Plant and environment. Lesson summary: The relationship of plant organs as a living organism. Plants and Environment Plants and Environment Connections
home
By clicking on the "Download archive" button, you will download the file you need completely free of charge.
Before downloading this file, think about those good essays, tests, term papers, dissertations, articles and other documents that are lying unclaimed on your computer. This is your work, it should participate in the development of society and benefit people. Find these works and submit them to the knowledge base.
We and all students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
To download an archive with a document, enter a five-digit number in the field below and click the "Download archive" button
Similar documents
Characteristics of the main groups of plants in relation to water. Anatomical and morphological adaptations of plants to the water regime. Physiological adaptations of plants confined to habitats of different humidity.
course work, added 03/01/2002
General description of the plant kingdom, characteristics of their organs: root, leaf, shoot, flower, fruit and seed. Distinctive features of algae, lichens, mosses, horsetails, ferns, gymnosperms and angiosperms, their role in natural communities.
cheat sheet, added 03/15/2011
Terrestrial and cosmic factors of plant life. Solar radiation as the main source of light for plants. Photosynthetically and physiologically active radiation and its significance. Effect of lighting intensity. The importance of heat and air in plant life.
presentation, added 02/01/2014
The essence of the concept of "photoperiodism". Neutral, long-day, short-day plants. Light and its role in plant life. Ecological groups of plants in relation to light. Adaptation of plants to light conditions. Localization of photoperiodic reactions.
course work, added 05/20/2011
The tasks of modern selection, animal breeds and plant varieties. Centers of diversity and origin of cultivated plants. Basic methods of plant breeding: hybridization and selection. Self-pollination of cross-pollinators (inbreeding), the essence of the phenomenon of heterosis.
Definition of the concepts of “drought” and “drought resistance”. Consideration of plant responses to drought. Study of plant types in relation to water regime: xerophytes, hygrophytes and mesophytes. Description of the mechanism of plant adaptation to environmental conditions.
abstract, added 05/07/2015
Phytoimmunity and its types. Types of damage to plants by insects and mites. Relationship between pest resistance and plant damage by pathogens. The main factors of group and complex resistance of plants to pathogenic agents.
course work, added 12/30/2002
Like all living organisms, plants are in continuous interaction with their environment through metabolism. In the process of creating organic matter, they use the radiant energy of the sun, absorb carbon dioxide from the air, and water with mineral nutrients dissolved in it from the soil. At the same time, plants release free oxygen into the surrounding air.
The primary products of photosynthesis created by plants then undergo complex transformations, ending with the formation of sugar, starch, and protein substances.
During the process of respiration, plants absorb oxygen from the surrounding air, which is necessary for the oxidation of carbon and hydrogen, and the end products of this process - carbon dioxide and water - are released into the environment.
Intense respiration is one of the manifestations of rapid plant growth. But not all plant organs are in the same conditions regarding their oxygen supply. If all the above-ground organs of plants, in contact on all sides with atmospheric air, never lack oxygen for respiration, then the roots developing in the soil, where the penetration of air oxygen is difficult, often lack it.
Therefore, one of the important tasks of agriculture is to create the most favorable conditions for the continuous supply of air oxygen to the root system of plants using a variety of techniques that maintain the loose state of the soil and improve gas exchange between the soil and atmospheric air (soil cultivation, application of organic fertilizers, etc.) .
Constant interaction with the environment causes corresponding, continuously occurring changes in plant organisms in the direction of adapting them to changing environmental conditions.
In the process of their historical development, green plants have developed various adaptations in order to better satisfy their needs in the living conditions they require.
To make the most of solar energy, plants develop a huge surface of green leaves, several times larger than the area they occupy. The leaf area of one spring wheat plant, for example, is 500-700 square meters. cm, corn and sunflower - 5-8 thousand, and pumpkins - up to 200 thousand square meters. cm. The total leaf surface of a hectare of most agricultural plants is 3-5 hectares.
In most agricultural plants, the root system penetrates the soil to great depths and branches strongly to the sides. The roots of wheat, rye and other grain crops can penetrate to a depth of 100-120 cm, sunflower - up to 245 cm, sugar beets - up to 250 cm, and pumpkin - more than 3 m. The total length of the roots with all their branches is measured in kilometers, and such large plants as pumpkin - hundreds of kilometers away. To this it should be added that the receptive surface of the roots increases many times due to the development of root hairs on them.
Only thanks to the huge suction surface of the root system can plants extract from the soil the amounts of moisture and nutrients they need, even with limited reserves and their great dispersion in the soil.
Like all living organisms, plants have a selective ability, which consists in the fact that in order to build its body, each organism actively selects from the environment, assimilates, certain elements and in a certain ratio, in accordance with its historically established nature, heredity, which means the property of a living organism to require certain conditions for its life, its development.
Plants and the environmental conditions they require represent a unity. By changing environmental conditions, and thereby metabolism, it is possible to change the hereditary properties and characteristics of plants in the desired direction, which is widely used in breeding practice.
Introduction
1. Habitats and environmental factors
1.1 Air environment
1.2 Aquatic environment
1.3 Environmental factors
2. Adaptation
2.1 Plant adaptation to air pollution
2.2 Plant adaptation to soil salinity
2.2.1 Plants and heavy metals
2.3 Adaptation of plants to biotic factors
2.4 Plant adaptation to abiotic factors
2.4.1 Effect of temperature
2.4.2 Effect of light on plants
3. Research part
Conclusion
Used information resources when performing educational and research work
10.Sbio. info First bio community: information portal: [Electron. resource] // Biotic environmental factors and the types of relationships between organisms determined by them [site] Access mode: www.sbio. info/page. php? id=159 (02.04.10)
Application
Photo No. 1. Aspen leaf from the park.
Photo No. 2. A piece of paper located next to the roadway.
Photo No. 3. Dust on adhesive tape from a leaf from the park.
Photo No. 4. Dust on adhesive tape from a sheet next to the roadway.
TECHNOLOGICAL MAP OF BIOLOGY LESSON
6TH GRADE.
TOPIC: “The relationship of plants with the environment”
UMK: “Rakurs” of the publishing house “Russkoe Slovo” for the textbook
T.A. Isaeva, N.I. Romanova “Biology” 6th grade
teacher: Passova R.N.
Technological lesson map
F.I. Teacher's O.: Passova R.N. Subject - biology Class - 6th grade Author of teaching materials - "Rakurs" of the publishing house "Russian Word" for the textbook T.A. Isaeva,
N.I. Romanova “Biology. 6th grade".
Lesson topic – The relationship of plants with the environment
Lesson type – discovery and consolidation of new knowledge.
Goal: developing ideas about the relationship between flora and the environment
Lesson vocabulary: leaf mosaic, everything in nature is interconnected.
Lesson Resources: Textbook, Live Plants, Interactive Study Guide, Multimedia Setup, and Computer.
Planned educational results
Subject Metasubject Personal
To form in students an idea of the relationship between plants and environmental conditions, to teach schoolchildren to determine the features of their habitat by the external structure of plants. Regulatory UUD:
- independently determine the purpose of educational activities,
- look for ways to solve problems and means to achieve goals;
- participate in a collective discussion of the problem, take an interest in other people’s opinions, express your own;
Communication UUD:
- discuss information in the working group;
- listen to a friend and justify your opinion;
- express your thoughts and ideas
Cognitive UUD:
ability to work with text, highlighting the main thing in it. Formation of the ability to analyze, compare, classify and generalize facts and phenomena; identify the causes and consequences of simple phenomena Learn to:
- discuss in the working group
information;
- listen to your friend and justify
your opinion;
- express your thoughts and ideas.
- build your own
holistic worldview,
- establish a connection between
the purpose of the activity and its result;
- evaluate your own contribution to the work of the group.
ORGANIZATIONAL STRUCTURE OF THE LESSON
Lesson stage (+ time) Teacher activity Student activity
Stage 1. Org. Moment. 1 min Greeting students.
Checking the organization of workplaces
Teacher's greeting
Self-monitoring of students’ readiness for the lesson
2.
Update
Knowledge
(3 min.)
I brought a plant for your lesson. What’s wrong with it? Why do you think it withered?
What conditions are needed for plant growth and development?
Students name, and the teacher draws a diagram 1P about the soil
A C to water
WITH
R r light
Temperature
E E air
N a oxygen
I D u carbon dioxide
E sch
A and I
The plant was removed from its normal habitat: left without soil and water
Light, oxygen, temperature, air
3.Motivation
(3 min.)
problematic question: Can plants exist separately, without the environment?
What is the topic of the lesson?
Analyze information and express their opinions
Relationships between plants and the environment
4- 5
Goal setting and planning
(5 minutes.)
Question for the class:
Think and tell me what we will talk about?
Lesson plan:
1.Discuss the definition of “environment”
2. Define “living environment” Environmental factors
3. Find out the adaptations that occur in plants to environmental conditions.
(work using instruction cards)
4.The influence of plants on the environment
As a result of the lesson you will be able to:
- name adaptations for survival in changing environmental conditions
- study the structural features of plants of different ecological groups
Participate in planning lesson activities and setting goals:
Possible answers:
1.Are the living conditions in the environment the same?
2. What is the living environment? What environments
Exist?
3. How do plants differ from different habitats?
6. "Opening"
new
knowledge"
(20 minutes.)
1 question.
Question 2.
Physical education (1 min.)
Question 3.
Question 4 Write down the topic of the lesson.
The teacher suggests recalling the definition of “environment”
After listening to the answers, the teacher emphasizes that it differs in different conditions. That part of nature that surrounds living organisms and has a certain effect on them is called. living environment
There are several living environments: aquatic, land-air, soil and organismal.
The conditions of these environments are different, so the plants will be different.
Demonstration of a fragment of an interactive teaching aid about the living conditions of plants.
Conclusion: the most significant conditions are oxygen, light, heat, moisture.
Let's take a closer look at the influence of these environmental factors on the structure of plants.
Demonstration of a fragment of an interactive teaching aid about the influence of plants on the living environment
Working with scheme 1
Conclusion: everything in nature is interconnected
. Write down the definition in your notebook.
Work according to the instruction card
(Annex 1)
Find information.
Choose the main thing
7. Incorporation of new knowledge into the knowledge system
(4 min.)
Application of acquired knowledge
The teacher offers to complete the test task by choosing the correct answer (Appendix 2)
Working with an interactive tutorial. Offers to complete the task. Perform the test.
Peer review of tasks in pairs
Students complete the task proposed in the interactive tutorial.
8.Reflection and evaluation
(3 min.)
1. Asks questions:
- What problem did we pose at the beginning of the lesson?
- Did you manage to solve the problem? Did everything planned succeed? (If it didn’t work out, why?)
2. Organizes reflection and self-assessment
Offers to name the topic and goals of the lesson.
Gives and comments on marks - compare lesson goals and achieved results;
- draw conclusions
- evaluate their work in class;
- fill out the form (Appendix 3)
9. Homework
(2 minutes.)
Paragraph 33. Assignment. 2, 3, (required for everyone).
Individual ass page 127, this is interesting
Rep. steam. 32. Appendix 1.
Instruction card
1. Study the structural features of indoor plants (aloe, begonia, cactus, monstera)
2.Note the size and color of the leaves
3. Describe the characteristics of the skin of a plant leaf (thin, tender, thick, dense, glossy, covered with a waxy coating)
4. Consider whether the leaves are pubescent, where the stomata are located.
5. Note the features of other organs.
6. Determine which ecological groups your plants can be classified as.
Indicate the signs on the basis of which you made these conclusions
Appendix 2
Choose the correct answer:
1. Plants need light for a) absorption of mineral salts b) photosynthesis
c) movement d) water absorption
2. From the soil, plants receive:
a) heat b) organic substances
c) light d) minerals
3. The sun is the source
a) light, heat b) oxygen
c) carbon dioxide d) water
4, Atmosphere - source
a) light b) organic substances
c) oxygen d) water
5. Environmental factors of inanimate nature include
a) temperature b) environmental pollution
c) deforestation d) influence of organisms of other species
6. Ecological factors of living nature include
a) environmental pollution b) changes in lighting intensity
c) change in day length d) relationships between organisms
Appendix 3
Questionnaire. Last name, first name, student class
I worked in class
Active Passive
Work for yours
lesson I
Satisfied Not satisfied
The lesson seemed to me
Short Long
For the lesson I
Not tired Tired
My mood
Improved Worse
The lesson material for me was
Interesting Boring
I evaluate my work
To "5" To "4" To "3"
Plants are the highest living things
organisms that
appeared first on
our planet.
Only they have
ability
assimilate
nutrients
in the form of minerals
connections and
turn them into
organic
connections,
serving as food for
animals.
plant life is necessary
certain conditions. Living conditions
depend on the influence of various factors
nature. The most important role in life
nonliving factors play in plants
nature: light, water, temperature,
mineral salts. Plants are affected
also factors of living nature:
activities of various living things
organisms, including humans. Light
necessary for plant life. Without him
chlorophyll is not formed and does not go
photosynthesis. Light is needed for normal
plant growth: in a shaded plant
the shoots will fade and become longer and
thinner. But not all plants
require bright
lighting. For example,
sorrel, wintergreen,
bluegrass and
other plants grow
in shady places.
The leaves of these plants
dark green. They
contain a large
number of chloroplasts,
capable of capturing
diffused light. Warm
also necessary
condition of plant life.
Some of the plants
thermophilic, while others
cold-resistant.
Heat-loving plants -
Southerners by origin.
Most plants
middle zone and northern
regions of our country
cold-resistant. Their seeds
capable of germinating at
temperature 1-3 C, and seedlings
they are carried freely
light spring frosts. Plants need water.
It is part of
cytoplasm and
cell sap
every living cell.
They can't live without water
move around
nutritious for the plant
substances, not
is happening
photosynthesis; thanks to
plant evaporation does not
overheat. From
air plants
when breathing
absorb
oxygen, and at
photosynthesis –
carbon dioxide.
Mineral
substances arrive
into plants from
soil, but from them
more for plants
all we need are those that
contain nitrogen
phosphorus and potassium. Except
in addition to affecting plants
living organisms surrounding them -
animals, other plants and
microorganisms. Animals eat
plants, pollinate them, distribute fruits and
seeds. Some plants use
others as support.
Microorganisms that decompose
plant residues enrich the soil
humus and minerals,
that are available to plants. In turn, plants influence
on the environment. They
change the composition of the air:
moisturize it, absorb it
carbon dioxide and release
oxygen. Plants change
soil composition. They absorb from
only substances are released into it
her others. Root systems
plants anchor the slopes
ravines, hills, river valleys,
protecting soils from
destruction. Forest plantings
protect fields from dry winds.
Plants that evaporate a lot
moisture, such as eucalyptus,
can be used for
drainage of wetlands
territories. Human activity
can provide
negative
impact on nature.
Yes, wrong
irrigation may cause
waterlogging and
soil salinization and
lead to death
plants. Deforestation
often leads to
destruction of fertile
layer of soil and even
desert formation.
Similar examples
many can be cited, and
they all indicate
that a person
has a huge impact
influence on plant
the world and nature in general.