Plants of the cereal family. Inflorescence and fruit of cereal plants. Family Cereals. monocot plants. What are the characteristics of plants in the grass family? Biology, 7th grade. General signs of cereals. Questions to review.
"Appearance of a person" - Make a plan for describing the appearance. The descriptions follow a detailed gradation of parts of the body and elements of the face. People help, please. Hair color is green, with red and blue feathers. Appearance description. An approximate plan for an essay on a painting. http://www.pravo.vuzlib.net/book_z1651_page_34.html. To the lesson of the Russian language in the 7th grade. Teacher A.S. Mezina, secondary school No. 1, Svetly, Kaliningrad region. In criminology: In art history: Introduction. We start from the top of the head and gradually go down to the chin.
"Biology Class Birds" - Nocturnal birds of prey. Diurnal birds of prey. Two mighty wings At the owner ... Crying in the swamp. Birds have a 3-chambered heart. Walks waddle, Stumble. Timofeeva Nina Nikolaevna teacher of biology and chemistry. Which statements are true? Birds of the forest. The basis of the plumage is contour feathers. Swamp birds. He sleeps during the day, flies at night, and frightens passers-by. Motley quack Catches frogs. The cerebellum in birds is poorly developed. Isn't it scary to live there?
“Evaporation of water by leaves” - Experience 1. Oil prevented the evaporation of water. Moisture evaporates through the open stomata. The evaporation of water by a plant can be verified by conducting several experiments. Moisture deficiency, evaporation stops. The leaves are small, adapted to slow evaporation. Evaporation of water from leaves. The stomatal opening is open. Evaporation of water is an important process in plant life. There is enough moisture, the leaves evaporate water.
"Biology Insects" - Annotation. Information Grade 7 Biology Short-term. Composition of the UMP. The six-legged population of the planet. Project goals. The project is designed for 1 month. Kublova Elena Viktorovna teacher of chemistry and biology. The creative name of the project. project context. Problem question. Private questions. Fundamental question. © IRO, 2007 © Ryazantsev secondary school, 2007 The project on the theme "Insects" is designed for students in grade 7. Insect class. The final completion will be an extracurricular activity. Project stages.
"Mammals Grade 7" - A colony of water bats. In bats, during hibernation, the temperature drops to +1 - +5 degrees. Almost all eat insects. Body length 3.5 - 8 cm. Signs of the order of marsupials. Found in the floodplain. Vorskla (Borisovsky district) and in the basin of the river. Lopan (Belgorod region). Russian muskrat. Females give birth once a year, usually 1 cub. Mole ordinary. Lesson objectives.
slide 1
slide 2
General characteristics Discovery Structure Movement Nutrition Role in nature and human life Laboratory work Test yourself Instruction for the teacher
slide 3
Protozoa are a very large group of living organisms. Currently, more than 70,000 species have been described. Euglena green Volvox
slide 4
The sizes of the simplest are the most diverse. Among them you can meet trumpeters. These are ciliates - giants reaching a length of 1-2 mm, so they can be seen without a microscope in the form of small lumps. Amoeba vary in size: from a few microns to 0.5 - 1.5 mm. Trumpeter
slide 5
The simplest are unicellular organisms that live in water, soil, in the bodies of other organisms. They are so small that no one knew anything about them for a long time. For the first time, examining a small drop of water through a microscope designed by himself, they were seen in 1675 by the Dutch naturalist Antonio van Leeuwenhoek. He called these creatures "the smallest animals." Antonio Van Leeuwenhoek (1632 - 1723)
slide 6
The first microscopes of Leeuwenhoek Antonio van Leeuwenhoek made a microscope from a single lens, but unusually carefully polished. In total, during his life, he made about 250 lenses, achieving a 300-fold increase. Installing lenses in metal frames, he built a microscope and with its help carried out the most advanced research at that time.
Slide 7
Slide 8
Rules for working with a microscope Place the microscope with the handle of the tripod towards you. Rotate the mirror under the stage and look into the eyepiece until the field of view is completely illuminated. Put the finished specimen on the microscope stage (above the stage opening). 4. Looking at the object from the side, use the large screw to position the lens so that it is at a distance of 1-2 mm from the object of study. 5. Looking into the eyepiece, slowly turn the large screw until a clear image of the object appears. Do this carefully so as not to crush the drug!
Slide 9
The organism of the simplest animal consists of a separate independent cell that performs all the basic vital functions. This cell has a nucleus, cytoplasm, membrane and organelles. Organelles are separate cellular sections of protozoa that perform various functions.
slide 10
Some protozoa, such as amoeba, are able to change the shape of their cells. In others, it is constant due to the dense cell wall. Some protozoa have a hard outer skeleton.
slide 11
Protozoa can move in different ways. Euglena moves with the help of a flagellum Amoeba uses pseudopods for movement Infusoria - shoes have cilia Suvoys lead an attached lifestyle
slide 12
slide 13
Euglena green nutrition is slightly different. It has green chloroplasts in its cytoplasm. Thanks to this, Euglena is able to produce organic substances from inorganic substances in the light (like a plant). But, placed in darkness, it begins to consume organic substances dissolved in water, which are formed during the decay of dead organisms. Chloroplasts
slide 14
The role of protozoa in nature and human life They are food for animals. Participate in the formation of rocks (chalk, limestone, silicon) 3. Cause dangerous human diseases (sleeping sickness, dysentery, malaria, giardiasis and others) Trypanosomes Dysentery amoeba
slide 15
The bowels of the Earth contain the skeletons of protozoa that lived in ancient times in ancient seas. Among them, marine protozoans, foraminifers and radiolarians, are especially significant. Foraminifera shells contain calcium carbonate. After the animals die, the shells sink to the bottom and lie in a thick layer. Fossilized sediments turn into sedimentary rocks - limestone, chalk. Variety of foraminifers Chalk Limestone
slide 16
Other shell protozoa - radiolarians - are able to accumulate silicon and strontium in their shells. Silicon sedimentary rocks are formed from their skeletons. Under a microscope, in flints, one can distinguish spicules-needles of sea sponges, openwork lanterns-skeletons of unicellular organisms of radiolarians, valves of tiny shells.
slide 17
slide 18
Another dangerous disease - malaria, is caused by malarial plasmodium. It enters the bloodstream when bitten by a malarial mosquito. Many people used to die from malaria. This disease is widespread in the tropics and subtropics, especially where there are many swamps, since it is in them that malarial mosquitoes are hatched. Malarial Plasmodium Bite of a malarial mosquito
slide 19
Laboratory work No. 8 Examination of protozoa under a microscope The purpose of the work: to consider cells - organisms, to highlight their common features. Progress of work Prepare the microscope for work. 2. Using ready-made micropreparations, examine the amoeba and the ciliate shoe. 3. Draw cells - organisms, indicating the nucleus in them. 4. Note the absence of chlorophyll in the protozoan cell. 5. Draw conclusions: a) about common features in the structure of amoeba and ciliates - shoes: b) about the relationship between the structure of a unicellular organism and the way it is fed
slide 20
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lesson project "Excursion to the world of living cells ».
Completed by Skobeleva Evgenia Alekseevna teacher of biology of the 1st qualification category
MBOU secondary school No. 27 of the Sormovsky district of the city of Nizhny Novgorod.
Lesson topic Excursion to the world of living cells.
Section under study "World of Biology"
Textbook Pleshakov A. A., Vvedensky E. L.« Biology. Introduction to Biology "Grade 5: Moscow," Russian Word ", 2015
Lesson type . Lesson "Discovery of new knowledge", with elements of the activity method.
The purpose of the lesson : the formation of ideas about the cell as an elementary unit of living organisms.
Planned results.
Subject Results . Distinguish the main parts of cells (nucleus, membrane, cytoplasm) in figures and tables, explain the meaning of cell parts, characterize cells as structural units of living organisms, be able to work with a microscope.
Metasubject Results .
Cognitive UUD. Ability to work with the text of the textbook, highlight the main thing in it; the ability to compare and analyze information, to acquire elementary skills in working with devices; make sketches of seen biological objects; use existing knowledge to acquire new ones; prepare messages and present the results to the class.
Personal UUD. The ability to observe discipline in the classroom, the need and ability to correctly assess their knowledge, respect the teacher and classmates. Development of student initiative. Development of cognitive interests.
Regulatory UUD. Ability to organize the implementation of tasks of the teacher. Development of self-assessment and introspection skills. Ability to work according to the established rules of work in the office.
Communicative UUD. Ability to listen to the teacher and answer questions. Ability to communicate with classmates and build effective interaction with them. Don't be afraid to speak your mind. Acquiring the skill of speaking in front of an audience.
personal results. Cognitive interest in the natural sciences. The idea of the unity of living nature based on knowledge of the cellular structure of all living organisms.
During the classes
Justification of the teacher's activity
Predicted activities of students
1. Organizational stage
Mutual greeting of students and teacher; checking student readiness for the lesson
Preparing students for learning activities
Getting ready for work
2. Updating knowledge
We began to study the interesting topic “Life on Earth”. What did we talk about in previous lessons?
So, our goal is to study the organisms that live on planet Earth. We will learn how they work, where they live, how to protect them. Where should you start studying them? How do you think?
Slide number 1. Read the epigraph to the lesson (I highlight the words "From the very beginning")
What do you think this lesson will be about?
slide number 2 . Look, the main terms of the lesson are: microscope, cell, cytoplasm, nucleus, membrane.
So what are we going to study today?
Updating existing knowledge.
Development of cognitive interests.
Creation of a problem situation.
Prepare for active cognitive activity.
They express their opinion and suggest what will be discussed in the lesson, revealing the meaning of the words of the epigraph.
Based on the keywords, name the topic of the lesson.
2. Introduction of new knowledge.
Slide number 3. Theme of the lesson "Living cells"
The structure of any living organism begins with a cell. So we will start from the very beginning - from the cell.
Slide number 4. So, the objectives of the lesson are:
Know that all living things are made up of cells.
Learn how the cell works.
Get to know the microscope.
Learn to work with a microscope.
Determining the topic of the lesson and tasks.
Understanding the topic of the lesson and the amount of educational information that they should receive.
Make notes in a notebook. Focus on the objectives of the lesson.
Slide number 5.
Teacher: I know that in elementary school you already talked about the cell as the unit of all living things. Try to remember what our main terms of the lesson mean.
Task number 1. Draw a table and fill in the second column in it “What do we know?”
Terms
What do we know?
What have you learned?
Microscope
Cell
Cytoplasm
Core
Membrane
If you do not remember the definition of this term, then guess what it could mean.
We check the results.
Slide number 6.
Task number 2. Open your textbook to page 21 and read the material thoughtfully and quickly. After reading, complete the third column of our table "What did you learn?"
Checking the results of work.
Slide number 7-8. We return to our problem. What do our terms mean?
The slide gives definitions of terms at a more complex level, not for obligatory memorization, but for understanding.
Slide number 9.
You can see a portrait of a scientist who first discovered the cellular structure of organisms to the world. His name is Robert Hooke. You also see his microscope and sketches. Study this information. And then we will try to apply it in our work.
Questions.
Who discovered the cage and when?
What instrument was used by Robert Hooke?
What did the scientist examine under the microscope?
What did Robert Hooke see under the microscope?
Are plants only made up of cells?
Teacher: Well done! How much have you learned.
Tell me, what does the author of the textbook compare living cells with?
Why do you think this is a very approximate comparison? You can consult with each other.
Answer: cells are much more complex than the bricks of a building, and unlike them, cells are alive, they are capable of respiration, nutrition, growth and development.
slide number 10 . Here are the conclusions we have come to. Read the text on the slide aloud.
Slide number 11. Thanks to the division and growth of cells, the body grows and develops.
slide number 12. You see a drawing of a plant cell. There are many parts that you don't know about yet. Try now to sketch this cell, depicting only the parts you know on it.
slide number 13.
Question. Do you think all cells in living organisms are the same? Why?
You can consult with each other.
Slide number 14-20
Teacher. Let's see what cells are in the human body.
Teacher. Do you remember what the cells of the human body look like?
Will you recognize them if they are not signed?
Do you want to test yourself?
slide number 21.
Teacher. Guys, how did scientists know that cells are so complex?
Are you interested in knowing how a microscope works and how it works?
(All desks are equipped with microscopes with ready-made micropreparations)
With the help of the picture on the slide, we study the structure of this device.
I think you can't wait to look into the eyepiece of a microscope. You have five minutes to do this.
Knowledge update.
Formation of the ability to give definitions.
The teacher proposes to determine a way to solve a learning problem and search for new knowledge.
Consolidation of new knowledge.
Formation of cognitive motives of educational activity.
Checks the level of assimilation of knowledge.
Using elements of critical thinking.
Consolidation of knowledge.
Consolidation of knowledge. Formation of the ability to work with a drawing as a source of information.
Formation of skill, highlight the main thing.
Causes students to react with difficulty.
Uses elements of critical thinking.
The communication skills of students are improved.
Formation of new knowledge.
Training the memory and attention of students, through the use of vivid drawings.
Generates interest in the material being studied. Improves memory and attention of students.
Supervises the actions of students, provides assistance in working with the device.
Recall the material studied last year.
Participate in the discussion. They try to guess the meanings of terms, realizing that knowledge is not enough.
Express their guesses. Listen and analyze the thoughts of classmates.
Understand that the necessary information can be found in the textbook.
Carry out the assigned task. Carefully study the text of the textbook and fill in the column of the table.
Students gain additional knowledge about the cellular structure.
Learn to use different sources of information.
Train memory and attention.
Present and exchange opinions.
Acquire the skills of self-control and mutual control.
Discuss this issue together and try to find an answer.
Students memorize new material, train their memory, reinforce new concepts.
Learn to extract information from a drawing. Find biological objects by their structure. Separate the main parts of the cell.
They try to answer the question using all their knowledge. Assume. Discuss the answers of others. They defend their opinion.
Get new knowledge. Improve general educational skills and abilities.
When re-showing slides with pictures, they call cells.
In the form of a game, they train their memory and attention. Reinforce new knowledge.
They listen to information from their classmates.
Acquire skills in working with devices.
3. Consolidation of knowledge
slide number 22.
Teacher. And now let's check what you could add to your piggy bank of knowledge today.
I present to you a crossword puzzle. Solve it and explain the meaning of the highlighted word. You can’t use textbooks and notebooks, because you check yourself (sheets with crossword puzzles on the table and on the slide).
slide number 23. We check ourselves.
slide number 24. Our lesson is coming to an end. You all did a good job today. Let's write down the homework: paragraph 5 on pages 20-21, and also repeat all the entries in the notebooks. And another task number 3 on page 22 of your textbook: on a piece of cardboard or plywood, mold a diagram of the cell structure from plasticine. And in the next lesson, we'll see who did better!
Consolidation of new knowledge.
Encourages students to discuss the results of the crossword puzzle.
Instruction for homework.
Creating a competitive situation.
Use knowledge in a new situation. Improve skills in working with new information.
Development of communication skills, self-control and mutual control. Generalization of the acquired knowledge and their application in new conditions.
Recording homework in diaries.
4. Reflection
slide number 25.
Did you guys enjoy the lesson?
What do you remember the most?
What did you like the most?
Find out the attitude of students to the lesson.
Verbally express their attitude to the lesson.
slide 1
Journey to the world of Protozoa
slide 2
Lesson plan
General characteristics Discovery Structure Movement Nutrition Role in nature and human life Laboratory work Test yourself Instruction for the teacher
slide 3
Protozoa are a very large group of living organisms. Currently, more than 70,000 species have been described.
Suvoyka Euglena green Volvox
slide 4
The sizes of the simplest are the most diverse. Among them you can meet trumpeters. These are ciliates - giants reaching a length of 1-2 mm, so they can be seen without a microscope in the form of small lumps. Amoeba vary in size: from a few microns to 0.5 - 1.5 mm.
slide 5
The simplest are unicellular organisms that live in water, soil, and in the bodies of other organisms. They are so small that no one knew anything about them for a long time. For the first time, examining a small drop of water through a microscope designed by himself, they were seen in 1675 by the Dutch naturalist Antonio van Leeuwenhoek. He called these creatures "the smallest animals."
Antonio Van Leeuwenhoek (1632 - 1723)
slide 6
Leeuwenhoek's first microscopes
Antonio van Leeuwenhoek made a microscope from a single lens, but extremely carefully polished. In total, during his life, he made about 250 lenses, achieving a 300-fold increase. Installing lenses in metal frames, he built a microscope and with its help carried out the most advanced research at that time.
Slide 7
The structure of the microscope
eyepiece lens tube screw tripod mirror
object table
Hints
Slide 8
Rules for working with a microscope
Place the microscope with the handle of the tripod towards you. Rotate the mirror under the stage and look into the eyepiece until the field of view is completely illuminated. Put the finished specimen on the microscope stage (above the stage opening). 4. Looking at the object from the side, use the large screw to position the lens so that it is at a distance of 1-2 mm from the object of study. 5. Looking into the eyepiece, slowly turn the large screw until a clear image of the object appears. Do this carefully so as not to crush the drug!
Slide 9
The organism of the simplest animal consists of a separate independent cell that performs all the basic vital functions. This cell has a nucleus, cytoplasm, membrane and organelles. Organelles are separate cellular sections of protozoa that perform various functions.
Slide 10
Some protozoa, such as amoeba, are able to change the shape of their cells. In others, it is constant due to the dense cell wall. Some protozoa have a hard outer skeleton.
slide 11
Protozoa can move in different ways.
Euglena moves with the help of a flagellum
Amoeba uses pseudopods to move
Infusoria - shoes have cilia
Suvoyki lead an attached lifestyle
slide 12
All protozoa feed on ready-made organic substances, but they are obtained in different ways.
Some feed on unicellular algae using pseudopods.
Others (predators) - smaller protozoa
Trypanosomes
slide 13
Euglena green nutrition is slightly different. It has green chloroplasts in its cytoplasm. Thanks to this, Euglena is able to produce organic substances from inorganic substances in the light (like a plant). But, placed in darkness, it begins to consume organic substances dissolved in water, which are formed during the decay of dead organisms.
Chloroplasts
Slide 14
The role of protozoa in nature and human life
They are animal feed. Participate in the formation of rocks (chalk, limestone, silicon) 3. Cause dangerous human diseases (sleeping sickness, dysentery, malaria, giardiasis and others)
dysenteric amoeba
slide 15
The bowels of the Earth contain the skeletons of protozoa that lived in ancient times in ancient seas. Among them, marine protozoans, foraminifers and radiolarians, are especially significant.
Foraminifera shells contain calcium carbonate. After the animals die, the shells sink to the bottom and lie in a thick layer. Fossilized sediments turn into sedimentary rocks - limestone, chalk.
Diversity of foraminifera
Chalk Limestone
slide 16
Other shell protozoa - radiolarians - are able to accumulate silicon and strontium in their shells. Silicon sedimentary rocks are formed from their skeletons.
Under a microscope, in flints, one can distinguish spicules-needles of sea sponges, openwork lanterns-skeletons of unicellular organisms of radiolarians, valves of tiny shells.
Fly Tse-Tse
Trypanosomes in human blood
Slide 18
Another dangerous disease - malaria, is caused by malarial plasmodium. It enters the bloodstream when bitten by a malarial mosquito. Many people used to die from malaria. This disease is widespread in the tropics and subtropics, especially where there are many swamps, since it is in them that malarial mosquitoes are hatched.
Malarial Plasmodium
Malaria mosquito bite
Slide 19
Laboratory work No. 8 Examining protozoa under a microscope
The purpose of the work: to consider cells - organisms, to highlight their common features. Progress of work Prepare the microscope for work. 2. Using ready-made micropreparations, examine the amoeba and the ciliate shoe. 3. Draw cells - organisms, indicating the nucleus in them. 4. Note the absence of chlorophyll in the protozoan cell. 5. Draw conclusions: a) about common features in the structure of amoeba and ciliates - shoes: b) about the relationship between the structure of a unicellular organism and the way it is fed
Slide 20
test yourself
Quiz Let's Think Together
slide 21
ciliate euglena amoeba
An organism with 2 nuclei
slide 22
Can change body shape
slide 23
Moves with the help of a flagellum
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