (The teacher draws a conclusion, supplements the students' answers by filling out a table previously drawn on the board. Students draw the same table in a notebook.) 12 Lesson 1. Introduction

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Mushrooms occupy, as it were, an intermediate place between plants and animals. Although earlier they were attributed to plants. This is not surprising, because they do not move, do not grab food, but grow all their lives in one place. But I must say that, in addition to the mushrooms that we are used to seeing in the forest, there are others.

For example, the mold that has started on old bread is also a fungus, or yeast that is put into the dough. If we consider this kingdom in detail, we can distinguish several features that unite it with both plants and animals.

Let's list them.

Signs of fungi that bring them closer to the plant kingdom

Attached lifestyle.

Unlimited growth throughout life.

The presence of cellulose in the cell walls of some fungi (only in aquatic fungi).

Signs of mushrooms that bring them closer to the animal kingdom

Presence of chitin in cell walls.

The presence of urea as intermediate product metabolism.

We will study mushrooms in the next lessons, and now we will return to plants.

Lesson 1 Introduction 13

How many plant species do you think exist on Earth? (Students give their guesses.) The total number of living plant species is approximately 400,000–500,000! (According to various sources.) The ancient Greek scientist Theophrastus knew about 600 plant species.

Indeed, wherever we look, plants surround us everywhere. Some live on land, while others live in water. Some are microscopic, while others reach gigantic sizes. They can be found everywhere, even in arid deserts, in the Arctic and Antarctic.

As is known, most the globe occupy the oceans and seas, in which mainly various types of algae grow ( aquatic plants). Some of them reach colossal sizes - up to 100 m in length.

What do you think is the role of plants in nature? (Student answers.) Most plants have green color, which means they are capable of photosynthesis, that is, they are able to convert the energy of the sun into the energy of organic substances. In other words, they are the source of food for all other organisms on Earth. In addition, in the process of photosynthesis, plants absorb carbon dioxide and release oxygen, which is necessary for the respiration of other living organisms.

It is almost impossible to accurately determine the amount of work performed by plants. According to very rough estimates, plants in the process of photosynthesis annually form about 400 billion tons of organic matter, while absorbing about 175 billion tons of carbon. In parallel, they release oxygen into the atmosphere, which we need for breathing.

Imagine that one adult tree releases as much oxygen per day as 3 people need to breathe. And one hectare of green spaces absorbs 8 kg of carbon dioxide within an hour. Approximately as much as 200 people allocate in the same time!

In addition to this planetary role, green plants are also a habitat and refuge for many animals. In addition, animals use plants not only as food, but also as a cure for diseases.

Plants play an important role in human life.

- Try, using the text of the textbook, to answer in writing the question "What is the importance of green plants in human life?". (Students work with the textbook, after 5 min 14 Lesson 1. Introduction the teacher checks the notebooks of several students, and 2-3 students answer orally.) The main areas of human use of plants

Food.

Animal food.

Clothing made from vegetable fabrics (cotton, linen).

Source of raw materials for industry and economic activity.

Medicines and raw materials for medicines.

decorative role.

Protection and improvement of the environment.

But still, biology alone cannot answer many of the questions that interest us, so physics, chemistry, geography and many other sciences come to its aid. Botany, for example, has a number of specialized branches, many of which are closely related to different disciplines.

The structure of the science of botany Science Subject of study Plant anatomy Internal structure of plants Morphology of plants External structure of plants Plant physiology Processes occurring in a plant Systematics of plants Classification of plants Geobotany Structure and significance of plant communities Breeding Plant varieties and their properties Cytology Cell (we have a plant) Biochemistry of plants Chemical composition of plants Paleobotany Fossil plants Plant ecology Relationship of plants with environment At present, quite a lot is known about plant life, but this does not mean that there are answers to all questions, and all secrets have already been revealed. After all, the more secrets of nature we learn, the more we discover the incomprehensible, unknown and fascinating.

II. Consolidation of knowledge and skills

- Answer the questions.

1. What sciences is biology divided into?

2. What does botany study?

3. What does zoology study?

4. What does microbiology study?

Lessons 2, 3. Variety of plants. Higher and lower plants 15

5. What does mycology study?

6. What organisms are classified as pre-nuclear?

7. What are the signs of living organisms.

8. What are the main differences between animals and plants?

9. What are the signs of mushrooms that bring them closer to the animal kingdom.

10. What are the signs of fungi that bring them closer to the plant kingdom.

11. What is the role of plants in human life?

12. What is the role of plants in nature?

13. What is the total number of living plant species?

14. What do you think, what does the similarity in the structure of plant and animal cells testify to?

2. Pick up examples from inanimate nature that have certain properties of living things, and write them down in a notebook.

3. Think about where and how else a person uses plants.

Creative task. Compose a fairy tale in which the main characters would be plants. Come up with a story on the topic “What would happen if all plants disappeared on Earth?”. Write a fairy tale or story on a separate sheet, beautifully arrange and hand it over to the teacher.

A task for students interested in biology. Find information about plants that have played an important role in the history of countries or in the fate of people. Prepare a report on this topic, arrange it and hand it over to the teacher.

Section 1. GENERAL INTRODUCTION

WITH PLANTS

Lessons 2, 3. Variety of plants.

Higher and lower plants Objectives: to give an idea of ​​higher plants and their differences from lower ones; to acquaint with the variety and external structure of flowering plants; to give an idea of ​​the vegetative and generative organs of plants.

16 Section 1. General acquaintance with plants Equipment and materials: living plants, herbaria, tables: "Organs of a flowering plant", "Gymnosperms", "Ferns", "Algae", "Mosses".

Key words and concepts: higher plants, lower plants, flowering plants, organ, vegetative organs, generative organs, root, shoot, stem, leaf, flower, fruit, seed, bud;

plant life forms, annuals, perennials and biennials; aquatic and land plants; moisture-loving and drought resistant plants; heat-loving and frost-resistant plants; light-loving, shade-loving and shade-tolerant plants.

Course of lessons I. Updating knowledge

- Give definitions of the terms "kingdom", "mycology", "microbiology", "botany", "zoology", "pre-nuclear organisms", "nuclear organisms".

- Answer the questions.

1. What does biology study?

2. What does the word "biology" mean?

3. What does the word "botany" mean?

4. Who first introduced the term "biology"?

5. Who is considered the founder of botany?

6. What sciences are distinguished within the science of botany?

II. Learning new material

1. Teacher's story with elements of conversation Vegetable world our planet is very diverse.

- When you say "plants", what do you imagine? (Flowers, bushes, trees, algae, mosses, etc.) You see how much is included in the concept of "plant"! Some of them live in the depths of the ocean, others grow near the house or on the school site. Some give us food, we make clothes from others, others are used for medical purposes, etc. Some delight us with their bright beautiful flowers, while others never bloom. Some of them are huge, others are so small that they can only be seen with a microscope.

Some have powerful root system, adapted for extracting water from great depths, while others do not have roots at all.

Some live for many hundreds of years, while others last less than a year. How to understand all this diversity?

– Remember, when you and I divided the organic world into kingdoms, we talked about systematics. What it is? (Student answers.) Lessons 2, 3. Variety of plants. Higher and lower plants 17 Systematics is the science of classification, that is, we need to break down the entire set of plants that exist on Earth into separate groups according to some feature. The same thing happened to you when you came to school. First of all, you were divided into classes. The main feature of the distribution was your age. Then many sixth-graders were divided into separate classes: 6 "A", 6 "B", 6 "C", etc. You were united according to the foreign language studied: English, German, French (or by specialization: mathematical class, natural science, etc.). Plants are organized in the same way.

What is the largest unit of taxonomy? (Students' assumptions.) The largest unit of taxonomy is the kingdom. The plant kingdom is divided into two sub-kingdoms: higher plants and lower ones.

The lower plants are more ancient, respectively, and their structure is simpler. They have no roots, no stems, no leaves. The lower plants are algae. Algae live in water and in moist soils, as they need water to reproduce. They reproduce by spores. Among algae, there are both unicellular and multicellular. It was the lower plants that were the first to develop the land (higher plants did not exist then).

Higher plants are multicellular. Most of them live on land, but there are also aquatic plants, such as pondweed, elodea.

Higher plants have differentiated organs: the root, which provides water and mineral nutrition to the plant, and the shoot (the stem, which provides the movement of substances, and the leaves, where photosynthesis takes place). In higher plants there is an alternation of two generations: sexual and asexual. Higher plants include mosses, club mosses, horsetails, ferns, gymnosperms and flowering plants. Flowering plants are plants that bloom at least once in their lives. There are plants that can not form flowers and bear fruit for many decades, and then bloom. Some of them die after flowering, such as agave or bamboo.

But in addition to such a classification of plants, they can be distributed according to other characteristics.

What do you see when you come to the forest? (Trees, shrubs, herbs, etc.) First of all, we notice not differences in the structure of leaves, not color, not structural features of the root system. We see general differences in appearance plants. Some of them are tall and have a stiff trunk, others are lower, others are even lower, etc. Based on these external differences, life forms of plants can be distinguished. Usually there are four of them: trees, shrubs, shrubs and herbs.

- Using the text of the textbook (textbook by I.N. Ponomareva § 1; textbook by V.V. Pasechnik § 16, 17), define each of the life forms of plants and give examples. The answer can be presented in the form of a table.

Life form Description Examples

3. Continuation of the teacher's story with elements of a conversation Plants can also be classified according to their life span.

What age groups can you divide plants into? (According to the life span, plants are divided into three groups:

annuals, perennials and biennials)

Give examples of plants from each group. (Students give examples, teacher summarizes.) Perennial plants live for several years. In herbaceous perennials in winter, the shoots die off, and in spring, new shoots grow from underground buds.

Perennials include all trees, all shrubs, some herbs, such as cereals.

Annual plants die off every winter, and new ones grow from seeds that are in the ground in the spring. Most of the herbs are annuals: nettle, quinoa, wormwood, tobacco, aster, tomato, radish, corn, peas, etc.

Biennial plants in the first year do not bloom and do not produce seeds, but accumulate nutrients in the roots and stems. In winter, the aerial part partially or almost completely dies off, in the second year a fruit-bearing shoot grows from the remaining buds, and in the fall the plant dies. Biennials include some herbs, such as cabbage, carrots, beets, turnips, burdock, cumin, chicory.

There is also an ecological classification of plants by habitat, which divides plants into aquatic and terrestrial.

Give examples of aquatic and terrestrial-air plants. (Student answers.) Most algae and some higher plants live in water, such as elodea and pondweed, white water lily (water lessons 2, 3. Variety of plants. Higher and lower plants 19 liya), egg capsule and many others. Most of the higher plants and some algae that live in moist soil grow on land.

There are also moisture-loving plants, such as sedges, cattails, reeds, and drought-resistant plants that live in deserts and semi-deserts.

Still plants can be divided into heat-loving and frost-resistant. In the middle lane you will never meet grapes, figs, tangerines - these are heat-loving plants. And in the south you are unlikely to meet heather, dwarf willow, dwarf birch. These plants are cold hardy.

Plants that live on land can be divided into light-loving, shade-loving and shade-tolerant.

Try to explain to yourself what this means.

(Student answers.) Light-loving plants prefer to settle in places where there is a lot of light; they will not grow in heavily shaded areas.

For example, it is unlikely that you will find meadow grasses in a coniferous forest, they love open spaces where there is a lot of sun. shade plants On the contrary, they love diffused light. It is useless to look for them in sunny clearings. These plants can be found in dense spruce forest. shade tolerant plants grow in slightly shaded places, but feel good in places with denser shade. For example, these are plants that grow in pine forests, where shading is not very strong.

Algae in the seas and oceans are also distributed in depth, depending on the need for light. Closer to the surface, where there is more light, green and brown algae live.

At great depths, mainly red algae are found.

As we have already said, higher plants have differentiated organs.

- What is an organ? (An organ is a part of an organism that has a certain structure and performs certain functions.) Vegetative and generative (reproductive) organs of plants are distinguished. Vegetative organs (from the Latin "vegetativus" - vegetable) perform the function of nutrition and metabolism with the environment. These are roots and shoots, consisting of a stem, leaves and buds.

The root provides water and salt nutrition to the plant. With the help of it, the plant receives water from the soil with minerals dissolved in it. In addition, with the help of the root, the plant is strengthened in the soil.

20 Section 1. General acquaintance with plants The shoot consists of a stem with leaves and buds located on it. The main task of the escape is the creation of organic substances from carbon dioxide and water in the process of photosynthesis. Leaves play the main role here.

The stem delivers nutrients to the leaves and lifts them off the ground. In addition to nutrition, all vegetative organs perform the function of respiration.

The kidney is a rudimentary shoot. Under favorable conditions (for example, in spring), a young sprout appears from it. You can notice this if you pick a willow branch in winter and put it at home in a glass of water. After a while, young shoots will begin to appear from the buds. With the help of vegetative organs, the plant can reproduce, but this is their secondary role.

- Think about what plants can reproduce with the help of vegetative organs. (For example, room violet and begonia can reproduce with the help of leaves. Wheat grass and lily of the valley - with the help of rhizomes. Potatoes - tubers.) Generative (from the Latin "genera" - to give birth, reproduce) organs are represented by flowers, fruits and seeds. They appear on the plant only in a certain period and regularly replace each other. The main function of the generative organs is reproduction. Some plants bloom every year, others once every few years, and others once in a lifetime. After the flowers fade, fruits are formed from them, inside which seeds ripen, from which new young plants grow.

- Answer the questions.

1. What is systematics?

2. What sub-kingdoms divide the plant kingdom into?

3. What plants are classified as higher?

4. What plants are classified as lower?

5. What is an organ?

6. What life forms of plants do you know? Give examples of plants in each of the life forms.

7. What plants are classified as annuals?

8. What plants are biennial?

9. What plants are classified as perennials?

10. List the vegetative organs of the plant. What are their main functions?

11. List the generative organs of the plant. What are their main functions?

IV. Summing up the lesson Lesson 4. Seed and spore plants 21 Homework

2. Bring a thin notebook in a box for practical work.

Creative task. Come up with an independent classification of indoor plants located in the biology room (at school, at home).

A task for students interested in biology. Find in additional literature information about the scientist who first introduced the biological taxonomy of plants. What else is the merit of this man?

Lesson 4 to give an idea of ​​the difference between flowering and spore plants, to introduce the external structure of the leaf of a spore plant and its spores.

Equipment and materials: tables: "Organs of a flowering plant", "Ferns", live houseplants, herbaria of ferns and flowering plants in a flowering state, spore-bearing fern leaves, a magnifying glass and a dissecting needle (for each student or one per desk).

Key words and concepts: root, stem, leaf, bud, flower, fruit, seed, sorus, sporangium, spore, frond.

- Answer the questions.

1. What is the main difference between higher plants and lower ones?

2. Which plants are classified as higher, and which are lower?

3. What are the vegetative and generative organs of a plant?

4. What are their main functions?

II. Learning new material Practical work 1. STRUCTURE OF A FLOWERING PLANTS Purpose: to study the external structure of a flowering plant.

Equipment: herbarium of flowering plants in bloom, with fruits if possible (for each student or 22 per desk), ruler (for each student).

General recommendations. Herbariums are best prepared in advance in larger quantities than necessary. Shepherd's purse, colza are best suited for this work, since in these plants you can see both fruits and seeds on the same stem at the same time. Collect and dry required amount these plants is not difficult.

Working process

1. Consider a plant specimen on your desk. Find his vegetative organs. Which of the vegetative organs do you see? (Root, stem, leaves, some showing buds.)

2. Determine the color and size of the root, the color and length of the stem, the color, size and approximate number of leaves.

3. Find the generative organs of the plant. Which of the generative organs do you see? (Flowers, fruits).

4. Determine the size and color (if possible) of flowers and fruits. Carefully, using a dissecting needle, open the fruit and find the seeds there. Determine the seed size of this plant.

5. Sketch the plant in a notebook for practical work, indicate all the organs that you managed to see. Be sure to include the name of the plant under study.

6. Fill in the table.

Plant organ Color of the organ under study Size and number of organs Root Stem Leaves Flowers Fruits Seeds (For organs of which there are several, indicate the average size and approximate number. For organs whose size is less than 1 mm, the table should indicate less than 1 mm. )

7. Conclude that this plant belongs to the higher flowering plants, explain why.

Practical work 2. INTRODUCTION

WITH SPORING PLANT

Objectives: to introduce appearance spore plant;

consider fern spores and their location on the plant.

Lesson 4. Seed and spore plants 23 Equipment: a dried fern leaf with sporangia (one per desk) or a fern leaf growing in a biology classroom (if any), a fern herbarium with rhizomes and adventitious roots; a magnifying glass and a dissecting needle (for each student or one per desk), a sheet of white paper.

Working process

1. Consider a fern herbarium. Find its rhizome, adventitious roots. Find fronds (leaves). Please note that this is not a stem with leaves, but a separate leaf. On the main petiole are pinnate leaves. Draw the external structure of the fern, label all the organs.

2. Consider a fern leaf. On the lower, "wrong" surface of the sheet, find brown outgrowths. These are sori - clusters of sporangia. They contain controversy. A spore is a specialized cell that serves to reproduce and disperse a plant. Draw a leaf with sori.

3. Shake the sheet over white paper. Spores spilled out of the sporangia. Consider disputes under a magnifying glass. Try to determine their size (approximately in fractions of a millimeter). Sketch them.

4. Make a conclusion that the plant belongs to the higher spore plants. Justify the conclusion.

5. Compare the external structure of a flowering plant and a fern. Draw a conclusion in which indicate the similarities and differences between these two groups of plants.

III. Summing up the lesson Homework

(Textbook by I.N. Ponomareva § 2; textbook by V.V. Pasechnik § 17.)

2. Finish the design of laboratory work.

Creative task. Make a crossword puzzle on the topic "Plant Organs". Draw it up on a separate sheet of paper.

A task for students interested in biology. Find information in additional literature about which spore plants grow in your area. Write down the names and a brief description of these plants.

24 Section 2. Cellular structure of plants, plant substances Part I. STRUCTURE

AND LIFE

PLANTS

Section 2. CELL STRUCTURE

PLANTS, PLANT SUBSTANCES

Lesson 5 reveal the structural features of a plant cell and the significance of its parts; give the concept of the membrane, cytoplasm, nucleus, vacuoles.

Equipment and materials: magnifiers of various sizes, table "The structure of a plant cell", a table with images of various microscopes, a light microscope, a model of a plant cell; portraits of scientists: Anthony van Leeuwenhoek, Robert Hooke, Theodor Schwann and Matthias Schleiden.

Key words and concepts: cell, plant cell structure, cell organelles, cytoplasm, plasma membrane, nucleus, plastids: chloroplasts, chromoplasts, leukoplasts, endoplasmic reticulum, Golgi apparatus (complex), cell center, ribosomes, lysosomes, mitochondria.

Course of the lesson I. Actualization of knowledge

- Answer the questions.

1. What is the name of the section of biology that studies the structure of the cell?

2. What are eukaryotes?

3. How do they differ from prokaryotes?

4. Which group do plants belong to?

5. What plants are called higher?

6. What is the main difference between lower plants and higher ones?

7. Give examples of lower and higher plants.

8. What parts of the cell did we name in previous lessons?

II. Learning new material

1. Teacher's story with elements of conversation Probably, each of you has repeatedly held a magnifying glass in your hands. (The teacher demonstrates magnifiers of various sizes.) Lesson 5. The structure of a plant cell 25

- What is another name for it? (Magnifier.)

What can you do with a magnifying glass? (Burn, make fire, read small letters, consider small items.) You see how many uses you can find for a simple magnifying glass!

– When do you think the magnifying glass was first invented?

(Student answers.) The magnifying glass was known back in Ancient Greece. For 400 years BC. e.

the playwright Aristophanes described the properties of a magnifying glass in one of his comedies. But an ordinary magnifying glass does not give a very large increase.

How many times can a magnifying glass magnify objects? (Student answers.) An ordinary magnifying glass gives an increase of only 2–30 times. But we know that there is a magnifying device that can magnify much more.

- What is this device? (Microscope.)

How long ago was the microscope invented? (Student answers.)

– Do you know who invented it? (Student answers.) The Dutchman Anthony van Leeuwenhoek is considered the inventor of this device. Leeuwenhoek was a simple merchant, but very curious. He was the first to discover living beings in a drop of water and for his discoveries he was even elected a member of the Royal Society of London, the Queen of England herself came to visit him. His microscope gave an increase of almost 300 times! Modern light microscopes magnify up to 3500 times, and an electron microscope can magnify an image hundreds of thousands of times!

But Leeuwenhoek's microscope was more like a stack of various magnifying glasses than a modern microscope.

- And who improved this device? (Student answers.) English scientist Robert Hooke invented a special illuminator for a microscope. But he is famous not only for this.

Who knows what made this scientist famous? (Student answers.) He was the first to see the cells, examining a cut of an oak cork. He called these cells both “boxes”, and “boxes”, and cells.

This is the name we still use today. Then Hooke saw cells in sections of other plants.

But scientists have long believed that only plants are made of cells. Animal cells are much more difficult to see, since the boundary between them is much less visible.

– Why do you think? (Student answers.) 26 Section 2. Cellular structure of plants, plant substances We talked about this when we compared the structure of plant and animal cells. The cell wall of plants is made up of fiber (cellulose). outer layer animal cells thin, elastic.

The idea that all living organisms are made up of cells was put forward in 1839 by German scientists Theodor Schwann and Matthias Schleiden. This concept is called "cell theory".

All living organisms consist of cells, like bricks:

both the largest and the smallest. As you know, there are even those that consist of only one cell. The cell is the structural and functional unit of all living organisms. In addition, the cell itself is alive. All living organisms are either one free-living cell, or some number of combined cells.

Think about the properties that all living organisms have.

The cell is actually a self-reproducing chemical system. She is physically separated from her environment, but has the ability to exchange with this environment, that is, she is able to absorb substances that she needs as food and bring out the accumulated waste. Cells can reproduce by dividing.

Let us consider in more detail the structure of a plant cell.

As we have already said, all cells are separated from each other by a plasma membrane - a dense transparent membrane (from lat.

"membrane" - a film), the main task of which is to protect the contents of the cell from exposure external environment. If you look at it under a microscope, then in some places you can see thinner areas - pores.

The membrane on the outer side has a dense shell (cell wall) consisting of fiber (cellulose). It is strong and due to this gives the cell strength and protects it from external influences. Between the cell membranes (outside) there is an intercellular substance that connects the cells. When the intercellular substance is destroyed, the cells are separated.

The living content of the cell is represented by the cytoplasm - a colorless viscous translucent substance - in which various chemical processes take place. In a living cell, the cytoplasm is constantly moving. The speed of its movement depends on temperature, lighting and other conditions. The movement of the cytoplasm provides transport nutrients. The cytoplasm of some cells is connected to the cytoplasm of other cells by thin cytoplasmic filaments passing through the pores of the shell Lesson 5. The structure of a plant cell 27 check. Due to this, there is a constant exchange of substances between cells. In young cells, the cytoplasm fills almost the entire volume.

Numerous cell organelles are located in the cytoplasm. Organelles are differentiated sections of the cytoplasm that have a specific structure and function. The cytoplasm, as it were, links the various organelles of the cell together. Remember, in the first lesson, we talked about prokaryotes and eukaryotes.

What group do these plants belong to? (To eukaryotes.)

What is the main difference between eukaryotes? (The cells of these organisms have a nucleus.) The most important organelle of the cell is the nucleus. It is usually large and clearly defined. The nucleus contains one or more nucleoli. Near the nucleus is the cell center. It takes part in cell division.

The entire cytoplasm is permeated with a network of numerous small tubules. They connect various parts of the cell with the plasma membrane, help in transporting various substances within the cell. This is the endoplasmic reticulum.

Other organelles are present in the plant cell, for example, the Golgi apparatus, ribosomes, lysosomes, mitochondria.

In addition, the plant cell contains plastids. There are three types of plastids. They vary in shape, color, size and function. Chloroplasts are green, chromoplasts are red, and leucoplasts are white.

In addition, there are various inclusions in the cell - temporary formations, such as starch or protein grains, as well as drops of fat. These inclusions accumulate as an additional supply of nutrients, which are subsequently used by the body.

In old cells, cavities containing cell sap are clearly visible. These formations are called vacuoles (from the Latin "vacuulus" - empty).

2. Independent work students with textbook

- Using the text of the textbook (textbook by I.N. Ponomareva § 7, textbook by V.V. Pasechnik § 2), fill in the table.

Organelles Description Functions Cytoplasm - Internal semi-liquid medium It unites all the orgama of the cell, in which the cell noids are located, it contains the nucleus, all organelles and includes all metabolic processes 28 Section 2. Cellular structure of plants, plant substances

–  –  –

(Not all textbooks name and characterize all the main organelles of the cell. The amount of material for study is determined by the teacher himself. It is recommended that children be given time to fill out the table on their own (about 10 minutes), and then take notebooks from several students for verification, and at this time 3 -4 people answer orally and must characterize 2-3 organoids.If necessary, the class corrects and supplements them.Thus, when checking the work in the lesson, it can be involved the largest number students in the least amount of time.

After checking the table, the teacher can make his own adjustments, clarify some wording, give additional information. Therefore, it is recommended to warn students in advance that it is necessary to leave space in each cell of the table for entering additional information not indicated in the textbook. In addition, a variant is possible in which the teacher makes a table grid in advance on a computer, multiplies it and distributes it to each student. After filling out the table, students paste or file it into a notebook. This is done to save time in the lesson.) III. Consolidation of knowledge and skills

- Answer the questions.

2. What is an organoid?

3. What plant cell organelles do you know?

4. What organelles do not have an animal cell?

5. What is the difference between the cell wall in animal and plant cells?

6. What is cytoplasm?

7. What is the main function of the kernel?

1. Repeat the material. (Textbook by I.N. Ponomareva § 7; textbook by V.V. Pasechnik § 1, 2.)

2. Draw the structure of the cell (from the textbook), sign the main parts of the cell.

3. Using the material studied earlier, as well as the knowledge gained in the lesson, and the text of the textbook, fill in the table "Comparison of animal and plant cells."

Sign of comparison Animal cell Plant cell 30 Section 2. Cellular structure of plants, plant substances Creative task. Sculpt a plant cell from colored plasticine. It can be made both in volume and on a sheet of cardboard (on a plane).

A task for students interested in biology. Recall literary works in which magnifying devices played an important role. Prepare a report on the history of the invention of the microscope and the history of the discovery of the cell.

Lesson 6

The structure of a plant cell Objectives: to introduce the device of a light microscope, to teach how to use it, to make a temporary preparation; make observations, draw conclusions, record and sketch the results.

Equipment and materials: everything you need for practical work (see the text of the lesson).

Key words and concepts: see the text of the lesson.

Lesson progress I. Introductory speech of the teacher In the previous lesson, you learned that all organisms are made up of cells, that the cell is the basic unit of life. Today you will not only get acquainted with the device of the microscope, learn how to use it, but also make some temporary preparations yourself and examine them.

It is always necessary to carry and rearrange the microscope, supporting it with two hands.

One hand should hold the microscope by the tripod, and the other - the stand.

The microscope must always be in an upright position so that the eyepiece does not fall out.

Put the microscope on the table with the handle of the tripod towards you at a distance of at least 10 cm from the edge of the table. If you put the microscope close to the edge, then you can accidentally hit it and knock it over.

Lesson 6

Never touch the lenses with your fingers, as grease marks from your skin can attract dust and cause scratches on the lens.

Handle coverslips and slides very carefully so that they do not break and you do not cut yourself.

II. Performing practical work Practical work 3. ACQUAINTANCE WITH THE DEVICE

MICROSCOPE AND MASTERING TECHNIQUES

USE OF THEM

Objectives: to introduce the device of a light microscope;

teach them how to use them, how to make a temporary preparation.

Equipment: microscope, soft tissue, glass slide, cover slip, glass of water, pipette, filter paper, dissecting needle, piece of cotton wool, thread, hair or other objects for examination.

Key words and concepts: microscope, tripod, tube, eyepiece, objectives - small and large, revolver head, adjusting screws, object table, clamps, diaphragm, mirror, stand, micropreparation.

Working process

1. Examine the microscope. Consider the drawing of a microscope in a textbook (textbook by I.N. Ponomareva § 6; textbook by V.V. Pasechnik § 1) and find its main parts: a tripod, a tube, an eyepiece, lenses - small and large, a turret, adjusting screws, an object table , clamps, diaphragm, mirror, stand. Familiarize yourself with the functions of each part of the microscope.

2. Find out how many times the object you are considering can be enlarged. To do this, look at the numbers engraved on the eyepiece and objective and multiply them. For example, "7" is engraved on the eyepiece and "20" is engraved on the lens. Accordingly, 20 7 = 140. This means that the object under study will be magnified 140 times. What is the minimum and maximum magnification of your microscope? Fill the table.

Eyepiece Objective Magnification Total Minimum Maximum

3. Wipe the eyepiece lenses, objective and mirror of your microscope with a soft cloth. Use a mirror to direct the light into the opening of the stage. Look through the eyepiece and make sure the visual field is adequately illuminated.

32 Section 2. Cellular structure of plants, plant substances

4. Take the slide and cover slip, wipe them with a soft cloth. Drop a drop of water on a glass slide and put a piece of cotton wool in it (you can also consider a piece of thread or a human hair). Cover the preparation with a cover slip on top so that no air bubbles remain under it. Blot with filter paper. Place the prepared micropreparation on the stage so that the object under study is above the center of the hole. Clamp the glass slide to the glass stage.

5. View the slide at low magnification. What values ​​should the lens and eyepiece have in this case? Use the adjustment screw to find the position of the stage where your slide will be seen most clearly. Be careful as lifting the stage too high can crush the glass.

6. View the slide at maximum magnification.

7. Sketch your slide at minimum and maximum magnification. Do not forget to sign the name of the drug and the size of the increase in the object.

Practical work 4. MANUFACTURING OF A MICRO PREPARATION

PULP OF THE FRUIT OF TOMATO (WATERMELON), STUDYING IT

WITH THE LOOP

Objectives: to consider the general view of a plant cell; learn to depict the considered micropreparation, continue the formation of the skill self-manufacturing micropreparations.

Equipment: magnifying glass, soft cloth, glass slide, cover slip, glass of water, pipette, filter paper, dissecting needle, piece of watermelon or tomato fruit.

Working process

1. Cut a tomato (or watermelon), using a dissecting needle, take a piece of pulp and put it on a glass slide, drop a drop of water with a pipette. Mash the pulp until a homogeneous gruel is obtained. Cover the specimen with a cover slip. Remove excess water with filter paper.

2. Examine the preparation you have made with a magnifying glass. You see a granular structure. This is the cells.

3. Draw in your notebook what you saw. Sign the drawing.

Do not forget to indicate at what magnification you viewed the drug.

4. Conclude that the pulp of the fruit of a tomato (watermelon) consists of cells, indicate the shape of these cells.

Practical work 5. STRUCTURE OF A CELL Lesson 6. Acquaintance with the device of a microscope 33 Objectives: to consider the structure of a plant cell; to teach to depict the examined micropreparation; to continue the formation of skills for independent production of micropreparations and work with a microscope.

Equipment: microscope, soft cloth, glass slide, cover glass, beaker with a weak solution of iodine, pipette, filter paper, dissecting needle, bulb, prepared Elodea (or Tradescantia) leaf preparation.

Working process

1. Drop a drop of a weak iodine solution onto a glass slide with a pipette. Remove a small piece of transparent skin from the lower surface of the onion scales with tweezers and place it on a drop of iodine solution. Straighten the skin with a dissecting needle. Cover the preparation with a cover slip and remove excess moisture.

2. Examine the preparation under a microscope. Find the cell membrane, cytoplasm, nucleus, vacuole with cell sap in the cells.

3. Sketch in a notebook the structure of an onion skin cell and sign its main parts.

4. Examine the finished Elodea (or Tradescantia) leaf preparation under a microscope. Find chloroplasts in the cell. What shape and color do they have?

5. Draw a cell of an elodea leaf and label its main parts.

6. Make a conclusion about the structure of the cells you saw. What organelles did you see in them, and which ones did not, how tightly do the cells fit together?

(It is possible to work when the class is divided into 2 groups, one of which performs laboratory work 4, and the other - work 5, after which the groups change the manufactured preparations and do the work that they have not done yet.

This allows you to save the time of the lesson, which is spent on making the preparation.) III. Consolidation of knowledge and skills

- Answer the questions.

1. What is the light source in a microscope?

2. What is the difference between an image of an object at high magnification and an image at low magnification?

3. What is the minimum and maximum magnification of your microscope?

4. Why should an object viewed under a microscope be thin?

34 Section 2. Cellular structure of plants, plant substances

5. Why should the glass slide and coverslip be held by the edges?

6. Why should a piece of filter paper be used only once?

7. Why should the microscope be placed at a distance of 10 cm from the edge of the table?

8. What is the pulp of a tomato made of?

9. What parts of an onion skin cell can be seen under a microscope?

10. What do chloroplasts look like in an elodea leaf cell?

IV. Summing up the lesson Homework

1. Repeat the material. (Textbook by I.N. Ponomareva § 6; textbook by V.V. Pasechnik § 1, 2.)

2. Finish the design of practical work.

Cell division and growth Objectives: to develop the concept of a cell as a living unit; give an initial idea of ​​the manifestations of the vital activity of the cell; to form ideas about movement, respiration, nutrition, metabolism, growth and reproduction of plant cells.

Equipment and materials: tables: “Structure of a plant cell”, “Cell division”, excerpts from educational videos “Structure and life of a plant cell”, “Cell vital processes”.

Key words and concepts: cytoplasmic movement, reaction to changing environmental conditions, nutrition, respiration, metabolism, selective membrane permeability, cell growth and division, mitosis, chromosomes, meiosis.

Course of the lesson I. Actualization of knowledge

1. Testing practical skills Two students are given the task to adjust the microscope to low magnification. (At this time, the teacher communicates with the class.) After 2-3 minutes, the teacher checks and evaluates the quality of the setting.

You can ask two other students to evaluate the quality of the setting, and then offer to adjust the microscope to a high magnification.

Lesson 7

Cell division and growth 35

2. Checking theoretical knowledge

- Answer the questions.

1. Name the organelles of a plant cell.

2. What are the main differences in the structure of animal and plant cells?

3. What plastids do you know?

4. What is the function of chloroplasts?

5. What is the function of chromoplasts?

6. What is the function of leukoplasts?

7. Due to what properties of the cell membrane is it possible for the exchange of substances between the cell and the environment, the contact of cells with each other?

3. Biological dictation

- Fill in the missing word.

1. ... is a structural and functional unit of all living organisms.

2. All ... are separated from each other by a plasma ... - a dense transparent shell. ... on the outside has a dense shell - ..., consisting of fiber (...).

3. The living content of the cell is represented by ... - a colorless viscous translucent substance.

4. Numerous ... are located in the cytoplasm.

5. The most important organelle of the cell is ....

6. It stores hereditary information, regulates metabolic processes inside the cell.

7. The nucleus contains one or more ....

8. There are three types in a plant cell….

9. ... are green in color, ... are red, and ... are white.

10. In old cells, cavities containing cell sap are clearly visible. These entities are called...

II. Learning new material Teacher's story with elements of conversation In the last lesson, you were convinced in practice that plants are made up of cells by examining some of the organelles of cells.

- Remember what cell organelles you saw.

– Prove that the cell is an independent living system.

- List the signs of a cell characteristic of living organisms.

All the processes characteristic of living organisms take place in the cell. One of the most important and most noticeable manifestations of cell activity is the movement of the cytoplasm.

What is the significance of this movement?

36 Section 2. Cellular structure of plants, plant substances Various chemical processes take place in the cytoplasm.

The movement of the cytoplasm ensures the transport of nutrients to various parts cells. In addition, substances produced by the cell are removed into the vacuole.

(Here it is possible to demonstrate an excerpt from a video film showing the movement of the cytoplasm and the dependence of the speed of movement on various factors.) In addition, the movement of the cytoplasm can be observed under a microscope in Elodea leaf cells. If you follow the cells for some time, you can notice the circular movements of the chloroplasts, directed along the cell membrane, allowing you to see the movement of the colorless cytoplasm. The speed of cytoplasmic movement depends on temperature, illumination, the level of oxygen supply and other conditions. If the temperature rises or the preparation is irradiated with bright light, the speed of movement increases. As the temperature drops, the speed decreases. This is the reaction of living cells to changes in environmental conditions.

Cells feed, that is, they absorb various substances from the environment, and then, as a result of complex chemical reactions these substances are part of the body of the cell itself.

The cell breathes by taking in oxygen and releasing carbon dioxide.

Respiration is a complex chemical process that, as a result of the oxidation of nutrients, gives the cell the energy necessary for vital processes.

The transformation of some substances into others inside the cell, the oxidation of nutrients with the release of energy with the help of oxygen absorbed during respiration, the transformation of these substances into others suitable for further use by the cell, and the removal of unnecessary, “waste” substances are called metabolism. Metabolism is the main manifestation of the vital activity of the cell and the whole organism as a whole. In the process of metabolism, some products are used by the cell, others are temporarily unnecessary and are deposited in the form of reserve nutrients, and third products are excreted into the external environment.

The movement of nutrients in the cell is facilitated by the movement of the cytoplasm. The entry of substances into the cell, the exchange of matter between cells and the removal of unnecessary metabolic products from the cell are possible due to one very important property of the cell membrane - the selective permeability of the membrane.

The selective permeability of the cell membrane can be verified experimentally. To do this, you need a cellophane bag about 5 cm in diameter with starch paste Lesson 7. Cell vitality. Cell division and growth 37 rum and a glass with a weak aqueous solution of iodine. (The material for making the bag can be a packaging film from sausages or flowers. For experiments, you will need cellophane, not polyethylene, since polyethylene does not let water through.) We lower the bag with a colorless starch paste into a glass with an aqueous solution of iodine. After 15–20 minutes, we take the bag out of the glass and see that the contents of the bag have turned purple. There was a reaction of starch with iodine. Under the action of iodine, starch turns purple. At the same time, the contents of the glass remained transparent and its color did not change. In this experiment, we have clearly seen that the cell membrane (in this case, cellophane acts as a membrane) has the ability to pass water and minerals and prevents the release of organic substances (in this case, starch) from the cell.

Cells are able to grow. Cell growth occurs due to membrane stretching, as well as an increase in the vacuole. As the cell grows, small vacuoles merge into one large one. That is why in the old cell the vacuole occupies almost the entire space.

The most important feature of cell activity is the ability to divide. This is how cells multiply. Cell division is a complex process consisting of several stages.

- What do you think, which cell organelle plays the most important role in the process of division? (Student answers.) The nucleus plays an important role in the process of cell division.

– Why does this particular organelle play the most important role? (Because it is in the nucleus that all hereditary information is contained.) The process of cell division is called mitosis (from the Greek "mitos" - a thread). During mitosis, two daughter cells are formed from one mother cell. In this case, all the genetic information of the daughter cells completely coincides with the genetic information of the mother cell, i.e. they are, as it were, a copy of the mother cell.

Mitosis is a complex process consisting of several stages.

1. The cell nucleus increases in size, chromosomes become visible in it. Chromosomes (from the Greek words "chromo" - color and "soma" - body) are special organelles, usually cylindrical in shape. They transmit hereditary traits from cell to cell.

2. Each chromosome is divided longitudinally into two equal halves, which diverge towards opposite ends of the mother cell.

38 Section 2. Cellular structure of plants, plant substances

3. A nuclear membrane forms around the separated chromosomes, each chromosome completes the missing half. The result is two daughter nuclei with the same number of chromosomes as in the mother cell.

4. A partition appears in the cytoplasm, and the cell is divided into two, each of which has its own nucleus.

In different plants, mitosis lasts 1–2 hours. As a result, two identical daughter cells are formed with the same set of chromosomes and the same hereditary information as in the mother cell. Young cells have thin cell membranes, dense cytoplasm and large nuclei. The vacuoles are very small.

Cell division continues throughout the life of the plant. Thanks to the division and growth of cells, the growth of the plant itself also occurs. Multicellular plants have special areas where cell division and growth occur constantly.

Mitosis was discovered and described by the Russian scientist I.D. Chistyakov in 1874 on the example of a plant cell. Animal cells can also reproduce by mitosis.

But there is another way of cell division. It's called meiosis. As a result of meiosis, not two, but four daughter cells are formed, each of which has only half of the genetic information of the mother cell. Due to this process, there are differences between parents and offspring.

III. Consolidation of knowledge and skills

- Answer the questions.

1. Prove that a cell is a living organism.

2. What is the significance of the movement of the cytoplasm in the cell?

3. What is metabolism?

4. Name one of the most important properties of the cell membrane.

5. What is the external difference between young and old cells?

6. What is mitosis?

7. Describe sequentially all stages of mitosis.

8. What is meiosis?

9. What is its meaning?

IV. Summing up the lesson Homework

2. Draw a diagram of mitosis in a notebook, be able to explain its phases.

Lesson 8. Plant tissues 39 Creative task.

To mold from plasticine on a sheet of cardboard a diagram of the main phases of mitosis.

A task for students interested in biology. Prepare a report on the history of the study of cell division. Which scholars have made the greatest contribution to the study of this topic?

Lesson 8 to form ideas about plant tissues and their diversity, about the structure and functions of plant tissues.

Equipment and materials: table “Plant tissues”, relief tables: “Cellular structure of the root”, “Cellular structure of the leaf”, multi-colored cards with definitions for the game “Weak Link”.

Key words and concepts: tissue, educational, integumentary (skin, cork, crust), basic (photosynthetic, storage, air-bearing), mechanical (supporting), conductive and excretory tissues.

Course of the lesson I. Actualization of knowledge

- Define the following terms.

Cell division, mitosis, meiosis, chromosomes, metabolism, selective permeability of the cell membrane.

- Fill in the missing word.

1. The process of cell division, as a result of which two daughter cells are formed from one mother cell and in which all the genetic information of the daughter cells completely coincides with the genetic information of the mother cell, is called ....

2. ... a complex process consisting of several stages.

3. ... the cells increase in size, it becomes noticeable ... special organelles that transmit hereditary characteristics from cell to cell.

4. Each ... is divided longitudinally into two equal halves, which diverge towards opposite ends of the mother ....

5. A nuclear shell is formed around the separated ..., each ... completes the missing half.

6. A partition appears in ..., and ... is divided into two daughter cells, with the same number of ... as in the mother cell.

40 Section 2. Cellular structure of plants, substances of plants II. Learning new material Teacher's story with elements of conversation In previous lessons, we talked about the cell, its structure, and the functions of various cell organelles. Of course, you remember that each cell organoid has its own functions.

What is the function of the cell nucleus? cell membrane? chloroplasts?

What is a plant organ?

Each of the plant organs has its own functions.

What are the functions of the root? plant stem? leaf?

Differentiation of various parts of a plant into organs appeared due to the need to adapt plants to a terrestrial way of life. (In lower plants living in the aquatic environment, there was no such need.) All organs consist of cells of various structures. Cells are not placed randomly, but are assembled into separate complexes (groups) that perform certain functions. Just as the cell membrane protects the cell from the effects of the external environment, so a thin film on the surface of a leaf or stem performs a protective function. Such homogeneous groups of cells that perform certain tasks are called tissues. Write down the definition in a notebook: a tissue is a group of cells that are similar in structure, origin and perform certain functions.

(Students write down the definition.) The science that studies tissues is called histology. Its founders were the Italian scientist M. Malpighi and the English scientist N. Grew. It was the last one in 1671.

suggested this term.

There are five main types of tissues: educational, integumentary, basic, mechanical and conductive. Based on the names, it is easy to guess what functions this or that tissue performs.

– What do you think is the function of the educational fabric?

(Student answers.) Due to the educational tissue, growth and the formation of new plant organs occur. Since a plant, unlike animals, grows throughout its life, educational tissues are located in various places in the plant.

What are the functions of the integumentary tissue? (Student answers.) The main purpose of the integumentary tissue is to protect the plant from drying out and other adverse environmental influences.

Lesson 8

– For example, what are the main functions of a green leaf? (Photosynthesis.) The main tissue of the leaf will be photosynthetic.

- And what are the main functions of the roots of carrots, beets, potato tubers? (Stock of nutrients.) The main tissue of these organs will be storage.

Mechanical tissue cells act as the plant's skeleton. They make up the skeleton that supports all the organs of the plant.

What are the functions of conductive tissue? (Student answers.) Thanks to this tissue, various substances are transported (conducted) inside the plant, for example, water and minerals absorbed by the root to the aerial parts of the plant, as well as organic substances formed in the leaves to other plant organs.

III. Consolidation of knowledge and skills

1. Independent work of students with a textbook

- Using the text of the textbook (textbook by I.N. Ponomareva § 9, textbook by V.V. Pasechnik § 4) and the material studied in the lesson, fill in the table yourself.

Tissue Structure Functions Arrangement Cells young, non-dividing, apex of the call - large in size, plant growth, root, stem - with thin shells, formation of new ones (growing cone and large nuclei, organs), cambium tightly adjoining to each other, capable of constant division Performs protective functions Integumentary:

Ko- Consists of a single layer Reduction of waste- Stems and liss of tightly adjoining rhenium and regulation of young cells of gas exchange of plants, fruits, seeds, parts of a flower Probe- Several rows of plots trees to a friend of dead cells, temperature, and bushes of air-filled pathogenic bacteria 42 Section 2. Cellular structure of plants, plant substances

–  –  –

(The table is drawn in advance on the board or distributed in printed form. The teacher fills out only the first column so that students do not forget any of the fabrics. About 10 minutes are allotted to fill out the table.) Fabrics not only perform their functions, but also closely interact with each other. another, ensuring the life and development of the plant.

2. Frontal survey

- Answer the questions.

1. What is fabric?

2. What kinds of fabrics do you know?

3. Which scientist introduced this term?

4. What are the main functions of mechanical tissue?

5. How does a person use the features of the excretory tissue of a plant?

3. The game "Weak link"

The teacher prepares cards with fabric definitions in advance.

The red card describes the structure of the tissue, the yellow card describes the location and the green card describes the function of the tissue.

Such a kit is prepared for each type of fabric. The cards are shuffled and arranged in three piles by color.

The class is divided into three teams (for example, in rows). A representative from each of the teams in turn takes one card of any color and tries to determine which fabric is in question. If he succeeds, the team gets one point for answering the green card, two points for answering the yellow card, and three points for answering the red card. The task is read aloud, the answer is given by the student independently. Each time the team nominates a new player. The task of the team is to have the right strategy for distributing questions. If a player cannot answer a question, it is answered by the team whose players raised their hand first. Those who score the most points win.

The game can be made more difficult by introducing the fourth category of cards (for example, blue ones), on which there will be not a description, but an image. The answers to the questions of these cards are worth four points.

Thus, in a playful way, it is possible to assess the knowledge of each of the students, and the number of question cards makes it possible for everyone to speak.

IV. Summing up the lesson Homework Read the paragraph, know the basic concepts, be able to distinguish different types of fabrics by features and by image. (Textbook by IN Ponomareva § 9; textbook by VV Pasechnik § 4.) Creative task. Think about the areas in which a person uses substances released by plants. Which plant tissues are used by humans?

A task for students interested in biology. Recall the structure of the onion skin and the pulp of the tomato fruit (practical work 3–5). What tissues form these plant structures?

Lesson 9

Give an overview of organic and inorganic substances.

Equipment: table D.I. Mendeleev, half a potato, a pipette, an iodine solution, an electronic scale, a spirit lamp, cabbage (lettuce) leaves, oil seeds, a sheet of white paper, cards with biological terms and a chess clock for the game "Explain" or "Understand me".

Key words and concepts: chemical composition, chemical element, substance, organic and inorganic (mineral) substances, mineral salts, proteins, fats, carbohydrates, nucleic acids, fiber (cellulose), starch, sugar.

–  –  –

5. The founders of the doctrine of fabrics were the Italian M. Malpighi and the Englishman N. Grew.

6. Each of the tissues functions independently and does not interact with other tissues.

7. Photosynthetic tissue is located mainly in the roots of plants.

8. Conductive tissue is represented mainly by vessels consisting of dead cells and living sieve cells.

9. Cork protects the plant from moisture loss, temperature changes, pathogenic bacteria.

10. The peel consists of a single layer of cells tightly adjacent to each other.

11. The crust consists of a single layer of living cells with large intercellular spaces.

12. Air tissue is located mainly in the leaves of green plants.

13. Tissues can consist of both living and dead cells.

14. The main tissue of a green leaf is photosynthetic.

15. Air tissue is located in the underwater organs of aquatic and marsh plants, in aerial roots.

- Answer the questions.

1. What is the name of the science that studies tissues?

2. What is the fabric? Give a definition.

3. What is the importance of cell specialization for a multicellular organism?

4. What types of tissues are found in plants?

5. Give examples of tissues consisting of living cells.

6. Give examples of tissues consisting of dead cells.

7. In what parts of the plant is the educational tissue located?

8. What tissue provides support for the plant?

II. Learning new material Teacher's story with elements of conversation We have repeatedly said that all living organisms are made up of cells. In addition, the structure of cells in all organisms is similar.

What organelles make up the majority of living cells?

- And what organelles can only be part of plant cells?

In addition to the similarity in structure, all cells also have a similar chemical composition. Probably, you have repeatedly heard that a person is 70% water. In plant cells, water also averages about 50–80%.

46 Section 2. Cellular structure of plants, plant substances Substances that make up a cell are very diverse.

Of the 109 chemical elements found in nature, living cells contain more than 70. But most of the chemical elements are in the cell (as in nature in general) not in the form of individual atoms (for example, oxygen, hydrogen, carbon), but in the form of substances - compounds of several atoms. You are most likely familiar chemical formula water. Quite right, H2O, this is the formula of water - the most common substance of a living cell.

All substances of the cell can be divided into organic and inorganic (mineral).

- Remember from the natural history course which substances are inorganic. (Inorganic substances are water and mineral salts.) Water is necessary for the normal course of metabolic reactions in a cell and can be up to 60–90% of its total mass.

In order to measure the amount of water in a plant, we will carry out the following experiment. Take fresh cabbage (or lettuce) leaves, weigh them on an electronic scale, then dry them, and then weigh them again. If you calculate the difference and express it as a percentage, it turns out that cabbage leaves contain almost 90% water. Having done the same experiment with lilac or birch branches, we are convinced that they contain about 40-50% water.

Mineral salts make up only about 1% of the cell mass, but their importance is very high. They are necessary for normal metabolism between the cell and the environment, they are part of the intercellular substance. Most often, compounds of nitrogen, phosphorus, sodium, potassium, calcium and other elements are found in plant cells. Some plants are able to actively accumulate various minerals. For example, seaweed contains a lot of iodine, so people who lack this element are advised to eat seaweed. For some plants, it is possible to predict the content of chemical elements in the soil. Such plants are called indicator plants. For example, buttercups grow in places where the soil is rich in lithium, and, accordingly, accumulate this element in their cells.

What substances are called organic? (Student answers.) Organic substances - compounds of carbon with others chemical elements(most often with hydrogen, oxygen, nitrogen, etc.).

Where do you think the name "organic" came from? (Student answers.) Lesson 9. The chemical composition of the cell 47 Organic substances are contained or produced by living organisms. Organic substances include glucose, sucrose, starch, rubber, cellulose, acetic acid, etc.

In total, there are about 10 million such substances.

- What do you think, what substances in the cell are more - organic or mineral? (Students express their assumptions.) Let's do an experiment: take dried cabbage leaves, weigh it, and then set it on fire. After combustion, ash remains - these are mineral substances that were contained in the cells of cabbage leaves. Only organic matter burns. If they are weighed, it turns out that mineral substances make up no more than 15% of the cell's dry matter mass. When firewood is burned in a stove or in a fire, the mass of ash that remains after burning it is much less than the mass of the firewood itself. This once again confirms that there are much more organic substances in plant cells than inorganic ones.

The most common organic substances are proteins, fats and carbohydrates, as well as nucleic acids.

Proteins can make up to 50% of the dry mass of a cell.

- What associations do you have with the word "protein"? (Student answers.) Proteins are very complex compounds that are involved in the formation of the nucleus, cytoplasm of the cell, and its organelles. Proteins are found in all organs of the plant, but seeds contain most of them. For example, the seeds of some legumes contain almost as much protein as meat, and sometimes even more.

The thing is that proteins are stored in the seeds in reserve, as food for the future young plant. Vegetable proteins are very important for a complete human nutrition, especially for a young developing organism, as well as for people who for some reason do not eat meat.

Fats in plant cells serve as a reserve source of energy, and are also part of cell membranes, nuclear membranes. You all know about the importance of fats for animals. For example, a camel is able to accumulate fat in its humps, and then not eat or drink for a long time, spending these reserves.

What do we mean by the phrase " vegetable oil"? Most often we mean sunflower oil.

What other plants are used to obtain oil? (From flax, olive, soybeans, cotton, peanuts, etc.) Remember the tale of Ali Baba and the Forty Thieves: Ali Baba's brother Kasim, locked in the Sim-Sim cave, lists oilseeds. There are many such plants.

48 Section 2. Cellular structure of plants, plant substances

What parts of plants store fats? (Most of the fat accumulates in the seeds.)

- Remember, from which parts of the sunflower oil is squeezed out. (From seeds.)

- Why do you think fats are found in plant seeds? (Student answers.) For the same reason as proteins: to provide energy to a young plant.

Let's do an experiment: take a sunflower seed, peel it and press it firmly against a sheet of white paper. At this point, it forms greasy spot therefore, sunflower seeds are rich in fats.

Carbohydrates also play an important role in the structure of the plant. In plants, carbohydrates are most often found in the form of starch, sugar, and fiber. The main role of carbohydrates is energy, but they also perform a building function: cellulose in the cell wall is nothing but carbohydrates. Starch in large quantities found in potato tubers. In old potatoes, it can be up to 80%. A lot of it and in flour. It can also be deposited in the roots, trunks of trees, in the fruits of some plants, such as bananas.

Let's conduct an experiment: take half a potato and drop a drop of iodine on it. The potato will turn blue - this is the reaction of starch to iodine. When in contact with iodine, starch turns blue, therefore, the potato tuber contains starch.

Sugar in various parts of the plant, we will find without chemical reactions - to taste. Sugar can be found in the roots of plants - for example, the roots of carrots and beets are sweet. But most often we find sugar in various fruits: watermelon, melon, apples, pears, grapes, etc.

Where does the sugar we put in tea come from? (Student answers.) It is obtained from sugar beet or sugar cane.

These plants are rich in sugars.

Cellulose, or cellulose, gives strength and elasticity to various parts of plants.

What part of a plant cell contains cellulose. (Student answers.) Indeed, cellulose is contained in the walls of plant cells.

- Remember if there is fiber in animal cells. (Student answers.) Fiber is present only in plant cells. This is one of the differences between plant cells and animal cells. We use lulose in the construction of wood, in the manufacture of paper, fabrics from cotton and linen.

Nucleic acids (from the Latin "nucleus" - the nucleus) are located in the nucleus of the cell, are part of the chromosomes, are responsible for the transmission of hereditary traits from parents to offspring, as well as for the storage of hereditary information. In addition, they are involved in the biosynthesis (production) of protein.

We talked about the fact that plants are mainly composed of organic matter and water. Organic substances are very important for the plant, but without inorganic substances the plant could not exist.

III. Consolidation of knowledge and skills

1. Frontal survey

- Answer the questions.

1. What is a substance?

2. Why do plant cells need water?

3. Why do plants need organic matter?

4. Why do plant cells need inorganic substances?

5. What parts of plants most often contain large amounts of sugars?

6. Why do plants need fiber (cellulose)?

7. What parts of the cell contain cellulose?

8. What parts of plants contain a large amount of fat?

9. Why do plants store proteins and fats in seeds?

10. Seeds of which plants are the richest in proteins?

2. The game "Explainers", or "Understand me"

The game can be conducted both on individual topics and on the entire studied material (at the discretion of the teacher). The teacher prepares cards in advance with biological terms on the chosen topic. You will also need a chess clock to play.

The class is divided into two teams. A lot is drawn to see which team starts the game first. On a chess clock on both dials, equal time is set (for example, 5 minutes).

A player from one of the teams comes up to the table and takes a card. At this moment, the teacher presses the clock button. From this moment on, for the team that started the game, the countdown begins.

The task of the player is to explain to the players of his team as quickly and intelligibly as possible biological term which is indicated on the card. The word itself or cognates cannot be pronounced.

50 Section 3. Seed The task of the team is to understand what the term is as quickly as possible and say it out loud. As soon as the team has spoken the word written on the card, the teacher presses the clock button and gives a signal to the opposing team. From this moment begins the countdown for the second team.

The teams take turns showing the words on the cards. Each time the word shows a new player. The losers are those whose flag on the chess clock falls earlier, i.e., the time scheduled for the game expires faster. It must be remembered that the real time of the game is twice as long as that set on the clock at the beginning of the game, since the time on the two dials is counted alternately.

Instead of a chess clock, you can use two stopwatches, stopping them alternately (but the stopwatches will be poorly visible to students, so the chess clock is more visual).

In this case, the game stops when the time on the stopwatch of one of the teams exceeds the predetermined time - 5 minutes.

IV. Summing up the lesson Homework

1. Read the paragraph, know the basic concepts, answer the questions at the end of the paragraph. (Due to the fact that this topic is not covered in the textbook by I.N. Ponomareva, instead of reading a paragraph, students can be offered work with additional literature; textbook by V.V. Pasechnik § 32.)

2. Find on labels from various foods plant origin information about the content of proteins, fats, carbohydrates. Find out which foods are richest in these substances.

Creative task. Prepare a report on human use of various oilseeds.

A task for students interested in biology. Think and list in which branches of his activity a person uses various substances of plant cells.

–  –  –

Equipment and materials: tables: “Structure and germination of bean seeds”, “Structure and germination of wheat seeds”, herbariums of beans and wheat, a collection of seeds of monocotyledonous and dicotyledonous plants, a model of wheat grain; dry and soaked bean seeds (one for each student or per desk), dry and soaked wheat grains, a permanent preparation "Longitudinal section of a grain of wheat" (one for each student or per desk), magnifiers, tweezers, dissecting needles, scalpels ( one for each student or per desk).

Key words and concepts: seed, monocotyledonous plants, dicotyledonous plants, embryo, scutellum, endosperm, cotyledon, seed coat, hilum, germinal root, germinal stalk, bud, ovule.

Course of the lesson I. Actualization of knowledge

- Answer the questions.

1. What substances are classified as inorganic?

2. What substances are classified as organic?

3. What is the function of water in cells?

4. Describe an experiment that reveals the amount of water in plant cells.

5. What substances (organic or inorganic) are contained in the dry matter of plant cells more?

6. Describe an experience that proves this.

7. What parts of plants contain a large amount of protein and fat?

8. Why do plants store proteins and fats in seeds?

9. Seeds of which plants are the richest in proteins?

- Define terms.

matter, organic matter, inorganic matter, proteins, fats, carbohydrates, nucleic acids.

II. Learning new material

1. Conversation In this lesson we will begin the study of a new section.

In the near future we will talk about the organs of flowering plants.

Remember what an organ is.

What organs of flowering plants do you know?

What organs are vegetative?

What organs are generative?

52 Section 3. The Seed In this lesson we begin to study the seed.

Remember what the main function of seeds is.

What plants have seeds?

What higher plants do not have seeds?

- How do they reproduce?

Let's start by defining a seed.

A seed is an organ designed for the reproduction and distribution of seed plants. In fact, this is the embryo of the future plant. If the conditions for growth are unfavorable, this embryo can remain dormant for a long time, i.e., it will not germinate. We use this property when we store the seeds of any plants for several years. But when we put the seeds in the ground, they get into favorable conditions for development and germinate.

But plant seeds are so different! Remember what the seeds of peas and beans look like.

– What size are they?

What seeds are smaller?

- What about very small seeds?

– Remember the well-established expression about poppy seeds when we talk about not eating anything today. (There was no poppy dew in the mouth.) The seeds of some plants, such as the lady's slipper orchid, can weigh only millionths of a gram.

- Do you have any idea what that number is? Who can write it on the board?

And some can weigh up to two kilograms, such as Seychellois palm seeds. And seeds can also be a weight standard, for example, jewelry.

- What units of measurement are we talking about? (About carats.) And what different shapes seeds can be!

(The teacher accompanies his story with a demonstration of seeds from the collections).

- Remember the shape of the seeds of apples, pears.

What plant seeds are similar in shape?

- And what is the shape of the ball? (Peas, cherries.)

- Some seeds have special hooks, like string and burdock. What do they need them for? (To attach to animals and thus move to new habitats.) Some plants have downy outgrowths on their seeds.

What plants have hairy seeds? (At dandelion, cotton.) Lesson 10. The structure of seeds 53

- Why do the seeds of these plants need such specific adaptations? (The seeds of these plants are dispersed by the wind.) The seeds of some plants have special wings, such as the seeds of maple and ash.

Why do seeds need them? (For spreading by wind.) Consider a bean seed. It is most suitable for our purposes because of its size, and also because it is familiar to everyone.

2. Implementation of practical work Practical work 6. EXTERNAL STRUCTURE

BEANS SEEDS

Objectives: to consider the external structure of the bean seed; find basic elements external structure bean seed; continue the formation of the skill of performing a biological drawing.

Equipment: dry and soaked bean seeds with different colors (one for each student or per desk), magnifying glass, dissecting needle, tweezers (one for each student or desk).

Working process

1. Examine the seeds with the naked eye and with a magnifying glass. Locate the scar - the place where the seed was attached to the wall of the fetus. Nearby, find the seminal inlet - the hole through which water and air enter the seed (the seminal inlet is best viewed through a magnifying glass). Locate the contours of the germinal root showing through the seed coat.

2. Sketch the external structure of the seed from the side of the hilum and label its main parts.

3. What color are the bean seeds on your table? What part of the seed is colored? Do you think the color of the bean seed coat has any biological significance?

4. Try to remove the seed coat from the unsoaked bean seed. Did you succeed? Now take the soaked bean seeds. How does the seed coat of wetted seeds differ from the peel of dry ones? Try removing the seed coat from a soaked bean seed. How easy did you make it?

5. Make a conclusion about the functions of the seed coat. What features of the seed coat did you find and what is the significance of these features?

(The teacher makes a conclusion.) 54 Section 3. Seed Despite the external differences, the seeds of all plants have a similarity in internal structure, which is explained by the functions of the seeds. Inside the seed, under the skin, is the embryo of a new plant. In some plants, the embryo is large and can be easily seen by removing the seed coat, for example, in beans, peas, melons, and apples. If we remove the seed coat from the seeds of these plants, we will see that the seed has split into two halves. These are two cotyledons - the future first leaves of a new plant. Plants whose seeds have two cotyledons are called dicots.

Now consider the internal structure of the bean seed.

Practical work 7. STRUCTURE OF SEEDS

Dicotyledons

Objectives: to show the structural features of the seeds of dicotyledonous plants; continue the formation of the skill of performing a biological drawing.

Equipment: soaked bean seeds (one per student or per desk), magnifiers, tweezers, dissecting needles, scalpels (one per student or per desk).

Working process

1. Take the soaked bean seed. Carefully remove the seed coat. You see an embryo consisting of two cotyledons - the first germinal leaves. How many cotyledons do you see? The cotyledons of the bean seed are so massive because they contain a supply of nutrients for the future plant. Locate the germinal root and germinal stalk. Examine them with a magnifying glass.

2. Carefully spread the cotyledons apart. Locate the bud, which is located at the top of the germinal stalk. Find the rudimentary leaves on the bud.

3. Sketch the embryo and label its parts.

4. Conclude that the embryo has the same vegetative organs as mature plant, as well as the belonging of beans to dicotyledonous plants, prove it.

(The teacher concludes.) But not all dicot plants have the same structure. For example, pepper or tomato seeds have a special storage tissue - endosperm (from the Greek words "endo" - inside and "sperm" - seed). It occupies most of the seed and surrounds thin cotyledons. In the seeds of pepper, tomato, eggplant, linden, carrot, violet, poppy, lilac, the endosperm occupies most of the seed, which is why the cotyledons of these plants are so large. Sunflower, pumpkin, melon, oak, peas, beans have reserve substances for Lesson 10. The structure of seeds 55 walk right in the cotyledons, and the endosperm is practically absent.

Their cotyledons are large, fleshy, and therefore clearly visible.

We met with plants whose seeds contain two cotyledons, but there are also those whose seeds have one cotyledon.

Such plants are called monocots. Monocot plants include: rye, wheat, corn, onion, iris, lily of the valley, chastukha.

Consider the structure of the seed of a monocot plant using the example of a wheat seed.

Practical work 8. STRUCTURE OF SEEDS

MONOcotyledons

Objectives: to show the structural features of seeds monocot plants; compare the structure of seeds of monocots and dicots; continue the formation of the skill of performing a biological drawing.

Equipment: dry and soaked wheat grains (one for each student or per desk), permanent preparation "Longitudinal section of a grain of wheat", dry and soaked bean seeds (one for each student or desk), magnifiers, tweezers, dissecting needles, scalpels (one for each student or per desk).

Working process

1. Study and draw the external structure of a grain of wheat. What common features in the external structure of the wheat grain and the external structure of the bean seed have you found?

2. Try to uncover a wheat seed. Did you get it? Why?

3. Carefully cut the soaked caryopsis with a scalpel (you can distribute already cut seeds to avoid the risk associated with working with sharp objects). Consider the internal structure of a grain of wheat.

4. Using a magnifying glass, examine the preparation "Longitudinal section of a grain of wheat." Find the endosperm on the preparation and on the cut grain (it occupies most of the seed); identify the embryo, consider the germinal root, germinal stalk, kidney and cotyledon (scutellum). Sketch the internal structure of a grain of wheat and label its main parts.

5. Make a conclusion about the similarities and differences in the external and internal structure of dicotyledonous and monocotyledonous plants using the example of a bean seed and a grain of wheat.

III. Consolidation of knowledge and skills

- Answer the questions.

1. What is a seed?

56 Section 3. Seed

2. What organs does a seed belong to - vegetative or generative?

3. What adaptations do seeds have for distribution?

4. The seeds of which plants are dispersed by the wind?

5. What devices do they have for this?

6. What adaptations might seeds have for animal dispersal?

7. Why do bean seeds need a dense seed coat?

8. Which plants are called monocots and which are dicots? Give examples of these plants.

9. What common structural features can be distinguished in monocotyledonous and dicotyledonous plants?

10. What is an endosperm?

11. In the seeds of which plants is it present, and in which is it absent? Give examples.

12. Why is the cotyledon of wheat called a shield?

- Fill in the missing word.

1. Seed ... plant organ.

2. ... serves for the reproduction and distribution of plants.

3. The hole through which water and air enter the seed is called ....

4. The trace from the place of attachment of the seed to the wall of the fetus is called ....

5. The root of the future plant develops from ..., and the stem from ....

6. At the top of the germinal stalk you can see ....

7. Sometimes you can see rudimentary ….

8. The kidney is represented by ... tissue.

9. In the seeds of some plants there is a special educational tissue ....

IV. Summing up the lesson Homework

2. Using the material studied in the lesson and additional information from various sources, complete the table.

What parts Seed type Examples does a seed consist of Dicotyledons with endosperm Dicotyledons without endosperm Monocots Lesson 11. Conditions for seed germination 57 Creative task. Recall in which fairy tales there is a mention of seeds. Are these seeds monocots or dicots?

Assignments for students interested in biology.

1. Prepare a short report on the various ways of distributing seeds, give examples, draw the most interesting seeds.

2. Prepare reports on the topics: “Seed germination after exposure low temperatures”, “Seed germination after exposure to high temperatures (fires)”, “Seed germination after passing through digestive system animals and birds."

Lesson 11 soil properties; show the practical significance of knowledge about the conditions of seed germination.

Equipment and materials: seed collections, dry and germinated seeds, plant sprouts, results of experiments indicating the need for water, air, and a certain temperature for seed germination; tables depicting experiments that reveal the significance of various conditions for seed germination.

Key words and concepts: conditions for seed germination, need for water, oxygen, a certain temperature; rest period, seed germination, seedling; cold-resistant and heat-loving plants; seeding depth, aboveground seed germination, underground seed germination.

–  –  –

6. Seminal entrance - a small hole in the seed coat through which gas exchange occurs.

7. Endosperm is a special storage tissue of a plant.

8. Endosperm is present in the seeds of all plants.

9. Seeds of dicot plants do not have endosperm.

10. Beans are dicot plants.

11. Most of the wheat grain seed is occupied by the germ.

12. The cotyledons of the bean seed are the first germinal leaves of the future plant.

II. Learning new material

1. Teacher's story with elements of conversation

Remember what the main function of seeds is. (Distribution and reproduction of plants.)

What are the main methods of seed dispersal? (Student answers.)

- Who found information about the original ways of distributing plants? (Students answer, give examples.) A seed is, first of all, the embryo of a future plant. In order to give life to a new plant, the seed must germinate, and the resulting young sprout is called a sprout.

What needs to be done in order for the seed to germinate? (This requires placing the seeds in a humid environment.)

- Remember how dry seeds differ from each other and those that have lain in a humid environment for some time. (Seeds swell in a humid environment.)

How does moisture get inside seeds? (Thanks to a special hole - the seed entrance.) But any seeds swell - both living and non-living. Remember, for example, how buckwheat or rice swells when you cook them. Before cooking, it is recommended to soak peas, beans or lentils. But most of these seeds will never germinate, even if you plant them in soil, because in order for a seed to germinate, the germ inside the seed must be alive. The embryo can die from overheating, hypothermia, mechanical processing, insect activity, as well as from long-term storage.

The ability of seeds to germinate is called germination.

Seeds with a dead embryo lose their germination. Seed germination can be calculated. To do this, take 100 pea seeds, place them in conditions favorable for germination. After 3-4 days, we will see how many seeds have sprouted, we will write down the result.

After 10 days, let's look at our seeds again, calculate the number of germinated seeds and express this number as a percentage Lesson 11. Conditions for seed germination 59 of the total number of seeds. The resulting percentage will be an indicator of seed germination. Try this experience at home. (The teacher can prepare this experiment in advance, 8-10 days in advance, and demonstrate its results and give an explanation at the lesson.) Before germination, the embryo in the seed is at rest.

In this state, the seeds can be from several days to several years. Germs in lemon seeds remain viable for 9 months after ripening, coffee - 1.5 years, pumpkin and cucumber - 10 years, some weeds– 50–80 years old.

There are cases when the seeds germinated even after hundreds of years, having lain in conditions that did not lead to the death of the embryo. Lotus seeds found in peat bogs sprouted after two thousand years!

And the seeds of the arctic lupine leguminous plant found in the permafrost in Alaska sprouted after 10,000 years! During the dormant period, the embryo is protected from adverse effects.

- What protects the fetus during this period? (Student answers.) Seed dormancy is a device that prevents them from germinating during unfavorable seasons of the year.

What conditions are necessary for seed germination? (Students make guesses.) Seeds need water, air, and a certain temperature to germinate.

2. Independent work of students with a textbook

- Using the text of the textbook (textbook by I.N. Ponomareva § 11; textbook by V.V. Pasechnik § 38), list the conditions necessary for seed germination, and explain the meaning of each. Describe experiences that prove the need for them.

(If possible, experiments are best done in class.

If the experiment is designed for several days, then during the lesson it is better to demonstrate its results, and explain the conditions orally.)

EXPERIENCE PROVING THE NEED FOR WATER

AND AIR FOR SEEDS GERMINATION

Equipment: three wide test tubes (or other convenient containers), pea or bean seeds (you can take wheat or corn grains), water.

Experience progress

1. Put pea or bean seeds into three wide test tubes.

60 Section 3. Seed

2. Leave the seeds in one of the test tubes dry (there is air, but no moisture), pour a little water into another test tube so that it partially covers the seeds (there is air and moisture), fill the third with water to the brim (there is enough moisture, but no air).

3. Cover the test tubes with glass and put in a warm place.

4. After 5–6 days, we will evaluate the result.

Outcome. Seeds in a dry test tube did not germinate (remained unchanged); in a test tube filled to the top with water, they swelled, but did not germinate; partially flooded with water swelled and sprouted.

Conclusion. Seeds need water and air to germinate.

Water is needed because the embryo can only consume dissolved nutrients. Due to the water that has penetrated into the seed, the nutrients in the endosperm and cotyledons become soluble and become available to the embryo.

– Taste dry and sprouted grains of wheat.

What difference did you notice?

A dry grain will turn out to be starchy, and a germinated grain will be sweet. It is under the action of water that the insoluble nutrients of the seed (starch) have passed into the soluble (sugar). Sugar dissolves well in water and can penetrate all growing parts. Accordingly, the seeds germinate better in moist soil. But when the ground is too wet, the water fills all the pores and pushes out the air, so the seeds will rot because they won't be able to breathe.

EXPERIENCE PROVING THAT SEEDS GERMINATION

ACTIVELY CONSUMP OXYGEN (BREATHE)

Equipment: two glass jars with lids, sprouted pea seeds (or beans, wheat grains, oats).

Experience progress

1. Take two glass jars. We put germinated seeds in one of them, leave the other empty.

2. Close both jars tightly with lids and put in a dark, warm place.

3. In a day, we will evaluate the result.

Outcome. First we open an empty jar and put a lit candle there - the candle continues to burn. Let's open a jar with germinated seeds and put a burning candle there - the candle is extinguished.

Conclusion. In an empty jar, the composition of the air has not changed much, it contains enough oxygen necessary for the combustion process. In a jar of germinated seeds, the candle does not burn, since the germinating seeds have used up the entirety of the oxygen in the air for breathing, releasing carbon dioxide in the process.

(It is necessary to remind that oxygen supports combustion, but carbon dioxide does not, and also to draw students' attention to the fact that not only germinating, but also any living seeds breathe, they just have less pronounced breathing at rest.) But apart from water and air , germinating seeds need a certain temperature, and for different plants she owns.

For example, wheat and rye can germinate at +1…+3 °C, so these plants are sown in early spring after the snow melts, while carrots and corn germinate at +7…+9 °C. Plants whose seeds germinate at low temperatures are called cold-resistant. For most plants middle lane the optimum temperature for germination is +10…+15 °C. But there are also those that germinate at a temperature not lower than + 20 ... + 25 ° C. Plants that require higher temperatures for germination are called thermophilic.

EXPERIENCE THAT PROVES THE NEED

SPECIFIED TEMPERATURE

FOR SEED GERMINATION

Equipment: two test tubes or Petri dishes, pea seeds or other large seeds, refrigerator.

Experience progress

1. Put pea seeds in two test tubes and pour a small amount of water (so that it slightly covers the seeds, but leaves air access).

2. Put one test tube in a dark, warm (+18…+20 °C) place, and the other in a refrigerator.

3. After 5–6 days, we will evaluate the result.

Outcome. Seeds that were warm germinated, but those that were in the refrigerator did not.

Conclusion. Seeds need a certain temperature to germinate.

Seeds of some plants require special conditions for germination.

(Here you can connect students to the work. For this, in the previous lesson, several students (optional) are given the task of preparing a report on the special conditions for seed germination. In the lesson, they present the information that they managed to find within 2–3 minutes. After that, the teacher supplements students' story.) 62 Section 3. Seed The germs of the seeds of many plants of the middle belt, for example, some varieties of barley and wheat, can germinate only after exposure to low temperatures.

- What do you think is the reason for such a property of seeds?

(Student answers.) This feature protects temperate plants from sprouting in autumn, otherwise it could die in winter.

But such plants as blueberries, lingonberries, strawberries, mountain ash require passage through the digestive system of birds or animals, where, under the action of gastric juice, the seed peel becomes thinner and is able to pass moisture into the seed.

- Why do you think plants need such a complex adaptation? (Student answers.) This is a seed dispersal device.

- What should be the fruits of plants whose seeds are distributed in this way? (Student answers.) Of course, they must be palatable to animals. But there is more interesting fixtures for seed germination under certain conditions. For example, in North America, there are entire communities of plants that germinate only after exposure to high temperatures.

In these areas, fires quite often occur, as a result of which the seed coat disintegrates. During a fire, living space is also freed up, which can be occupied by young plants.

Knowing exactly what is needed for the germination of certain plants, a person creates everything the necessary conditions for the successful development of seeds and, accordingly, to obtain a larger yield.

How deep should the seeds be planted in the soil?

(Student answers.) If they are placed shallowly, they will dry out, and if they are buried too deeply, then they (especially small ones) will not have enough strength to break through thick layer soil. In general, the following rule can be deduced: larger seeds must be placed at a greater depth, and small ones - shallow, so that they have the strength to push the lumps of earth and release a young shoot to the surface.

Small seeds, such as onions, carrots, poppy seeds, lettuce, celery, should be sown to a depth of 1–2 cm; larger ones - cucumbers, radishes, tomatoes, beets - are planted to a depth of 2–4 cm; large ones - seeds of peas, beans, beans, pumpkins - must be placed at a depth of 4-5 cm, otherwise they will not have enough moisture.

Lesson 11

EXPERIENCE SHOWING THE POWER OF SWELLING SEEDS,

I.E., THE FORCE WITH WHICH THEY PART THE PARTICLES

SOILS AT GERMINATION

Equipment: pea or bean seeds, glass jar, a plastic or metal circle, the diameter of which is equal to the inner diameter of the jar, water, a weight of about 1 kg, a marker that writes on glass.

Experience progress

1. Put the pea seeds in a jar and pour some water into it. So that the seeds receive enough moisture and air.

2. Put a plastic circle on top of the soaked seeds, and put a weight on it. Mark with a marker outer side glass level (height) at which the plastic circle is located before the seeds swell.

3. Put the jar in a warm place, after 4-5 days we will evaluate the result.

Outcome. The seeds swelled and began to take up a larger volume, lifting the plastic circle along with the weight.

Conclusion. The force of swelling of the seeds is such that they lift the plastic circle together with the weight standing on it, which is several times their mass.

So, we found out that three basic conditions are necessary for the successful development of seeds: water, humidity and a certain temperature. But how do seeds germinate? There are two types of seed germination. In the first case, as, for example, in beans, pumpkins, cucumbers, maples, beets, cotyledons are brought to the soil surface - above-ground germination. In the second case, as, for example, in peas, ranks, oaks, chestnuts, cotyledons remain in the soil - underground germination.

III. Consolidation of knowledge and skills

- Answer the questions.

1. What conditions are necessary for seed germination?

2. What happens to non-living seeds during soaking?

3. Why do not all swollen seeds germinate?

4. Why do germinating seeds need water?

5. Why do seeds need to be sown in loose soil?

6. Describe an experiment that proves that germinating seeds actively respire.

7. Why do seeds not germinate in waterlogged soil?

9. Which seeds germinate at the lowest temperatures?

10. Why do seeds need a dormant period?

11. Why are the seeds of different plants sown at different times?

64 Section 3. Seed IV. Summing up the lesson Homework

2. Using the materials studied in the lesson, as well as the text of the textbook, describe the most favorable conditions for storing seeds.

Creative task. Make a picture from seeds. To do this, draw the outlines of the image on a sheet of cardboard, pick up seeds of various sizes and colors, glue them with glue so that they match the picture.

A task for students interested in biology. Conduct an experiment proving the need for the presence of nutrients contained in the cotyledons or endosperm for the full development of the seedling. To do this, take a few germinated bean seeds. Remove all cotyledons from three seedlings, leave half a cotyledon from three seedlings, leave one cotyledon from three seedlings, and leave three whole. Plant seedlings in moist, loose soil and place in a warm place. Don't forget to water your seedlings. After 7-10 days, try to explain the result. Prepare a progress report if possible.

Lesson 12 give an idea of ​​the need for mineral and organic substances for the formation and growth of a plant.

Equipment and materials: sunflower seeds, wheat grains (dry, but live), lumps of dough, iodine solution, two sheets of white paper, a test tube with a holder, a spirit lamp.

Key concepts: seed composition, vegetable protein (gluten), vegetable fats, starch.

–  –  –

3. Describe an experiment that proves the need for air for seed germination.

4. Describe an experiment that proves the need for a certain temperature for seed germination.

5. Do all seeds germinate at the same temperatures?

6. At what depth should the seeds of various plants be planted? What does it depend on?

7. What two types of seed germination do you know?

8. What is the peculiarity of both types of seed germination?

II. Learning new material

1. Teacher's story with elements of conversation In this lesson, you will learn what substances are in seeds.

- Think about the substances that make up plant cells. (Organic and mineral.)

What substances are organic?

What are the mineral substances?

MEETING The Hague, 7-19 April 2002 VI/1. Intergovernmental Committee for the Cartagena Protocol on Biosafety (ICC...»

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Lesson "Healthy Eating Rules"

(biology-literature)

Class: 8

Conduct form: meeting of the school parliament

Time: 45min.

The purpose of the lesson: based on repetitions of knowledge about the functions and structure of the digestive system, formulate an idea of ​​\u200b\u200bthe hygienic conditions of nutrition, the diet, nutrition systems.

Tasks: introduce students to different food systems;

continue to develop the creative abilities of students,

bring up conscious attitude to your health and lifestyle.

During the classes:

1. Org.moment. (Circle of Joy). I wish you, dear eighth graders, to have an interesting and useful lesson today. The students continue as they wish.

2. Knowledge check. Prepared flipchat (the names of the digestive organs are written in squares, you need to make a digestive system). One at the blackboard, the other in a notebook. The second flipchat with a ready answer. Or an app can be used.

3. Learning new material.

Teacher: Imagine for a moment that you and I were transported to the shores of foggy Albion and outside the windows is not the day of a Kazakh town, but the dank morning of the streets of London. We are at the police station in front of Police Commissioner Mr. Fox's office. So, watch and listen! (at this time, a fragment of the film is shown without sound)

A scene is being played out: the police commissioner, the police inspector, Mrs. Cynthia is a widow

Commissioner. Mary, please get Inspector Drake to see me.

Drake. Good morning commissioner.

commissioner. Good morning Inspector.

Drake. I'm surprised, commissioner. How do you always manage to look so good. Always tucked up and tied. Do you have your own secret?

commissioner. No secret - a balanced diet and exercise. But that's not why I invited you, Inspector. Have you read today's papers? They contain a message about the death of Mr. Babington, a famous person in our city.

Drake. By the way, why did Mr. Babington die?

commissioner. Something with the gastrointestinal tract, I'm not particularly versed in this. You need to meet his widow.

Drake. What is she suspected of?

Commissioner. Yes, the fact of the matter is that we can only suspect. There is no evidence against her. The husband died in the hospital under the supervision of doctors.

Drake. Then what's bothering you?

commissioner. You don't know the most important thing. Mr Babington is Mrs Cynthia's third husband. She had been married twice before. All her husbands were very wealthy people. And they all died with the same symptoms as poor Mr. Babington. Another interesting thing is that before they died, they bequeathed their entire fortune to her, so she is now a very rich widow. But you must admit, Inspector, when a husband dies, this is possible. When the second one dies, it can be a tragic coincidence, but when the third husband dies of the same symptoms, this is already a pattern. So, Inspector, go and talk to the widow. It is unlikely that she will tell you anything, but who knows, who knows ...

Action two.

Cynthia. Good afternoon Inspector. Good to see you, although I was a little surprised by your call. Have a seat.

Drake. Good afternoon Mrs Cynthia.

Cynthia.so what brings you to me?

Drake. I will not lie. Mrs. I have come in connection with the death of your husband, Mr. Babington - please accept my condolences. I am interested in one question - why do your husbands, and you are not married for the first time, do not live long, but when they die, bequeath their entire fortune to you?

Cynthia. I see you are well aware of my life. True, what you just said is a little tactless, but I like your frankness. I will answer you. But first about yourself. I grew up in a poor family, I always loved to help my mother in the kitchen. The most precious gift for me was the book "Cuisine of the peoples of the world." I dreamed of becoming an adult and opening a cafe where visitors would be fed tasty and satisfying and inexpensive. Believe it is possible. The first time I married a famous lawyer. He was rich, handsome. But he considered my desire to open coffee a whim, he gave money only for small expenses. I couldn't wait and decided to go the other way. The husband was absolutely not interested in what he eats. Always ate fast. In the evenings after work, I was content with a small dinner. Then I made a cult out of food. When he came home. I set the table with all sorts of delicious dishes. Imagine, on a large dish - fried chicken stuffed with prunes, profiteroles floating in oil. That's where my book came in handy, at first he ate reluctantly, but he was uncomfortable with refusing me. In the end, he even liked it. He hurried home, and there he was waiting for new delicious dishes. After dinner. When he sat down in front of the TV, I put in front of him a large dish of baked buns, biscuits. You know. When a person watches TV, he imperceptibly can eat so many things that he himself does not believe.

Drake. Your husband is lucky. I meant to say lucky.

Cynthia. He thought so too. Behind a short time he put on a lot of weight and was worried, but I reassured him, saying that I love him even more. But time passed. The appetite grew. And with it, sickness. He developed pains in his side, began to choke, even with a slight rise, at night - insomnia. He became irritable. In the hospital, where he went at my request (I'm a caring wife, after all), they just didn't admit to him: and diabetes, and obesity, gastritis and a whole bunch of other medically incomprehensible diseases.

Drake. Couldn't the doctors help him?

Cynthia. They tried, that's why they are doctors. They put him on a diet, began to inject him with all sorts of medicines. But…

Drake. What but?..

Cynthia. But he was waiting for me. And I would visit him at the hospital, like Santa Claus did at Christmas, bring him his favorite chips, mutton skewers and a lot of spicy and peppery things.

Inspector. And the doctors? How could the doctors let this happen?

Cynthia. The doctors didn't even know about it! And my husband, seeing my concern for him, felt worse and worse, transferred all his fortune to me. He was such a cutie. With the second and third husband was the same story. It's only a matter of time.

Inspector. What a slow but tastefully prepared death.” Don't you feel sorry for them at all?

Cynthia. It's a pity? What nonsense! You know, even the Greeks said: "A glutton digs his own grave with his own teeth." They dug their own grave. And now I have money, and I can open my own cafe. And most importantly, marry for love. Would you like to see my winter garden inspector.

Teacher: It is unlikely that the author of this story, Arthur Haley, thought that he would be played in our lesson. But nevertheless, it is in this story that has now unfolded before your eyes that the answer to my question: what will be discussed in our lesson? ( topic is highlighted on the board. Write down in a notebook.

Teacher. (accompanied by a story with slides) For many millennia, people have tried to feed themselves in order to survive in the struggle for existence. At first, they primitively and timidly collected tribute from the outside world. And gradually, along with other achievements, they mastered the complex art of cooking. Long time were of the opinion that eating means “refueling your body” with a portion of “fuel”, no matter what and in what quantity, as long as the flame of metabolic processes burns brightly and provides the necessary energy for life. Therefore, it never occurred to anyone to limit oneself in food, it was believed that the more you eat, the more good. Subsequently, it turned out that with excess nutrition, the body, as it were, suffocates from the abundance of nutrients and calories and accumulates them in the form of fat.

Attitudes towards food are formed from childhood. Parents try to cook, first of all, what they themselves like, as they seem to like the child. By raising children, parents instill in them tastes. When the child is small. When he is deprived of the choice or opportunity to protest. He gets used to it pretty quickly. What do they feed him. Which of us is not familiar with the desire to cram into our child as much as possible of the most high-calorie food. Here's an example for you. (The verse is read either by the student or the teacher himself)

Goes in a familiar drama theater

Performance called "Dinner"

Playing the roles of mom and dad

Son, grandmother and grandfather.

So eat son. You're good.

So open your mouth wide

And dad claps his hands

And mom pours soup for her son.

Grandfather dressed up as a phantom

Made a whole carnival

So that the granddaughters take a piece of meat

To chew pasta.

Dad with a plate, mom with a fork,

Grandmother has a salad in her hands ...

Why not call this "drama"

Comedy "Who's to blame"?

Overfeeding since childhood forms a stable reflex to constant chewing, saturation with food to the limit. In addition, in the developing organism, the structural foundations of fullness are laid - a large number of fat cells. An old Indian parable says: at birth, God measures out to each person the amount of food that he must eat. Whoever does it too fast will die faster. The founders of different schools of nutrition tried to answer the age-old questions of nutrition science - how, when, how much and what to eat? Let's try and answer them . The teacher announces the purpose of the lesson.

Teacher: Our world is full of wise thoughts, but not everyone clearly understands how they can be used to good use. And today we will fill this gap. In achieving the goal of the lesson, the authority of great writers, the thoughts of scientists, will help us. I propose to take the words of A.S. Pushkin "Following the thoughts of a great man is the most entertaining science."

There is a saying: “Who chews for a long time. He lives for a long time”, “Chew well, swallow sweetly”. Paraphrase these sayings in a modern way and formulate the first rule of proper nutrition. Write down in a notebook.

The American researcher Irving Fisher, who devoted many years to studying the biorhythmic system of our body, wrote ... "The magic number 7 is directly related to our body. And I can say that the aphorism “Eat breakfast yourself. Share lunch with a friend and give dinner to an enemy” is now obsolete. Isn't it consonant to measure 7 times and cut one another - "It is better to eat 7 times than to eat once." Therefore I recommend 7 single meal. We will not reject this, but we cannot immediately agree with this either. Let's follow the "golden mean" rule. Take the arithmetic average between 7 and 3, get 5. Write down the second rule of nutrition in your notebook.

The following: “Unsalted on the table, salted on the back”, “Food that is not digested eats the one who ate it” - Abul-Faraj. “Eat enough so that the body of the building does not die from overeating” -

A. Jami. Formulate the third rule of nutrition.

"Tell me what you eat, and I'll tell you who you are" (Pushkin A.S.) Formulate the 4th rule. You can help. Food should be varied. But what is behind these words? Now there are so many nutrition systems in the world, and each of them claims to be the most rational and healthy. And I think that a live broadcast from a meeting of the school parliament will help us figure it out.

Meeting of the school parliament (you can immediately at the beginning of the lesson, divide into groups using pictures with fruits, you can before the thought so that there is a change in posture - like a valeopause).

Chairman. Lord! We know. That health and performance largely depend on the nature of nutrition. And therefore, today we need to discuss a very important issue - how a teenager should eat right. What should be the diet, which is considered to be rational? In order to work out correct solution, we will listen to the representatives of each faction. Time limit 3 minutes.

Speakers from factions deliver a message and presentation (advance task a week before the lesson).

Fraction "Yabloko" - vegetarians, "Agrarians" - raw foodists, Liberal Democratic Party - separate food, Consent - gourmets.

After everyone has spoken, the chairman sums up the results.

Chairman. We listened to all the speeches and, taking a rational grain from each, I bring to your attention the project “Rational Nutrition for Schoolchildren”.

Eat regularly, and preferably 5 times a day. If you follow these recommendations, the feeling of hunger will not arise and, sitting down at the table, you will be completely satisfied with a small portion.

Chew food thoroughly. do not abuse salty and peppery dishes

Food should be varied. Be sure to include fruits, milk, dairy products, fish, salads, vegetable oil. Eat less flour and sweets.

Nutrition should be balanced and energetically justified.

Do not have dinner later than 1.5-2 hours before bedtime. Who agrees with this project, please vote. And we have prepared booklets for you, which reflect the main provisions of our meeting. The meeting is over.

Lesson results.

Teacher: We opened the lesson with A. Pushkin’s statement, and I want to finish with his own words: “The stomach of an enlightened person has the best qualities of a kind heart: sensitivity and gratitude”

Lesson grades. D/Z. Examine the weekly menu in our canteen to evaluate its balance and usefulness. And to develop a draft healthy menu for schoolchildren. Write down your home menu and bring it to the next lesson.

Heart to Heart. And I want to end the lesson with the words of one of the nutritionists, “One generation of properly nourished people will revive humanity and make disease so rare that they will be looked upon as something extraordinary.”

The manual presents technological maps biology lessons for grade 8, developed in accordance with the GEF LLC, the planned results of the main general education in biology and the requirements of the Approximate educational program, focused on work according to the textbook by N. I. Sonin, M. R. Sapina (M.: Drofa, 2014).
Classes are designed from the position of the teacher's activity in the transitional period of changes in the school infrastructure of education, are aimed at the advanced development of students and ensure their successful socialization. For each lesson, the planned results are determined (subject skills, meta-subject UUD - regulatory, personal, cognitive), pedagogical means, forms of organizing the interaction of students with the teacher and peers, tasks different in terms of complexity and intellectual development orientation (creative, problem-search, research).
Designed for executives methodical associations, teachers of biology of educational organizations.

DURING THE CLASSES

Organizational.

III. The study of n / m1. Zoology - the science of animals

Notebook entry: Biology (from the Greek "bios" - life, "logos" - science) - the science of wildlife (slide 2).

The term "biology" was proposed in 1802 by the French scientist Jean

Maeva Albina Mirasovna, 02.03.2017

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Development content

Theme of the lesson number 1: Introduction. Zoology is the science of the Animal Kingdom.

Type of lesson: learning new material with the primary consolidation of knowledge gained.

Objectives: to give an idea of ​​​​zoology, the diversity of animals on Earth.

Educational: introduce students to wild and domestic animals; reveal the role of animals in natural communities; the relationship of animals in nature; the dependence of the life of chordates on humans; negative and caring attitude towards animals; on the protection of wildlife;

Developing: get acquainted with the principles of classification of living organisms; continue the formation of skills to discuss the problem, systematize, build schemes modern classification, dwell on UNT issues;

Educational: formed feelings of careful and responsible attitude towards animals.

Equipment: computer, presentation.

DURING THE CLASSES

Organizational.

Psychological and pedagogical attitude to the lesson.

II. Acquaintance with the organization of training sessions for the course of biology "Animals"

III. The study of n / m1. Zoology - the science of animals

Remember how the word "biology" is translated?

Notebook entry: Biology (from the Greek "bios" - life, "logos" - science) - the science of wildlife (slide 2).

Which scientist first proposed the term "biology"? (slide 3).

The term "biology" was proposed in 1802 by the French scientist Jean-Baptiste Lamarck.

All living organisms on Earth are united in kingdoms (slide 4).

List the kingdoms that exist on Earth.

(Kingdoms: Viruses, Bacteria, Fungi, Plants, Animals).

Tell me, what kingdoms did we meet in the 6th grade?

That's right, in the 6th grade in biology lessons you met with representatives of the four kingdoms: Viruses, Bacteria, Fungi, Plants.

Which kingdom do you think we will study this year?

That's right, we are starting to study a new kingdom of living organisms - Animals What is the name of the branch of biology devoted to the study of animals?

The branch of biology devoted to the study of animals, their diversity, structure and life, relationships with the environment, distribution, individual and historical development, role in nature and significance for humans, is called zoology (from the Greek zoon - "animal", logos - "teaching ") (notebook entry).

2. Modern zoology is a system of animal sciences.

What sciences are already familiar to us from grade 6?

Among them are morphology and anatomy, which study the external and internal structure of organisms, cytology - their cellular structure

Physiology studies the activity of cells, organs, organ systems and whole organisms.

Embryology considers individual development organisms.

Systematics - classification of animals

An important part of zoology is ecology, which studies the relationship of animals with each other, as well as with other organisms and with the environment.

Paleontology is the study of fossil animals and their changes in the course of historical development.

The school course of zoology includes the basics of other sciences

genetics, explaining the patterns of heredity,

zoogeography - the distribution of animals,

ethologies - their behavior

Zoology studies different groups of animals

mammals, etc.

Work in pairs:

Independent work with a textbook on assignment:

3. Similarities and differences between animals and plants

Animals, like most other living organisms, are the following features:

1) cellular structure,

2) the ability to eat,

3) breathing,

3) selection,

4) the exchange of substances between the body and the environment,

5) reproduction, growth, development.

6) Animals are able to perceive stimuli and respond to them.

7) They can actively move around. Most of them get their own food, pursue prey.

8) Animals have mastered all the environments of life: water, land, underground and air.

4. The difference between animals and plants

How are animals different from plants?

Animal cells do not have a hard cellulose membrane. Unlike plants, animals feed on ready-made organic substances.

In natural communities, they play the role of consumers (consumers) of organic matter.

They perceive stimuli and respond to them.

Most are actively moving.

Mastered all the environments of life.

5). Diversity of animals

Most of all on Earth are insects (butterflies, beetles, flies, bees, etc.) - more than 1 million species.

About 130 thousand species of mollusks are known: snails, slugs, pearl barley, squids.

Over 20 thousand species of fish inhabit different water bodies.

Compared to other groups, there are few modern birds - 8600 species, mammals - about 4000 species.

Animals are very diverse in external and internal structure, size, lifestyle.

Some move in the water with the help of cilia, others with fins. Most land animals use their limbs to move. insects, birds, the bats wings are used for flight.

6. The meaning of animals.

Group work

Group 1 - The value of animals. Wild and domestic animals.

Group 2 - The negative role of animals in natural communities.

Group 3 - Game animals;

Animal protection

Do you know what the Red Book is?

Why was it created? What animals are protected in Kazakhstan?

How many nature reserves are there in Kazakhstan?

IV. Consolidation: What does the complex science of zoology study? Name the special sciences included in its composition.

2.Name external signs the adaptability of individual animals to living in soil, water, land, air, and also in the body of other animals.

3. Make a plan for a story about the diversity and features of the external structure of animals.

V. Summing up:

So, today in the lesson you were once again convinced that our neighbors on the planet are amazing and beautiful, and that we obviously do not know enough about them.
Let's learn a lot of new and interesting things about those who, apart from us, inhabit our planet at each of our lessons.

VI. D/C: Creative Activity: Find fun stuff about animals.

VI. Reflection It is always useful to evaluate yourself, identify difficulties and find ways to overcome them. Formulate a conclusion about the degree of achievement of the goal of the lesson

Carry out self-analysis of activities in the lesson and self-assessment

See you