Creative work teachers on the topic: "Excursions in biology as a form of education"
Table of contents
Introduction
5.1 Nature excursions
Conclusion
Bibliography
Applications
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SAOU DPO "Saratov Institute for Advanced Training and Retraining of Education Workers"
Department of Science Education
"Excursions to biology as a form of education"
Teacher of biology, ecology
Municipal Budgetary Educational Institution "School No. 19 of the village of Klyuchi
Krasnoarmeysky district
Saratov region"
CPC biology student
And ecology 2013-2014 academic year
2014
Table of contents
Introduction
Chapter 1.Teaching methods used during excursions
Chapter 2. The place and significance of excursions in the process of cognition
Chapter 3. Preparatory stage preceding the excursion
Chapter 4. Basic methods of collecting natural material
4.1 Aids for collecting plants
4.2. Aids for carrying collected natural material.
Chapter 5. Guidelines for conducting excursions
5.1 Nature excursions
Chapter 6. Classification of excursions
6.1 Excursions for the “Living Organism” course.
6.2 Excursions for the “Living Organism” course to the school site
6.3 Excursions to Agriculture and other productions
Chapter 7. Summing up the excursion
Conclusion
Bibliography
Applications
Introduction
Topic: "Excursions to biology as a form of education"
Target: improve the quality of students’ knowledge and reveal interest in studying biology to the maximum creative independence using the example of excursions.
Object of studyis an excursion as a form of teaching biology at school.
Tasks:
- stimulate the cognitive interest of students in biology lessons through excursions;
- be able to apply theoretical knowledge in practice;
- correct and rational use of natural resources;
- learn to protect nature and see its beauty.
Relevance: working on my self-education topic“The use of health-saving technologies in biology lessons as the implementation of a person-centered approach to learning” I decided that an excursion is one of the forms of student education, as a result of which it is possible to improve the quality of students’ knowledge and reveal interest in studying biology.Practical orientation in teaching biology has always played a role important role V vocational training students. School in our time is running along the path of forming specialized classes at the senior level. The recommendations provide a clear picture for secondary schools on the issue of what pre-vocational training of students should include. It is aimed at developing individual needs child, as well as close study school subjects and the foundations of modern production. In such conditions, the role of the connection between theory and practice in the study of biological courses at school increases.
In rural schools there are wider opportunities for application theoretical foundations biology in practice through excursions. It is through practical use biological knowledge and pre-profile orientation of students is carried out.
Research methods:
- theoretical
- practical
- observation
- search
- analysis
- review and analytical
Chapter 1.Teaching methods used during excursions
I have been working on the topic of excursions in biology as a form of teaching in biology lessons for a long time, improving it from year to year, giving it one of the main places in the general educational process, since I believe that biology lessons, especially in a rural school, should be closely are connected in a way with agricultural production, with agricultural lessons on the school site. Teaching biology is unthinkable without excursions. Having initially emerged as optional forms of extracurricular and extracurricular work, biological excursions gradually began to be included in the learning process as its indispensable components, with a certain reliance on the lesson as the main form of organization of the educational process. At the same time, children learn to apply theoretical knowledge in practice.Excursions are of great educational and educational value. They expand and deepen students' knowledge. Methods of conducting excursions teach students to navigate the area, observe, compare, establish connections between phenomena, find the necessary objects, and acquire the skills of independent naturalistic work - the skills of basic nature research. The main method of teaching on excursions is observation, which is used in combination with conversation and a short story. On excursions, students experience emotions of an aesthetic nature. A living perception of the beauty of nature evokes love for native nature. Students conduct observations in accordance with an assignment, the preparation of which should take into account the object of the excursion and the cognitive capabilities of schoolchildren.
Chapter 2. The place and significance of excursions in the process of cognition
Excursion - this is a form of organizing work in which schoolchildren go to the location of the objects being studied (nature, historical monuments, production) to directly become familiar with them. This form of work allows you to organize observation and study various items and phenomena in natural conditions. Excursions in biology and ecology allow you to achieve solid, informed knowledge and establish a connection between theory and practice in the learning process. During lessons and even laboratory sessions, students learn about individual objects and natural phenomena in isolation from each other and do not see the connections between plants and animals and their environment. An excursion is a form of educational work with a class or group of students, conducted outside educational institution with a cognitive purpose when moving from object to object in their natural environment or artificially created conditions, at the choice of the teacher and on topics related to the program. Excursions are included in the system of lessons on a number of topics studied mainly in the spring and autumn in the courses “Living Organism”, “Diversity of Living Organisms” and general biology. The content of the excursions has a direct connection with the material covered in the corresponding lessons, and at the same time, the ideas gained, the results of observations and what is collected in nature are used in many subsequent lessons. The teacher determines the timing of excursions in advance in the annual plan, and at the appropriate lessons before the planned excursion creates a situation for students to become familiar with the studied phenomena in nature itself. At the same time, questions that need to be clarified in nature are highlighted, tasks are given for repetition and preliminary familiarization with the material in terms of preparing for the excursion. The teacher also provides feedback on the excursion after it is completed: what should be remembered later from what was seen and how to use the collected material for demonstrations and practical work. Excursions are of great educational and educational value. They expand and improve students' knowledge. Students see plants and animals in their natural environment: plants - in connection with the soil, animals - in connection with plants, getting an idea of biocenoses, the integrity of nature at a certain time of the year. On excursions, previously acquired concepts about individual organisms and phenomena merge into a broader concept about nature. At the same time, much knowledge is practiced in recognizing studied objects and in explaining the phenomenon seen. Direct contact with nature and knowledge of its phenomena not only provide students with specific, correct biological concepts, but also have great educational significance. Excursions to agricultural production, to fruit and melon plantations, showing the application of biological knowledge in practice, diverse plant varieties and animal breeds created by man, conditions that increase plant yields and animal productivity, introduce students to human-controlled nature, which is of great cognitive and educational value. meaning.
Chapter 3. Preparatory stage preceding the excursion
Each excursion requires careful preparation of a plan. In the lesson preceding the excursion, the necessary connection is established with the content of the topic being studied, questions are raised that can only be resolved on an excursion, and assignments for observations and collections are distributed. All excursions provided for in the general biology school course program constitute the minimum, the implementation of which is mandatory for every biology teacher. The leader, first of all, must clearly establish the objectives of the excursion and select literary material. When making a preliminary acquaintance with an area, especially an unfamiliar one, the manager should also use previously collected herbariums. This will allow the teacher to draw up a rough plan for the excursion. (Annex 1)
Then the teacher gets acquainted in detail with the area where the excursion will be held. Such a visit to the place of the future excursion is necessary regardless of the fact that the leader has already conducted an excursion there once. Significant changes sometimes occur within a year. So the forest where the excursion was held last year may end up being cut down. Preliminary acquaintance with the place of the future excursion, excursion objects at stopping points makes it possible not only to clarify and specify the plan, but also to think over methods of conducting work at a particular point. They can be very diverse depending on the content of the excursion site. In some cases, the teacher needs to give explanations, illustrating them with excursion objects. In other cases, the teacher, after a brief introduction, invites students to conduct independent observation, collect this or that material, and then, based on the observations and collected material, conducts a general conversation. Sometimes the excursion is entirely based on independent work students according to a pre-developed plan, followed by summing up at the end of the excursion or in class. The older and more prepared the class, the more space is given to independent work. Having studied the excursion route, drawn up a plan and outlined the ways and methods of its implementation, the teacher prepares students for the excursion. The main points of the plan should be written down by students. The leader indicates how work should be carried out during the excursion, what to pay attention to, what and how to collect, what to write down, what books should be read before the excursion. The teacher divides students into groups for independent work, introduces them to the list of aids needed for the excursion, informs them what clothes and shoes should be, and hands them tasks, noting questions that require preliminary additional work on literature, for example, questions on an excursion to the forest require in-depth readings on books about light-loving and shade-tolerant species, biological characteristics of plants, seed distribution, etc. Individual students are given tasks from botanical atlases or school guides to prepare for recognizing 2-4 plants. For excursions devoted to vertebrate animals (VII grade), especially birds and mammals, the teacher gives individual students tasks to become familiar with two types of birds (size, plumage color, nesting sites, feeding, singing). Information is collected from atlases, books and commercially available “Bird Voices” records. Such tasks given to students will allow them to recognize 20 birds during the excursion. The same tasks are given to students on two types of mammals (traces, reserves and remains of food, habits, burrows). On an excursion, if you cannot see the animals themselves, you can observe their traces and living environment. Individual students' prior knowledge is used to guide the excursion. Lack of thorough preliminary preparation before an excursion often leads to failure. Poor knowledge of the route makes it difficult to find the right plants, time is wasted, the attention of the participants is scattered, the harmony and systematicity of the topic is not maintained, and students often have a passive attitude towards the work. All requirements for organizing excursions and preparing for them, specified in relation to botanical and zoological excursions, are also observed for grades IX-XI. Only special attention is paid to the independence of students' work. Elements of independence are included in the methods of conducting excursions already in grades V-VIII: students are given short instructions one after another to find and, taking into account security, collect objects, but followed by a mandatory summing up at the end of the excursion. The completion of each individual assignment is checked by the teacher before the children proceed to the next one. In grades IX-XI, assignments are given in advance for independent work throughout the excursion. The tasks cover a number of issues that generally exhaust the content of the topic of the planned excursion. Each question requires the study of a number of objects and phenomena. Objects can be different, as long as they allow us to identify a general pattern. The success of the excursion largely depends on organizational preparation. To maintain a better order of movement in the city, in the forest, in the field, it is advisable for the teacher to distribute students (at their request) into groups of 5-8 people and appoint (or elect) elders. The teacher gives tasks for work and individual instructions (for carrying equipment, reconnaissance, etc.) to groups. The elders are responsible for discipline, gathering students, completing assignments. They monitor the order of movement, during stops they ensure formation around the teacher so that everyone can see what he is showing, etc. On excursions, the teacher sometimes gathers senior members of the groups for instruction. Such an organization facilitates the excursion, prevents the lag of individual excursionists, violation of discipline and develops the ability to work in a team. Parents can also provide significant assistance during the excursion. According to the place and objects of study, the teacher determines the structure, methods of conducting the excursion and draws up a plan-route to it.
During the excursion, students write down stopping places, names of plants, and observations. After the excursion, the collected material is processed in groups in the form of a reporting table. These kinds of route plans and reporting tables are also possible for other excursions.
When processing natural excursion materials, some of them go into the living area (plants taken from a lump of forest soil, insects), others are preserved and dried. This is how a herbarium and collections are compiled on the diversity of the plant world, the variability of various characteristics in plants and animals, the adaptability of fruits and seeds to dispersal, plants to different living conditions, the color types of insects, etc. Students must formalize their observations in the form of a report, a herbarium, a collection of collected objects, photographs. (Appendix 2)
Living material (plants, water insects, pupae and other objects) should be placed in a corner of wildlife for further work with it.
Chapter 4. Basic methods of collecting natural material
Botanical excursions usually require the collection of material for further processing and study. Therefore, it is necessary to provide tourists with all the necessary aids for the excursion. Some items of equipment will be needed by each excursionist, some items may be given only to groups, and finally, some items may be taken for use by the entire class. The excursionist’s equipment should be simple and ensure active excursion work.
4.1 Aids used for collecting plants
Plants are dug up with roots. To do this, for a group of 3-4 people you need to have a small sharp scoop-shaped spatula mounted on a strong wooden handle. Before the excursion, the blade should be sharpened. The selected plant is dug in and the soil around is loosened. When the plant is dug up, the soil from the roots is thoroughly shaken off. If they want to keep the plant alive, they dig it up with a clod of earth. For pruning thick roots, for cutting branches, pieces of bark from trees or shrubs, for scraping lichens, for cutting plants that do not fit into a folder, etc., you must have a sharp pocket knife or a folding garden knife for each group. You can also use a regular bookbinding knife or a durable table knife. In many cases, such a knife can replace a scoop. (Appendix 3)
4.2 Aids intended for carrying collected plants
Collected plants and their parts are placed in folders or baskets. Folders are made with dimensions of 45x30 cm (sometimes 50x40) from cardboard or plywood. To protect it from getting wet during rain, it is useful to cover a cardboard folder with oilcloth or other waterproof fabric; can be coated with enamel paint. The folder is filled with sheets of newspaper or wrapping paper folded in half, cut to the size of the folder (a sheet folded in half for a folder measuring 45x30 cm should have a length of 43 cm and a width of 29 cm. The folder is tied at both ends with a ribbon. Wide braid or straps of the folder allow you to throw it over your shoulder . Elongated baskets are very convenient for carrying collected plants and their parts. Pieces of bark, stems, soil samples, plants taken with soil, as well as plants intended for work in the classroom, for drying in bunches or in sand, are placed in them. folders, then you can put everything collected in a basket, having previously lined its bottom with damp moss or a rag. Cover the plants with a damp rag. It is convenient to carry non-creasing items (boxes, jars, paper, twine, etc.) and excursion packing in a backpack. hands of excursionists, does not interfere with walking and getting ready. For a group of 3-4 people, it is advisable to have one backpack. In addition to the listed aids, during excursions you often need hand magnifying glasses with a magnification of 10-15 times, tweezers, string, and in some cases. cases compass. tape measure, measuring tapes (for the whole class). For records, each student takes notebook. If sketching is expected during the excursion, then it is useful for each student to have a tablet made of plywood, to which paper, a pencil and an eraser are attached, and into which a notebook fits. The excursion leader will have to select from the listed manuals those that are necessary for this topic and prepare them together with the students. You should not take anything extra. Any unnecessary item burdens the tourist and can easily be lost. (Appendix 4)
When conducting excursions into nature, for all biological courses, general methodological provisions should be taken into account. It is inappropriate to turn an excursion into nature into an open-air lesson, with a lengthy survey of students on the material covered, supposedly to connect theory with upcoming work on assignments. It is natural to begin each excursion by identifying a place - a forest, a swamp, a field, a meadow, a wasteland, a park - according to typical features: the main features of the landscape and the most characteristic plants. At the same time, it is necessary to note the features showing the seasonal development of nature (the state of vegetation and animals), and draw students' attention to the aesthetic side - the unique beauty of each of the corners of nature in different time year and even at different times of the day.
5.1 Nature excursions
An essential part of the excursion should be considered direct communication with nature - independent observations every student. On the first excursions, for example in the sixth grade, when students are still unfamiliar with botany, all students or groups are given general and simple tasks: collect plants with all organs; collect plants of the same type from dry and wet, light and shaded places, on the road and in a ditch; collect plants with leaves, flowers and fruits of various shapes or colors; collect plants with different odors; dig up and plant the necessary plants in single copies in a pot for a living corner. During an excursion on any topic, students cannot focus all their attention on listing the names of the objects encountered. It is enough to point out five, maximum ten of the most characteristic plants or animals, but having analyzed their biological characteristics. Students should be introduced to plants and animals in a way that they will remember them for the rest of their lives. Students in the forest and meadow select a test area of 1 sq.m (by laying a frame prepared from planks or measuring with tape and driving in pegs with a stretched rope) and calculate the number of typical plant species, tree seedlings, insect species, etc., depending on the topic excursions and assignments. In a meadow, from a test site, it is good to take plants representing different tiers along the line of a stretched rope. They herbarize and then stick the plants together on a sheet, making a herbarium table “Meadow Tiers”. A measuring ruler is drawn on the side to show the dimensions of the above-ground and underground parts of the plants. The names of the plants are written below. The very form of the assignments should teach them to make accurate observations, concentrating students’ attention on the main thing and requiring brief but specific data on the results of the work performed. An example would be this kind of task-plate on a botany excursion. During independent work, the teacher goes around all the groups, at an agreed time or at a signal - a whistle - they gather together for a general conversation or conference. Individual students or senior groups talk about their observations and findings, demonstrating the collected material. Most interesting places visits the entire excursion team. (Appendix 5)
Chapter 6. Classification of excursions
Excursions are introductory to a course or topic, for the most part conducted in the fall, ongoing (autumn and winter), final (summarizing and repeating the material covered), carried out in the spring.
On autumn - introductory excursions, students receive detailed and simple tasks and collect living material not only on the topics covered, but also on the current and subsequent topics. Introductory excursions are intended to interest students in the questions posed and the collected material; in subsequent lessons, these questions must be resolved and the collected material studied. Students’ work on assignments based on the material covered over the winter will be most in-depth and independent during the spring, final excursions. There are two approaches to organizing and conducting excursions to study various ecosystems: systemic ecological and ecological-biological. Ecological is that during an excursion, for example, to a meadow, a complete ecological and biological characteristic is given not only of the species of plants and animals living and encountered in a certain territory, but also of the meadow as a whole. This implies high level knowledge, skills and experience in conducting observations, both teachers and students. Final excursions are structured in such a way that students find in nature what they studied in the textbook and in class, and are allowed to specific examples questions raised or posed by the teacher. Posing and independently resolving questions awakens thought and develops research interest and observation skills. During transitions, during rest and at the end of the excursion, it is possible to conduct naturalistic exercises with game elements (determining the direction, distance, height of trees; who will find the right plant most quickly; who will name larger number plants known to him; who remembered more objects).
Excursions into nature for all biological courses, conducted on various topics and in different times years, still have a common structure. Each biology course includes several excursions to nature, museums and production.
6.1 Excursions for the course “Living Organism”
In the process of teaching this course, there is a constant need to communicate with nature. And for each topic of the course, students should be shown the studied plants and natural phenomena on an excursion, but we have to limit ourselves to 2-3 excursions per year. In the fall, an excursion on the topic “Structure of Living Organisms” is carried out in the forest, in the meadow. On this excursion, students are introduced to the most important forms and organs of several typical plants, their development, longevity and living conditions. Particular attention is paid to flowering plants (plants with various flowers, inflorescences, and fruits are collected). An excursion “Plants and Soil” on the topic “Organs of Flowering Plants” is desirable, which includes the following elements: familiarization with the structure of two or three different types soils and typical plants growing on them (forest, steppe, dry upland); forest floor made from fallen leaves as fertilizer; structure of the root system; cultivated fields; winter seedlings; collection of plants with different roots. An excursion on the topic “Plant Life in Spring” should be considered a must. This excursion examines the following objects and phenomena: seedlings, buds, shoots, leaf shapes; modified shoots (bulbs, rhizomes); vegetative propagation; bloom; dicotyledonous and monocotyledonous plants; insect-pollinated and wind-pollinated flowers; development of spring flowering plants; signs of spring.
6.2 Excursions for the “Living Organism” course to the school site
School training and experimental site- this is the basis for students’ experimental work anda necessary open-air living laboratory for practical familiarization of students with plants, their varietal diversity, growing techniques, and obtaining quality products. Practical classes, excursions, laboratory works. Preparatory work begins at the primary level of school. From the first grade, students become familiar with the school site. In a natural history course, they gain an understanding of the community of a field and garden, become familiar with the species composition of animals and plants, and their relationships. The relationship between living nature and humans, and issues of protecting the artificial natural community are considered.
The teacher conducts a tour of the school grounds, shows and names the plants (trees, shrubs, flowers and herbs) growing in the school yard, together with the students, determines and lists the features of the development of nature in the autumn. Students write down basic information, photograph or sketch plants, and collect plants for a herbarium. (Appendix 6)
6.3 Excursions to agriculture and other industries
Excursions to agricultural production are varied: they are held on the territory of our village on the farm of Prokopov Peasant Farm and JSC MTS Khleborob. These are excursions into organized nature, where cultivated plants and pets are in man-made artificial environments. The purpose of excursions to agricultural production is to show students its importance, organization and working conditions, its achievements based on science. The tour starts from brief overview production profile, its economic situation, structure and characteristics of the leading industry. The introduction is made by a teacher or production worker.
During the inspection of the main fields or rooms in which animals are kept, students should be provided with observations and measurements. So, in the fields, based on previously given tasks, different for individual groups of students, approximately the following observations are made. In a winter field, the density of seedlings, the depth of seed placement, the size of leaves and roots of seedlings, etc. are determined. Definitions with measurements provide material for independent conclusions and are better remembered than the numbers given by the guide. In the final conversation, the results of observations are compared and summarized. Production workers make additions and answer questions. The main thing that is important for students to understand during the excursion is what methods have been used to increase crop yields and animal productivity. From zoological excursions made to agricultural production, highest value have excursions to a dairy farm. The content of this excursion includes the following main questions:
- Animals bred on this farm
- Requirements for a model barnyard;
- Stall design (dimensions, feeder, drinking bowl, floor, signs)
- General information about cleaning and ventilation of premises, milking, breeding.
- People caring for animals
Familiarization with the breed composition of the herd is carried out using the example of the most typical specimens, with clearly expressed characteristics of the breed (milk production, live weight, etc.). In order to give students a basic understanding of cattle breeding, they should be shown a calf barn and pay attention to the methods of raising and selecting young animals. It is useful to analyze using the stud book or special breeding cards how the selection of parent pairs and the selection of young animals was carried out on a given farm.
Chapter 7. Summing up the excursion
Each excursion conducted with students should be reinforced by subsequent work in the classroom. Only then can it be considered complete when all the material collected during the excursion has been sufficiently processed and studied, when the results of the excursion are summed up by the leader and students. During the excursion, students cover a wide range of material in a relatively short period of time. Much remains not deeply understood. Studying the material after the excursion allows students to reconstruct the entire course of the excursion, add a lot, deepen, collect all the excursion material into one whole, and connect it with the topic of the training sessions. Students recall the content of the class excursion; prepare reports; process drawings; identify plants using the simplest determinants; from the collected materials they form collections and herbariums; carry out practical work in class; While studying the collected plants, they sometimes organize long-term observations or processing of the collections in terms of group work. As a result of these works, an exhibition is organized in connection with the topic discussed in the lesson. When processing natural excursion materials, some of them go into the living area (plants taken from a lump of forest soil, insects), others are preserved and dried. This is how a herbarium and collections are compiled on the diversity of the plant world, the variability of various characteristics in plants and animals, the adaptability of fruits and seeds to dispersal, plants to different living conditions, the color types of insects, etc. Students must formalize their observations in the form of a report, a herbarium, a collection of collected objects, photographs. Living material (plants, water insects, pupae and other objects) should be placed in a corner of wildlife for further work with it.
The study of excursion materials, as a rule, takes place over a number of lessons and different topics, without detailed summaries and only with brief conclusions on the spot after the end of the excursion. When subsequently studying the excursion material, students should turn to literature and reference books, especially when preparing reports and reports.
CONCLUSION
Working on with its theme of self-education and creative work I understood how Excursions are very importantin order to improve the quality of biological education. Of course, the excursion should not be a dry continuation of the lesson. In this regard, excursions should always include elements of games, observations, and experiments. After all, no report, no conversation can interest people as much as a skillfully conducted excursion. The specificity of the observed phenomena, processes, the need to briefly record what they saw, make comparisons, draw appropriate conclusions, and then apply the acquired knowledge in the classroom and in life - all this contributes to the development of students’ thinking and observation skills, makes them think about what previously passed by. Performing tasks related to specific observations during an excursion develops students' research inclinations and independence in acquiring knowledge. At the same time, they come into close contact with objects of nature, which have a great educational influence on them: they develop a caring attitude towards nature and their body, responsibility for the assigned work, and the ability to complete the work they have started.
Bibliography:
- Belyanina, L.A. Excursion is one of the forms of development creativity personality / L.A. Belyanina, N.Yu. Mankova // Biology at school. – 2008. - No. 2. – P. 44–49.
- Belyanina, L.A. Excursion as an element of health-saving pedagogy / L.A. Belyanina // Materials of the city pedagogical scientific-practical conference(January 16, 2007) “Achieving a new quality of education is a requirement of the 21st century: features of the content and organization of the educational program”: Publishing house of OSU DPO AIPKP, 2007. – pp. 167–170.
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DEVELOPMENT OF LESSONS - EXCURSIONS IN BIOLOGY Grade 6 Kurlykova N.N., biology teacher Excursion No. 1 Topic: Diversity of living organisms, autumn phenomena in the life of plants and animals. Goal: To show the diversity of living organisms using the example of a school park, autumn phenomena in the life of plants and animals in the climatic conditions of the Murom Territory Objectives: To teach how to conduct phenological observations, to highlight seasonal changes in nature, plant life, to observe the relationship of plants and animals with environment; Show the diversity of plants and animals; Foster a caring attitude towards nature Task 1. What plants have you come across? How has their life changed with the onset of autumn? 2. Find out which plants lose their leaves earlier and which ones fall later. What is the peculiarity of leaf fall in various plants? 3. Examine the fruits and seeds found during the excursion. Highlight the features of their structure and methods of distribution. 4. What animals did you meet? How did their lives change with the onset of autumn? I. Stage – Development of the excursion 1. Setting goals and objectives 2. Development of the excursion route II. Stage – Conducting an excursion 1. Organizing time. Safety instructions, rules of behavior in nature. 2. Give students task cards. Explain the requirements for completing reports on the excursion 3. Conducting an excursion - Movement along the route 1) Students with a teacher go to the school park. With the help of the teacher, children draw conclusions about the change of seasons and describe the weather changes associated with this time of year. They name the signs by which they were able to determine the onset of autumn. 2) Inspect the territory of the school park. Pay attention to the variety of plant forms: trees, shrubs, herbaceous plants. Children, with the help of the teacher, name plant species known to them. Pay attention to the differences between coniferous and deciduous plants. 3) Analyze the course of leaf fall in various plants. Examine the leaves. Compare tree leaves, their size, color. 4) Children collect fruits and seeds. Determine their species. Together with the teacher, describe the features of their structure and distribution. 5) Draw students’ attention to the animals encountered along the route. Discuss what they are doing. How did their lives change with the onset of autumn? 4. Conduct of the excursion results. Summarizing what you saw. Conclusions. III. Stage – Reflection 1. Several students read out their reports (all are submitted for verification) 2. Discussion of the presented creative works. 3. Pay attention to the “Phenological calendar” stand. Draw a conclusion about phenological changes in the life of plants and animals, paying special attention to climatic conditions Murom region. Excursion No. 2 Topic: Winter phenomena in the life of plants Purpose: To identify changes in plant life associated with the onset of winter using the example of plants in a school park. Objectives: Show with specific examples the relationship of the organism with the environment; determine the influence of environmental factors on the growth and development of plants; develop students’ skills to conduct independent observations in nature; carry out work on aesthetic and environmental education of students. Task 1. Name the trees and shrubs you examined during the excursion. 2. Describe the shape of the crown of birch, linden, and oak. 3. Describe the features of the bark of various trees: poplar, birch, oak. 4. Sketch the shoots of maple, chestnut, poplar, and oak. Pay attention to the location of the buds on the stem. Note how they are adapted to overwintering. 5. Name the evergreen plants you saw. Note the adaptation of these plants to winter temperatures. 6. Choose your favorite poem, riddle or proverb about winter nature. IV. Stage – Development of the excursion 1. Setting goals and objectives 2. Development of the excursion route V. Stage – Conducting the excursion 5. Organizational moment. Safety instructions, rules of behavior in nature. 6. Give students task cards. Explain the requirements for completing a report on the excursion 7. Conducting an excursion - Movement along the route 1) Invite children to look around and tell how winter beauty in nature manifests itself. By what climate changes do we know about the onset of winter? What is special about this time of year in our region? What visible changes have occurred in plant life? Again the weather breathes cold, But on the windows, through the rays, Frost again writes patterns on His silver brocade. 2) Invite the children to determine by what signs we can recognize trees when all their leaves have fallen. Consider the features of the crown of birch, linden, and oak. Birch has side shoots that branch many times. Annual shoots are thin and usually hang down, so the birch takes on a peculiar drooping shape. In linden, the side shoots extend from the trunk at an angle downwards, and at the ends the branches rise. This branching gives the linden crown an oval shape. The oak crown has a rounded, spreading shape, which also depends on the location of the lateral branches. 3) Examine the tree bark. Note that you can also “recognize” a tree by the color and structure of the bark. The oak bark is dark, almost black, but with deep cracks - grooves. In poplar, the bark of young branches is gray-green, and on an older trunk it is gray-brown. Each of us has known birch bark since childhood. White, laminated with deep black furrows. 4) Review tree shoots with students, giving them the opportunity to independently name the color of the shoots, the location of the buds on the stem, the presence and structural features of bud scales (children make notes and sketches in notebooks). 5) Consider evergreens: Norway spruce, blue spruce. What are their differences? Using these trees as an example, he will discuss the adaptability of conifers to winter weather conditions. 8. Conduct of the excursion results. Summarizing what you saw. Conclusions. VI. Stage - Reflection 4. Several students read out their reports (all are submitted for testing) 5. Comparing their observations with the “Phenological Calendar” We listen to students’ speeches: poems, proverbs, riddles about winter nature. We draw a conclusion about the features of the winter season in the Murom region Excursion No. 3 Topic: The world of plants of the small Motherland Purpose: To begin acquaintance of students with flora Krasnodar Territory using the example of a school park Objectives: Introduce students to the species diversity of plants in the school park; teach to distinguish certain types of plants; learn to make herbariums of herbaceous plants and tree leaves; to educate students to respect nature native land. Task 1. List the plants you examined on the excursion. 2. What trees grow in the school park? Make a herbarium of a collection of leaves of various trees. 3. Using drawings and your own experience, identify the plants you have collected; if the plant you found is not in this picture, use an identification guide or the help of a teacher. Fragrant ear Bird's eye buckwheat, knotweed Hedgehog assemblage Creeping clover (white) Large plantain Fragrant chamomile 4. Create a herbarium of plants collected on the excursion. 5. Find riddles about several of the plants you collected. VII. Stage – Development of the excursion 3. Setting goals and objectives 4. Development of the excursion route VIII. Stage – Conducting an excursion 9. Organizational moment. Safety instructions, rules of behavior in nature. 10. Give students task cards. 11. Explain the requirements for completing a report on the excursion. 12. Tell students about the rules for making herbariums of herbaceous plants and tree leaves. 13. Conducting an excursion – Movement along the route 1) introduction The teacher is devoted to the climatic features of the wall zone of the Krasnodar Territory. 2) Together with the students, we look at the trees of the school park. Children name them and collect leaves for the herbarium. 3) Invite the children to carefully examine the herbaceous plants of the school park. Help children determine their species and collect material for the herbarium. 14. Conduct of the excursion results. Summarizing what you saw. Conclusions. The main part of the territory of the Murom Territory is occupied by a forest zone. Most of the plants presented in the school park are typical representatives of the natural area. IX. Stage – Reflection 6. Consider the herbariums prepared by the students. We select the most successful ones and create a common folder “Plants of the Murom region growing in the school park” 7. Students ask each other prepared riddles. Excursion No. 4 Topic: Natural community and man Purpose: To acquaint students with the structure of the natural community and reflect the role of man in the life of biological systems. Objectives: To introduce students to local plant communities and their species diversity; To consolidate knowledge about the relationship of plants with environmental conditions; To introduce the diversity of wild plants and their adaptability to living in a community; Show the impact of human activities on the plants of the community. Task 1. Describe the school park community according to the plan: 1) What trees grow in this community? 2) List the names of the bushes. 3) What herbaceous plants are found in this community? 4) What spore plants live in this community (mosses, lichens, possibly fungi)? 5) What symbiont organisms are there in this biocenosis? 6) Are there rare and protected plants in this community? 2. Make an environmental memo “How to behave while being in nature” I. Stage – Development of an excursion 1. Setting goals and objectives 2. Development of an excursion route II. Stage – Conducting an excursion 1. Organizational moment. Safety instructions, rules of behavior in nature. 2. Give students task cards. 3. Explain the requirements for completing a report on the excursion 4. Conducting an excursion – Movement along the route 1) Draw students’ attention to the changes that have occurred with trees, shrubs, and herbs. Examine flowering plants with the children and offer to name them. 2) Invite children to explain how these plants grow, feed, and flower. 3) The study of communities occurs according to plan: What trees grow in this community? List the names of shrubs. What herbaceous plants are found in this community? What spore plants live in this community (mosses, lichens, possibly fungi)? What symbiont organisms are there in this biocenosis? Are there rare and protected plants in this community? 4) Together with students, develop the provisions of the environmental leaflet “How to behave while being in nature.” 5) Conversation with questions suggested by the teacher: What would you call this plant community and why? (clarify the name of the phytocenosis using the principle: the name of the ecosystem is determined by the dominant vegetation of the area) Determine what type the bud of this area belongs to. Is there a relationship between soil types and vegetation? What tree species are in the community? Are there any bushes, how are they located relative to the trees? What grows near the ground? What is the reason for this particular arrangement of plants in the phytocenosis? 5. Conduct of the excursion results. Summarizing what you saw. Conclusions. Today we observed the life of plants in a phytocenosis. What should a person do in order not to interfere with the life of plants in plant communities? What can uncontrolled human activity in phytocenoses lead to? III. Stage – Reflection a. Several students read out their reports (all are submitted for review) b. We select the most complete environmental reminder “How to behave while being in nature” and attach it to the stand. c. Together with students, draw a conclusion about the influence of humans on the life of biocenoses.
Lessons – excursions
Introduction
An excursion is one of the mandatory forms of implementation of the practical part curriculum in biology. This form helps to establish a connection between theory and practice and solve the problems of environmental education.
Conducting excursions on the territory of the educational institution has the following advantages:
1). You can fit it into 40-45 minutes of study time. There is no need to waste time on a long journey to the excursion site,
2). A limited area for the work of several groups makes it possible to monitor the completion of tasks by students, and, if necessary, provide assistance in the work of groups.
3). The teacher, knowing what species are found on the territory of the educational institution, can himself or with the help of students produce illustrated identification cards for excursions. It is possible to make a herbarium of plants found on the territory of the educational institution.
Preparing for the excursion
Teacher's actions
1). Determines the area on the territory of the educational institution where the excursion will take place, develops a route. The site is selected so that it can be used for all seasonal excursions. This will allow students to see seasonal changes in nature.
2). Thinks through the rules safe behavior during the excursion.
3). Thinks through tasks for conducting excursions, compiles task cards for group and individual observations of students.
4). Prepares the necessary equipment for the excursion.
Student Actions
1). Prepare simple pencils and notepads for notes during the excursion
2). Repeat educational material, necessary to complete tasks on the excursion.
3) Distributed into groups.
Safety rules for conducting excursions in biology
1). Before the excursion, the teacher carefully examines the area of the educational institution where the children will be taken, choosing places where there is no danger of attack by predators or poisonous animals.
3). Before going on an excursion, a roll call of class students is carried out and those present are noted. the second roll call is carried out upon arrival at the excursion site, the third - upon returning from the excursion.
4).When conducting an excursion, it is prohibited to use toxic substances for pickling insects (chloroform, sulfuric ether).
5).When organizing an excursion, it is necessary to familiarize students with the requirements of nature conservation, local poisonous plants; it is strictly forbidden to taste any plants.
6). Students should go on excursions in durable shoes, which will protect their feet from mechanical damage from twigs, thorny plants, sharp stones, and glass fragments. It is strictly forbidden to go on excursions barefoot.
7). It is prohibited to make fires during the excursion.
8). During the excursion, students are not allowed to drink water from open reservoirs.
9). TB instructions during student excursions are posted in a prominent place in the biology classroom.
EXCURSION No. 1 (5th grade)
Learning Objective: create conditions for consolidating ideas about the characteristics of living organisms and bodies inanimate nature, phenomena of living and inanimate nature, to form ideas about methods for studying living nature.
Personal development goals:
To help students develop the ability to observe objects of living and inanimate nature, plan their activities, systematize material, and carry out reports;
To promote the development in students of general educational skills necessary for working in a group;
To promote the development of students’ personal motivation to comply with the rules of behavior in nature.
Excursion location: territory of the OS
Excursion time: September
Duration of the excursion: 40 minutes
Equipment:
Red and green cards for each student;
Notepad and pencil.
Conducting an excursion
The teacher introduces students to the rules of safe behavior during the excursion. (Students can themselves determine the rules of safe behavior on the excursion). Ask students to write one rule on red cards indicating what not to do during the excursion. Then students take turns saying these rules. The teacher supplements these rules. The teacher hands out green cards and asks students to write one rule each indicating what they can do during the excursion. It is necessary for students to understand general rules safe behavior during this and subsequent excursions. On future excursions, it will only be possible to remind the general safety rules during the excursion.
The teacher invites the student to stand in a circle and, after thinking for 1 minute, complete the statement “Nature in my life...” or “Nature for me...”. U-l reminds that nature is divided into living and nonliving, and suggests remembering the difference between living organisms and bodies of inanimate nature.
U-l invites students to name synonyms for the word observe. (Possible answers: see, examine, carefully examine, etc.). The teacher and the students summarize: observation is a visual study, a careful examination of certain objects or phenomena of living nature. It allows you to describe its objects and phenomena. Observations can be carried out with the naked eye or with the help of magnifying devices - binoculars, magnifying glasses, microscopes. During the excursion we conduct observations of living and inanimate nature with the naked eye.
Students are divided into groups of 6 people, different areas are selected in the territory determined by the teacher. 15 minutes are allotted to complete the tasks. Each student receives a task card and it remains with him until the next lesson. This will make it easier to complete your homework. At the next lesson, the student submits a report on the excursion along with the card.
Groups present the results of their work.
Summarizing. The teacher suggests counting how many objects of living and inanimate nature the class was able to observe during the excursion.
Ecological game "Crow Hunt"
The game consists of searching for various natural objects. Students are given lists containing a list of these objects. Their searches will require students not only to be attentive, but also to have a creative approach.
Hunting list:
Students find objects from this list in areas of their choice. And then they distribute the objects into groups: living and not Live nature.
Reflection at the end of the excursion
What was the most interesting thing for you during the excursion?
What new things have you learned about the territory of the OU?
9. Homework.
Fill out a report on the excursion in your notebooks according to the plan proposed in the task cards. Repeat steps 1-2
APPLICATION
EXCURSION No. 1 (5th grade)
Living and inanimate nature. Observations of living objects.
Target: identification of objects of animate and inanimate nature, observation of phenomena of animate and inanimate nature.
Group assignments
Choose the area you like on the territory determined by the teacher, describe it and justify your choice.
Find living and inanimate bodies in the selected area. DO NOT break branches, tear up plants, scare animals, or litter.
Fill out the table in your notebooks; write down natural objects in the first column, and put “+” or “-“ in the second and third.
| Objects of nature | Live nature | Inanimate nature |
What wildlife phenomena do you observe in your chosen area?
Present the results of your work to other groups. Tell us how you identified living and nonliving objects and what phenomena of living nature you observed.
Prepare a report on the excursion according to the plan:
Excursion topic
Purpose of the excursion
Composition of the group
Results of the group's work:
List the objects of living and inanimate nature found by your group;
Name the signs that helped you identify objects of living nature;
Draw the animal you like best;
Name the wildlife phenomena that you observed on the school grounds that day.
Answer the question: Can living nature exist separately from inanimate nature? Why do you think so?
EXCURSION No. 1 (6th grade)
Learning Objective: organize student activities aimed at studying the species diversity of woody, shrub and herbaceous plants on the territory of the educational institution and familiarizing themselves with autumn phenomena in plant life.
Personal development tasks:
To help students develop the ability to observe living organisms in the fall, plan their activities, and systematize the material studied in primary school, draw up reports;
To promote the development in students of general educational skills necessary for working in a group;
To promote the development of students’ personal motivation to comply with the rules of behavior in nature.
Excursion location: territory of the OS
Excursion time: September
Duration of the excursion: 40-45 minutes
Equipment:
Cards-tasks based on the number of students in the class;
Bags for collecting leaves;
A4 sheets per group;
Notepad and pencil.
Preparing for the excursion. The teacher determines the area on the territory of the educational institution where the excursion will take place and develops a route. The site is selected so that it can be used for all seasonal excursions. This will allow students to see seasonal changes in nature. Thinks through the rules of safe behavior during the excursion. Thinks through tasks for conducting excursions, compiles task cards for group and individual observations of students. Prepares the necessary equipment for the excursion.
Conducting an excursion
Students remember the rules of safe behavior during excursions. The teacher asks: What rule would you like to change or add? The teacher adds the rules himself depending on the topic of the excursion.
The teacher invites students to answer the question: “What color do you associate with the word autumn?. Why with this color? (Usually they are called yellow, red, orange). The teacher shows leaves of woody plants (linden, birch, maple, rowan...) of the appropriate color and points out that not all trees have leaves of bright colors. In alder and poplar, the leaves become brown or gray; in sulfur, the leaves will remain green for a long time. On today's excursion we will talk about why autumn can boast such a variety of colors.
The teacher reports that in summer the leaves of trees and bushes are colored green color due to chlorophyll pigment grains. But there are other pigments in the leaves - yellow (xanthophyll), orange (carotene). In summer there is so much chlorophyll in the leaves that other pigments are invisible. In autumn, daylight hours shorten, less chlorophyll is formed, and the yellow color of the leaves becomes noticeable. The leaves contain the coloring substance anthocyanin. It is he who colors them in all shades of red. The cooler it is, the more anthocyanin is formed in the leaves. But the leaves of alder and poplar do not contain yellow-orange pigments and anthocyanin. The dull color of these leaves comes from the breakdown of chlorophyll. Autumn color is also characteristic of some grasses.
Using gestures, show what happens to the leaves after the color changes? What natural phenomenon have you just depicted? (LEAF FALL). The reason for leaf fall is a change in conditions (shorter daylight hours, lower temperatures, changes in humidity). By annually shedding its leaves, the tree is freed from harmful substances that have accumulated over the summer. In the forest, a layer of leaves protects plant seedlings and tree roots from frost, the leaves rot and provide nutrients to the plants, and many insects overwinter in the dry leaves. Coniferous trees do not shed their needles for the winter, except for larch, whose needles fall off in the fall.
Students are divided at will into groups of 6 people. Groups receive the same tasks, but choose different areas of the territory determined by the teacher. You are given 15 minutes to complete the tasks. Each student receives a task card; it remains with him until the next lesson. This will make it easier to complete your homework. At the next lesson, the student submits a report on the excursion along with the card.
groups present the results of their work.
Summarizing. The teacher suggests counting the number of species of trees and shrubs that the class was able to describe during the excursion.
Ecological game “Collect a tree”
The game develops memory, reaction, and expands students' knowledge about the species diversity of plants and shrubs. You need to find a fruit for a card with a picture of a leaf of a tree or bush. You can play this game using the teams “Who is faster”.
Reflection at the end of the excursion.
What was the most memorable part of the excursion for you?
What was the most interesting thing on the excursion for you?
How easy or difficult was it for each of you to complete the tasks?
What new things did you learn about the school grounds?
10. Homework. Fill out a report on the excursion in your notebooks according to the plan proposed in the task cards.
APPLICATION
EXCURSION No. 1 (6th grade)
Diversity of living organisms. Autumn phenomena in the life of plants.
Task card for students
Target: determination of the species of trees and shrubs, observation of autumn phenomena in plant life
Group assignments
Describe your area of the school grounds.
Determine the species composition of trees and shrubs on your site (you can use cards prepared at home).
Fill the table
| Evergreens | Deciduous trees | Deciduous shrubs |
Collect leaves and fruits of the identified plants. do not break branches, collect only fallen fruits and leaves, do not litter.
Which fruits you collect are distributed by the wind, which by animals? Why do you think so?
Trace the sequence of changes in leaf color in one type of tree. (Green leaf - partially discolored leaf - completely discolored leaf).
What autumn phenomena in the life of plants do you observe in your chosen area?
Present the results of your work to other groups.
Individual homework
Prepare a report on the excursion according to the plan:
Excursion topic
Purpose of the excursion
Date and place of the excursion
Composition of the group
Results of the group's work:
Describe the weather conditions and signs of autumn seen during the excursion;
List the types of trees and shrubs that you have identified on your site: evergreens -..., deciduous trees -..., deciduous shrubs -...;
Sketch the leaves and fruits of 2 plants in your area on the school grounds;
Name the autumn phenomena in the life of plants that you observed on the school grounds that day.
Answer the questions.
Why plants various types Do the leaves change color at the same time? Give examples.
Write a short story on the topic “Leaf fall”, using the concepts: chloroplasts, chromoplasts, vacuoles, photosynthesis.
EXCURSION No. 2 (5th grade)
Living organisms in spring. Spring phenomena in the life of living organisms.
Target:
To develop students’ understanding of the relationship between a plant organism and environmental conditions, to develop the ability to identify early flowering plants .
Based on observations, find out the biological characteristics of early flowering plants on the territory of the educational institution.
Develop a caring attitude towards nature.
Develop skills in observing changes in nature, instill a desire for independent research.
Develop dialectical-materialistic views on nature.
Excursion location: OU territory.
Time spending: end of April - May.
Preparing the teacher for the excursion:
Plan an excursion route to places with different vegetation (to show the learning features of the awakening of nature).
Prepare identification cards for herbaceous early flowering plants.
Have a conversation about nature conservation.
Introduce students to works of literature and painting that glorify the beauty of nature (M. Prishvin, F. Tyutchev, A. Fet, I. Levitan, etc.).
Preparing students for the excursion:
1. Talk with students about the different periods of spring (weather patterns, changes in flora and fauna, the beauty of awakening nature, issues of its protection).
2. Introduce three new concepts about spring and indicate the timing of their onset:
calendar spring - March 1; astronomical - March 21 is the day of the vernal equinox throughout the globe (except for the polar regions), day is equal to night; biological the beginning of sap flow in Norway maple (March 24), and then in warty birch (April 8).
3. Instruct students to prepare characteristics of each period of spring (March, April, May), and speak at a scientific and practical conference in the role of meteorologists, botanists, zoologists, landscapers, foresters, artists.
4. Prepare children to perceive nature, draw attention to the objects of the forest ecosystem. Develop the ability to behave correctly in the forest.
During the classes.
Introducing students to the rules of behavior in the forest:
Teacher: Guys, I suggest you go on an excursion to the spring forest. Name what rules you need to follow when coming to the forest. (Children answer)
You cannot light a fire in the forest during a fire-hazardous time; before leaving, you must carefully check the place where the fire burned to see if it has been properly extinguished.
When in nature, you should not pick plants for bouquets. Bouquets can only be made from plants grown by humans.
You can collect medicinal plants only in places where there are many of them. Some plants must be left in nature.
Do not break branches of trees and bushes. Let beautiful plants and trees remain in nature.
In nature, especially in the forest, you need to try to walk along paths so that the plants do not die from trampling.
Teacher: That's right, well done guys! You not only named the rules of behavior in nature, but also managed to explain them. So, let's go
Introduction to the topic of the lesson-excursion ( creating an emotional mood).
Again the birds fly from afar,
To the shores that break the ice,
The warm sun goes high
And the fragrant lily of the valley awaits.
What time of year is the poem talking about? (About spring).
How did you guess that the poem talks about spring? (Lilies of the valley appear).
Today in the lesson we will go on a visit to spring and talk about what changes occur in nature with the arrival of spring.
Main part
Spring changes in inanimate nature. Listen to riddles about the spring months.
A warm south wind blows,
The sun is shining brighter,
The snow is thinning, softening, melting,
The loud rook flies.
What month? Who will know? (March)
The river roars furiously
And breaks the ice.
The starling returned to his house,
And in the forest the bear woke up.
A lark trills in the sky.
Who came to us? (April)
The fields are turning green
The nightingale sings.
The garden is dressed in white,
The bees are the first to fly.
Thunder rumbles. Guess,
What month is this?...(May)
What signs of spring have you heard? ( The sun shines brighter than in winter; every day it warms more and more; rises much higher above the horizon than in winter; the days are getting longer; it is getting warmer).
Did the sun warm the earth equally in all spring months? (No).
- Which spring month is the coldest? (March).
The warmest ? (May) Why? (In May the sun is higher above the horizon than in March, so May is warm)
- Now let's imagine the sky. What is it like in the spring? (Blue, high, white light clouds float along it).
What kind of precipitation falls in spring? (In March there is snow, and in April there is snow and rain, in May there is rain.)
Are there thunderstorms in spring? When? (In May).
2. Spring changes in wildlife .
It's time to talk about what changes occur in wildlife with the arrival of spring.
What happens to trees and shrubs in spring? (On deciduous trees and shrubs, buds swell; catkins, silvery lambs, flowers appear, then leaves appear. In coniferous trees, the color of the bark and needles changes).
What happens to herbaceous plants? (The ground is covered with young grass, many plants are beginning to bloom).
- Name the herbaceous plants that bloom first? (Primroses: liverwort, corydalis, anemone, lungwort, coltsfoot).
Typically, early flowering herbaceous plants are called snowdrops. Why? (As soon as the snow melts, they begin to bloom).
- Why do snowdrops bloom so early? (Snowdrops get their nutrition from their thickened underground parts, which have stored nutrients since last year. They need a lot of light and moisture, which is plenty at this time. They need little heat).
What flowers bloom in late spring, in May? (Lilies of the valley, dandelions, violets.)
Many people collect bouquets of spring plants in the spring. Is it good? (No).
During excursions, you will have to complete assignments by unit and provide a written report about today's excursion.
Write down a written report plan:
the beauty of spring nature (take a photograph of the first spring flowers);
weather;
life of herbaceous plants in forests, meadows, yard;
life of tree and shrub species;
signs of spring in the animal world.
create a presentation in PowerPoint
4. Now let's have a competition the most observant, most intelligent and organized friends of nature. Students are divided into units.
Assignment for 1st year: students perform it in the forest, looking for a given number of species of flowering herbaceous plants; identify them without tearing them down and make notes in a notebook in the form of a table:
| Plant name | Features of the external structure |
|
| Flower (sketch) | Leaves (sketch) |
|
Assignment for 2 years: it is carried out based on the decision educational task such content. Neither the cornflower, nor the bluebell, nor the chamomile are blooming - why did the spring clear, anemone, lungwort, goose onion and other primroses grow and bloom so quickly? Which organs of these plants contain nutrients? Why are primroses in a hurry to bloom?
Task for 3 years: observe the flowers of early flowering plants and answer the questions:
How often do insects visit these flowers?
What adaptations have these flowers developed for cross-pollination?
What causes the color of flowers?
Do flowers have nectaries?
Is it possible for these flowers to self-pollinate?
How do these plants reproduce if there are not enough pollinating insects during the flowering period?
While answering these questions, students look at primroses and take photographs of them.
Assignment for 4 years old: watch the trees and shrubs bloom. Organize your records in table form.
| Name of trees and bushes | Appearance inflorescences (schematic drawings) | Plants monoecious or dioecious |
||
| Pistillate | Staminate |
|||
Cognitive tasks
1. Flowering of plants is possible if there is a supply of nutrients. Where is the supply of nutrients in woody plants?
2. Most trees bloom before the leaves bloom. What is the method of pollination in trees? How would the flowering of trees during the period of full leafing affect fruit formation?
3. It is estimated that trees have more staminate inflorescences than pistillate ones. Explain this phenomenon.
4. Why are the flowers of woody plants collected in inflorescences - catkin, panicle, raceme, and not in inflorescences - basket, spike?
5. When trees bloom, shrubs are in the budding phase. Why? Is wind pollination possible in shrubs?
Discussion of cognitive tasks.
6. Practical task
Exercise 1: Students find a beautiful corner of nature, describe it using excerpts from fiction. Then they find a place to plant plants grown on the school site, prepare a hole, fertilize the soil, place the plants, water and mulch. They take responsibility for caring for the plantings.
Closing conversation: about the life of trees, shrubs, and perennial herbaceous plants in spring. Paying attention to the correspondence of the structure of plant organs to the functions performed, to the development of plants in relation to the environment.
Homework assignment.
1.Each link submits a report on the results of the excursion Look, spring is coming! prepares the page e-book about primroses, you can put legends and poems about spring flowers, drawings or photographs there.
2. Prepare for competitions that will be held based on the results of the excursion:
Snowdrops
Friends of Nature
All students take part in the competition. Each participant prepares 2 tasks on the spring forest - one for each competition. Assignments are given in a sealed envelope on which the student’s name and class are indicated. Each student can receive 8 points for preparing assignments.
Criteria for assessing the completion of the task and its design:
Assignment - original - 2 points*2 assignments = 4 points,
Normal - 1 point,
Unprepared - 0 points,
Design - colorful - 2 points * 2 tasks = 4 points,
Absence - 0 points.
Along with the assignment, the student submits a questionnaire in the form:
Class_________________ Last name_________________
Link_________________ Name______________________
Preparing for the competition
| Type of competition | Points for: | ||
| decor |
|||
| "Snowdrops" "Friends of Nature" | |||
Participation in the competition
| Type of competition | Points for answers | ||||
| correct | inaccurate | wrong |
|||
| "Snowdrop" "Friends of Nature" | |||||
By the beginning of the competition, the jury fills out a questionnaire for each student and prepares the equipment for the competition. The organizer of the competition is the teacher, he opens the competition, announces its conditions: the winner can be a unit and each student individually. One of the jury members announces the results of the preparatory stage, another jury member fills out the table on the chalkboard:
| Preparation | Conducting a competition (points) | ||||||
| "Snowdrop" | nature" |
||||||
Summing up the lesson-excursion, announcing the winners of competitions, grading in the journal.
Now, guys, think and tell me, having been on such an excursion, what useful things did you get for yourself?
