Summary of a training session using DER (digital educational resources)
City: Magnitogorsk
OU No. 33, with in-depth study in English from 2nd grade.
Teacher: Nesterova Svetlana Gennadievna
Class 1-a
Topic of the training session: What do different plants have in common?
Duration of training session 35 minutes
Type of training activity: lesson
Goals:
- Learn to recognize deciduous and coniferous trees. Learn to distinguish parts of plants.
- Develop observation skills, the ability to analyze, and group objects of the plant world.
- Foster a caring attitude towards nature.
Equipment:
- Plant samples (handout): shepherd's purse, nasturtium, buttercup.
- Root vegetables: carrots, beets, potatoes.
- Slides:
- Crossword puzzle “What tree is this leaf from?” (2-6)
- Find a maple leaf (7-8)
- What is the correct name for a leaf of a coniferous tree? (9)
- Which of coniferous trees sheds its leaves for the winter? (10)
- Name it in one word (11)
- Plant parts (12)
- Label roots and fruits (13)
- Match the fruit with its seed (14)
- What part of each plant does a person use?(15)
Didactic materials for the lesson: Textbook by A.A. Pleshakov. The world around us. 1st grade, printed notebook.
Progress of the training session:
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
I Organizational moment | 1 minute | Create an emotional mood for the upcoming lesson | |||||
Teacher activities | Student activities | ||||||
Every day - always, everywhere, In class, in play, We speak boldly and clearly And we sit quietly. | Checking the workplace. |
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
II. Reviewing what was learned in the previous lesson | 5-7 minutes | Determine the level of students’ assimilation of the material covered | Know the names of trees. | Be able to identify a tree by its leaf. | Demonstration method, reproductive. | Individual work, frontal survey | Slides No. 2-10 |
Teacher activities | Student activities | ||||||
Let's start the lesson by reviewing the material covered. Let's solve the crossword puzzle. Look at the leaves. What did the artist depict with leaves? Find a maple leaf among these leaves. What is the correct name for a leaf of a coniferous tree? | Solve a crossword puzzle (1 Oak, 2 Birch, 3 Spruce, 4 Maple) Find a maple leaf. Needle. |
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
III. Working on a new topic - introductory conversation. | 2 minutes | Give an idea of the same parts of all plants. | Know what is classified as vegetables, fruits, flowers, trees. | Be able to find and name parts of plants. | Visual and illustrative. Partial search, story, conversation, work with a book. | Frontal. | Slides No. 11-12 |
Teacher activities | Student activities | ||||||
What do you see in the picture? How to call them in one word? | Name the plants. Plants |
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
IV Practical work V Game “Make no mistake” | 10-12 minutes | Learn to recognize parts of plants. | Identify plant parts in a practical way. | Partially search. | Work in pairs of constant composition. | ||
Teacher activities | Student activities | ||||||
Look at the plants laid out on the desks. Read their names. Who can name the known parts of these plants? Today we will try to highlight the common parts of all plants. Find the root, leaves, stem, of your plants. Show them to each other. Do you think trees have stems? What is it called? What is the difference between a stem and a trunk? What part of the plants did we not name? I invite 3 guys to the board. You need to name your plant. Next, I will name the parts of plants, and you must show them on your plant without errors. | Read the titles. Name the parts of plants. They find a stem, leaf, and root of a plant and show it to each other. Answer: All plants have a stem, including trees. It's called a trunk. The trunk is strong and covered with bark, and the stem is soft and herbaceous. Flower, fruit with seeds. The first student shows parts of plants to the first row, second to second, third to third. Children make sure the display is correct. |
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
VI Work on the topic of the lesson. Game "Whose Seeds Are Lost" Game "Fruit Ball" | 10-12 minutes | Check whether the children correctly identified parts of plants in a practical way. | Know what parts all plants have in common. | Be able to name the common parts of plants from memory. | Reproduction tive | Frontal. | Slide number 12 |
Teacher activities | Student activities | ||||||
What plant is shown in the picture? Let's use this plant as an example to determine whether we have identified the parts of the plants correctly? show the lower part of the plant, what is it called? What is the name of the part of the plant that comes from the root? What is attached to the stem using a petiole? What other parts of the plant can you identify? How many flowers does this plant have? Consider a fruit with seeds. There must be plants inside any fruit. Ant Question brought parts of some plants to class today. What part of the plant do you think they belong to? (teacher shows root vegetables: carrots, beets, potatoes) If we cut carrots, beets, potatoes, will we see seeds inside? (the teacher cuts the vegetables and shows them to the children) Can we say that these are fruits with seeds? All these parts are in the ground. How can we call them? These are roots or roots. These are the ones we eat. Fizminutka: Along the path, along the path We jump on the right leg. And along the same path We jump on our left leg. Let's run along the path, We'll run to the lawn. On the lawn, on the lawn We'll jump like bunnies. Stop. Let's rest a little. And we'll walk home. Do you know why plants need roots? Listen to the correct answer (see appendix) The Question Ant brought riddles for us. He asked them to guess them and determine which part of the plant the guessing word belonged to. Just like a fist, Red barrel, Touch it - smooth And if you take a bite, it’s sweet. He's big, like a football If it's ripe, everyone is happy. It tastes so good! What kind of ball is this? Dried out in the hot sun And bursts from the pods... Head on a leg There are polka dots in my head. Let's check if we solved the riddles correctly Name the plant and find its seeds. The Wise Turtle and the Question Ant decided to organize a fruit ball. But other parts of plants also came to the ball. The ant asks for help: Children, only miss the fruits at the ball! I will name the plants; if a person eats the fruit, the gates are open. If another part of the plant, the gate is closed. (Cucumber, beetroot, pear, potato, radish, plum, tomato, carrot, apricot) | Zucchini. Root. Stem. Sheet. Flower, fruit with seeds. 2 Children's answers No No Roots. Root vegetables Slide No. 13 Children answer Apple is a fruit with seeds. Watermelon is a fruit with seeds. Peas are a fruit with seeds. Poppy fruit with seeds Looking at slide number 14 Slide number 14 Students join hands in pairs, raising them to form a gate. The teacher names the fruits, the children raise the gates up. The teacher names other parts of the plants, and the children lower their hands down. |
Training session stage | Time | Target | Competencies | Methods | Forms | Used DSOs | |
Knowledge | Skills | ||||||
VII Lesson Summary | 5 minutes | Check the level of assimilation of the studied material. | Know what parts all plants have in common. | Be able to name the parts of plants and the part that people use for food. | Reproductive | Front work | Slide number 15 |
Teacher activities | Student activities | ||||||
What do different plants have in common? Name the parts of plants What part of each plant does a person use for food? | Children connect the names of the plant with the part that is used for food. Slide No. 15 |
Appendix to the lesson “Why do plants need roots?”
The plant needs roots for two main reasons. Firstly, it is a support in the soil, and secondly, with their help the plant feeds - absorbs water and mineral salts from the soil. Most plants have roots that grow in soil. But they don’t just “sit” there, they help the plant grow. By stretching out and branching, the roots adhere tightly to the soil particles and absorb minerals from the soil. As the plant grows, the roots thicken and can accumulate a large number of sugar and starch. Beets, carrots, potatoes are examples of this.
But not all plants have roots that grow in the soil. Some tropical orchids that grow on trees have dangling roots that grow in the air and absorb moisture. Some ivies and vines also have aerial roots, which the plant uses to attach itself to knowledge walls or trees.
What kind of tree is this t o l i s t? 1 D U 2 B 3 E L R 4 E Z A
What kind of tree is this t o l i s t? 1 D U 2 B 3 E L R 4 K L E N Z A
FINDING MAPLE
What is the correct name for the leaf of a tree? Thorn Needle Needle
WHICH CROSS TREES ARE DEFINED IN THE WAY?
N a m e w o r d
FREQUENTLY
Symbol for root fruits - , and fruits Beetroot Cucumber Zucchini Carrot Cherry Radish Pumpkin
CONNECTING THE FRUIT WITH THIS SEED
How much of each plant does a person use? Root Stem Leaves Flower Fruit with seeds Cabbage Carrot Apple tree Dill Beetroot Salad Cherry
In the nature that surrounds us, there is a great variety of plants, forming a whole kingdom. Botanists suggest that there are more than 350 thousand species of them on Earth! And if you count also those unknown to science that are discovered every year as a result of research, then even more. But despite such species and external diversity, all the green inhabitants of the planet have a common structure. What parts does a plant consist of? The answer to this question can be found by comparing different representatives of terrestrial and marine vegetation.
What parts does a plant consist of?
Let's take any herbaceous representative of the flora, for example, the violet. What parts does this type of plant consist of? Firstly, it is a soft stem. Many herbs are annuals, that is, after the seeds fall out, the plant dies (first of all, the stem dries out). Another type is shrubs, for example, let’s take rose hips. Instead of a stem, such a plant has several trunks, which are much harder than herbaceous ones. The third type of plants is trees, for example, oak. It has one hard and large trunk (sometimes branched), covered with bark. Otherwise, all types of plants are similar in structure.
What parts does the plant have?
Let's list them in order:
- root;
- stem (or trunk, or several trunks);
- leaves;
- flowers;
- fruit.
Let's take a closer look at what parts the plant consists of.
Root
Why does every representative of the earth's flora need a root? First, it is the support that the plant uses to stay in the soil. And the second, no less important element is nutrition. The roots absorb nutrients and water from the soil. The roots of some plants live up to 500 years or more. Shrubs - up to 20. herbaceous plants- many are annual, but some are up to 15-20 years old.
What parts does the plant have? First of all, these are the roots. They live in the soil and help the body grow by nourishing it and absorbing minerals from the soil. The roots contain thousands of microhairs. The roots of some plants have the form of a rod (taproot). This is a large root, from which smaller ones then branch. Sometimes it digs tens of meters into the soil in search of water and nutrients. Other representatives of the kingdom have many equivalent roots that form a bunched root system (for example, many herbs).
Not all plants have roots in the soil. In some tropical species (for example, orchids), they hang down and directly absorb moisture from the air. And ivy attaches itself to trees or walls.
Stem/trunk
The main parts of a plant are the stem (for herbs) or the trunk (for trees). It should be noted that the trunks are quite diverse, but have similar functions and characteristics. This is an elongated shoot. One of its main functions is support. It contains branches, leaves, buds, and flowers. Also, the trunk or stem acts as a connecting element between leaves and roots, its functions are thus wire-based. From the rhizomes, water with minerals travels along the trunk to the crown, where
And the stems of some plants (cacti) play the role of a storehouse of reserve nutrients, and when the dry season comes, the plant begins to feed on them. In creeping plants, the stem can take root in the soil, forming adventitious roots at the nodes, thereby facilitating the function of reproduction and distribution. The clinging pea stem attaches the plant to the support through tendrils, providing the most stable position.
Leaves/crown/needles
Another name for plant parts is leaves. They perform many tasks: they are responsible for photosynthesis and feeding the tree in the light, temperature regulation (evaporation in the heat) and growth. In autumn, the tree sheds its leaves, getting rid of harmful substances. Leaves are also of great importance for the life activities of other inhabitants of planet Earth: plants, microorganisms, animals and fungi, serving as a food supply for them.
In the process of evolutionary development, the leaves of some plants have changed, turning into spines, or, conversely, becoming more fleshy. And the leaves of some plants can even catch and digest small insects.
Flowers/fruits/seeds
In fact, these are the reproductive organs of plants. They may have different structures depending on the type, but the functions remain common. Flowers are needed for the formation of seeds and fruits (their number and appearance also differ). And in order for flowers to form fruits, pollination is necessary. Insects various types(and also some birds) cope well with this function. They are attracted to scent and color, nectar and pollen. Some with the help of wind, and some artificially - by people. And from the pollinated flowers, fruits and seeds are already formed, ensuring the continuation of the species.
Plants, with the exception of some lower ones, consist of organs, each of them performs its own function. There are vegetative organs that support plant life, and generative (reproductive) organs adapted for reproduction.
The vegetative organs of higher plants include the root, stem, leaves, and the generative organs include the flower, fruit, and seed.
Plant roots penetrate the soil to different depths, for example from 15 cm in cucumber to 10 m in alfalfa and 20 m in pumpkin. But the bulk of the roots are located in the arable layer at a depth of 10-30 cm. The roots of some plants spread greatly in width, for example, in corn - 2 m, in apple trees - up to 15 m. This must be taken into account when shallow inter-row tillage.
A stem is an above-ground organ of a plant that connects the root with leaves and generative organs. It serves as a support for other organs, thanks to it the leaves are most favorably placed in relation to the light. The stem exchanges water and nutrients throughout the plant.
A stem covered with leaves and buds is called a shoot. A bud is a rudimentary shortened shoot, usually covered with protective scales. Buds are leafy (vegetative) and floral. Buds that do not open during the next season are called dormant. They begin to grow when the main shoot is damaged. If the branches are heavily pruned, shoots with large leaves will form from the dormant buds.
With the modification of the stem, it acquires new functions. The spines of barberry and wild pear are also a type of stem. They perform a protective function. The thick, fleshy stems of cacti store water. The tendrils of grapes are support organs. For vegetative propagation rhizomes are used - perennial underground shoots similar to roots (for horseradish, wheatgrass), tubers (for potatoes) and bulbs (for onions, tulips, etc.).
Adventitious roots form on the stems of many plants, which increase their stability and improve nutrition. To increase the number of adventitious roots and tubers, plants are hilled. The method of propagation by cuttings is based on the ability of stems to form adventitious roots: pieces of the stem with buds take root.
The leaf plays a huge role in plant life. The process of photosynthesis occurs in a green leaf. Through stomata on the surface of the leaf blade, water evaporates, gas exchange occurs - the absorption of carbon dioxide and the release of oxygen. Thanks to evaporation, the leaves are continuously cooled, their temperature is 5-7° lower than the surrounding air.
In some plants, the leaves turned either into tendrils (peas) or into spines (thistles, cacti). Onions and cabbage have juicy, dense leaves that store moisture. The leaves are swarmed in a peculiar way carnivorous plants- they are covered with hairs that secrete a sticky liquid that attracts insects. Leaf fall is associated with the physiological process of leaf aging - a phenomenon of adaptation to unfavorable conditions. Before leaf fall, an outflow of nutrients occurs from the leaves, and salts harmful to the plant accumulate in them. In herbaceous plants, the leaves do not fall off, but are destroyed, remaining on the stem.
A flower is an organ of sexual reproduction in flowering plants. In the ovary of the flower, after pollination, fertilization occurs, and subsequently the seed and fruit develop. The flower consists of a green calyx, which is formed by several sepals, and a corolla of several petals. The corolla and calyx make up the perianth, inside which the main parts of the flower are located - the stamens and the pistil (their number varies). All parts of the flower are placed on the base - the receptacle. The stamen consists of a seed filament and an anther, which produces pollen. The pistil is made from a stigma and a style. Flowers are bisexual (with stamens and pistils). In monoecious plants (cucumber), both male and female flowers are located on the same plant, in dioecious plants (hemp, poplar), male and female flowers are located on different plants.
The fruit is an organ of flowering plants that serves to protect seeds and distribute them. The fruit consists of a pericarp and seeds. The fruits are dry and juicy. Many seeds are formed inside the fruit, like poppy, cucumber, or they are single-seeded, like linden, oak, and cherry. The fruits are often equipped with devices for dispersal by the wind (dandelion, maple) and animals (burdock). Juicy, ripe fruits have a tasty pericarp that attracts birds and animals, which eat the fruits and seeds and distribute them.
A seed is an organ of reproduction and dispersal in seed plants. It consists of a peel, a germ and nutrient reserves. The seed embryo contains the rudiments of vegetative organs: stem, roots, leaves. Some plants store nutrients in leaf primordia - cotyledons. These substances nourish the embryo during seed germination. Seeds are mainly composed of proteins, fats and carbohydrates.
1. What is an organ? What plant organs do you know?
An organ (from the Greek “organon” - tool, instrument) is a part of the body that performs certain functions, has a certain structure, shape and location in the body. Organs of flowering plants: shoots, roots, flowers, fruits with seeds.
2. What organs form the shoot?
The shoot consists of a stem, leaves and buds.
3. What is the meaning of the root?
The plant strengthens itself in the soil with the help of its roots. The powerful root absorbs water and nutrients dissolved in it from the soil.
In some plants, for example radishes, carrots, beets, root crops are formed from the main root and the base of the shoot, which serve as a place for storing nutrients. Some tropical woody plants that live on tidal coasts form respiratory roots that absorb air and supply it to the underground parts of the plant. Other plants (for example, the tropical banyan tree) have support roots. Plants with weak stems (for example, ivy) with the help of trailing roots rise up the walls and trunks of neighboring plants.
4. How does the tap root system differ from the fibrous root system? Which plants have a rod system?
Root systems can be taproot - with a well-developed main root (lupine, beans, dandelion) and fibrous - with an underdeveloped or early dying main root (rice, wheat, onion).
5. What root structures provide the suction function?
Root hairs absorb water from the soil with mineral salts dissolved in it. They increase the suction surface of the root hundreds of times.
6. The main root is formed from the embryonic root of the seed. Can plants be formed that initially do not have a main root?
No, only if the plant has a fibrous root system, the main root is underdeveloped or dies early.
7. Talk about the variety and structure of leaves.
The leaf occupies a lateral position on the stem and usually consists of a leaf blade, which is attached to the stem using a petiole. Leaves that do not have a petiole are called sessile. The lower part of the leaf is called the base. Some plants form stipules on it. However, not all plants have stipules. For example, lilac and lily of the valley do not have them, and flax, elodea, and cloves do not have petioles.
The leaves also differ in the number of leaf blades on the petiole. So, the leaves of birch and linden each have one leaf blade - this is simple leaves. The leaves of rowan, acacia, and rose hips have several leaf blades on the petiole - these are compound leaves.
8. Explain why removing a narrow ring of bark (bast) from a tree is serious damage and can lead to the death of the plant.
Organic substances move through the bast. Therefore, if it is damaged, the part of the plant below the wound will be deprived of the influx of organic substances and will gradually die.
9. What structure does a flower have?
Typically, a flower consists of a corolla formed by petals - fused (tobacco, forget-me-not) or separate (apple, cherry). In most plants, the corolla is surrounded by sepals that form a calyx. It can also be fused-leaved or divided-leaved. The calyx and corolla form a double perianth. In a simple perianth, all the leaves are the same, like, for example, a tulip.
The main part of the flower is the pistil and the surrounding stamens. The pistil is located in the center of the flower. It consists of an ovary, a style and a stigma. From the ovary, after pollination and fertilization, the fruit and seeds develop. The stamen consists of a filament and an anther, which produces pollen. The number of pistils and stamens in the flowers of different plants varies, but there are always more stamens. All parts of the flower are located on the receptacle, which in most plants is the extended part of the peduncle.
10. What is an inflorescence?
Inflorescences are groups of flowers located close to one another in a certain order.
11. What is a fruit, what is its significance?
A fruit is a reproductive organ of angiosperms, formed from the ovary of a flower and serving to form, protect and distribute the seeds contained in it.
12. Why do many plants have flowers collected in groups - inflorescences?
The inflorescence increases the chances of pollination and, accordingly, reproduction.
13. Having studied the text on p. 33, highlight the rules schematic representation inflorescences. Draw a diagram of the inflorescence of the plant suggested by the teacher yourself.
14. What other options for fruit classifications can you offer?
In most classifications, fruits are usually divided into true (formed from an overgrown ovary) and false (other organs also take part in their formation).
True fruits are divided into simple (formed from a single pistil) and complex (arising from a multi-membered apocarpous gynoecium).
15. Name plants known to you whose fruits are poisonous.
Forest honeysuckle, belladonna, wolf's bast, raven eye, bittersweet nightshade, black nightshade, lily of the valley, etc.
