Lesson general characteristics of higher plants. Synopsis of the general characteristics of the sub-kingdom of higher plants. Issues for discussion
Summary of a lesson in biology Grade 7
Teacher - Maiko Ekaterina Aleksandrovna
Date of: ________________
Lesson topic: Subkingdom Higher plants
Lesson Objectives: To form a general idea of the plant kingdom
Tasks:
Educational:
- To acquaint students with the criteria for classifying plants into higher and lower;
- Highlight distinctive features plants from representatives of other kingdoms of wildlife;
Developing:
- Formation of the ability to work with tests;
- Formation of information skills when working with text, its comprehension and formulation of conclusions.
Educational:
- Raise a love for nature and respect for it.
Concepts: rhinophytes.
Lesson type: combined lesson using ICT
Lesson structure:
1. Organization
2. Target setting
3.Updating basic knowledge
4. Learning new things
5.Final consolidation
6. Commenting on grades
7. Homework
Higher plants are easily distinguished by appearance from algae. Their body is divided into organs in connection with air (photosynthesis) and soil nutrition in the conditions of the ground-air environment.
EVOLUTION OF HIGHER PLANTS
animation "The appearance of the first plants on land"
At the end of the Paleozoic, powerful mountain-building processes took place on Earth, and land areas increased significantly. As a result, plants began to develop a new environment - ground-air.
Compared to the water in the ground-air environment, the living conditions are more difficult: there is often a shortage of water, the temperature changes sharply, and the air density is much lower than the density of water.
Soft and fragile thallus of algae in such conditions dry out and break under their own weight.
In the process of evolution, the first terrestrial plants originated from algae, among which natural selection preserved individuals that had hereditary changes corresponding to the new habitat.
Gradually, tissues and organs formed in plants. The emergence of plants on land is one of the greatest stages of evolution. It was prepared by changes in animate and inanimate nature: the appearance of soil and the emergence of an ozone screen that stood in the way of ultraviolet rays that were harmful to all living things.
Further evolution of higher plants under terrestrial conditions followed the path of differentiation of vegetative organs (the appearance of roots, leaves, more complex branching of the stem), the development of integumentary and mechanical tissues, the conducting system, and reproductive organs. The modern classification of higher plants reflects their diversity and the history of their appearance on Earth.
rhiniophytes
The first land plants - rhinophytes appeared about 400 million years ago. Their body consisted of green twigs. Each branch branched, dividing into two parts. The cells of the branches contained chlorophyll and photosynthesis took place.
Rhinophytes grew in moist places. They were attached to the soil by rhizoids - outgrowths on the surface of horizontally located branches. At the ends of the branches were spore-bearing parts in which spores ripened.
In rhinophytes, conductive and mechanical tissues have already begun to form. In the process of evolution, due to the occurrence of hereditary changes and natural selection on the surface of the branches of rhinophytes, an integumentary tissue with stomata was formed that regulates the evaporation of water.
Rhiniophytes are an extinct group of plants. Some scientists consider them to be the ancestors of mosses, ferns, horsetails and club mosses. Others suggest that rhinophytes mastered the land at the same time as mosses.
GENERAL FEATURES OF THE STRUCTURE OF HIGHER PLANTS
Higher plants have well developed tissues and organs.
Integumentary tissues (skin, cork, bark) protect against drying and freezing, provide gas exchange with the external environment.
The mechanical tissues allow the stem to carry the leaves as high as possible so that they are not shaded by other plants.
Through conductive tissues (bast and wood), water, salts (upward current) and organic substances (downward current) are transported.
The ground parts of higher plants (shoots) are in the atmosphere, and the underground parts (roots) are in the soil. Roots have adaptations for absorption of water and minerals from the soil. Thus, outgrowths of the cells of the integumentary tissue of the root - root hairs - significantly increase the surface of the roots. They absorb water due to the resulting root pressure and the evaporation of water from the leaves.
breed higher plants asexually and sexually. In this case, the methods of reproduction alternate.
During asexual reproduction, spores are produced. From the spores, the sexual generation grows, which produces germ cells - gametes. With the participation of gametes, sexual reproduction occurs. As a result of the fusion of male and female gametes (fertilization), a zygote is formed. It gives rise to an asexual generation, which again produces spores, and the life cycle is not interrupted. Higher plants are also characterized by such a type of asexual reproduction as vegetative, i.e. reproduction by vegetative parts of the body.
Homework:§12 - teach.
Lesson objectives:
to get acquainted with the features of the organization of higher plants;
consider common signs main divisions of higher plants;
show the complication of the organization of higher plants in comparison with algae;
to continue the formation of skills to work with a microscope.
The main provisions of the lesson.
The presence of well-defined tissues in higher plants,
the structure of which corresponds to the functions performed (educational, integumentary, conductive, mechanical, basic, storage, etc.).
A characteristic feature of higher plants are organs, which are divided into vegetative (root, stem, leaf) and reproductive (sporangia, flowers, fruits).
* The subkingdom of higher plants includes two large groups - spore and seed plants.
* The main distinguishing features of spores are weak specialization of tissues, asexual reproduction with the help of spores, and dependence of sexual reproduction on water.
* Seed plants are characterized by sexual reproduction using seeds (regardless of water), higher tissue specialization and vegetative asexual reproduction.
* Draw students' attention to the diversity of tissues in higher plants, emphasizing the complexity of their structure and resulting from the adaptation of plants in the course of evolution to new, more stringent, terrestrial conditions of existence.
* Using existing knowledge, invite students to consider the features of the structure and functioning of the vegetative generative organs of higher plants.
* Draw students' attention to the fact that the appearance of vegetative organs in higher plants occurred during evolution as a result of aromorphoses: at first they were small, in the form of a forked-branched stem, without leaves and roots of the plant, then thin scaly outgrowths resembling leaves appeared on the stems , later developed true roots and true leaves, consisting of many layers of cells.
* Invite students to recall the alternation of sexual and asexual generations in algae and emphasize that higher plants also have alternation of generations: a diploid sporophyte and a haploid gametophyte.
* Organize the work of students with tables, drawings, diagrams and during it emphasize the main distinguishing features of spore plants and seed plants (features of sexual and asexual reproduction, specialization of tissues, etc.).
Issues for discussion.
1. Define tissue and list the types of tissues of higher plants.
2. What are the functions of conductive, mechanical, integumentary tissue? Why did they arise during the evolution of plants?
3. Compare external structure bodies of algae and higher plants. What are the differences?
4. Which organs are called vegetative and which are reproductive?
5. What periods are the individual development of plants divided into?
6. List the main distinguishing features of spore plants.
7. Prove that the specialization of the tissues of seed plants has gone especially far compared to spore ones.
Fixing the material.
List the distinguishing features of higher plants.
List the divisions of seed and spore plants.
Kingdom __________________
Subkingdom Higher plants _______________
____________Spore _______________________seed ______
Departments:___________________ Departments:___________________
Make a food chain with higher plants.
Dictionary. Educational tissue, integumentary, conductive, mechanical, supporting, excretory, secretory, basic, storage, vegetative organs, reproductive organs, sporangia, embryonic period, postembryonic, spore plants, seed plants.
Homework. Study the textbook material on higher plants, repeat the general characteristics of lower plants. Creative task. Prepare a dramatization on the topic "Algae and higher plants." Prepare three questions for the game of "Black Box".
GENERAL CHARACTERISTICS OF THE SUBKINGDOM HIGHER PLANTS
Subject: biology
Grade: 7
Lesson topic: general characteristics sub-kingdoms Higher Plants.
Lesson type: combined.
Lesson objectives:
to get acquainted with the features of the organization of higher plants;
consider the general features of the main divisions of higher plants;
show the complication of the organization of higher plants in comparison with algae.
Planned results:
Subject Results:
- to form the ability to explain the features of the structure and life of rhinophytes;
- to form the ability to characterize the sub-kingdom of Higher Plants;
– to form the ability to distinguish representatives of the sub-kingdom Higher Plants from previously studied algae.
Meta-subject and personal results:
Regulatory UUD
To form the ability to independently detect and formulate a learning problem, determine the goal learning activities(formulation of the question of the lesson).
To form the ability in dialogue with the teacher to improve independently developed assessment criteria.
Develop the ability to work according to a plan.
Cognitive UUD
To form the ability to convert information from one type to another (video to text).
Communicative UUD
To form the ability to independently organize educational interaction in pairs.
Equipment: screen, projector, computer, speakers, presentation, video “How beautiful this world is”, a video on this topic, sheets with a logical chain.
During the classes.
Organizing time.
During the break, turn on the video for the song "How beautiful this world is."
The call starts the lesson.
- Hello children. Sit down. Did you like how the change went? Yes, indeed, how beautiful this world is! slide 1.
Knowledge update.
And why, our world is beautiful, what do you think? Children's answers.
- It's true, our world is beautiful, and especially in autumn. And why? The world of colors is blooming. We see rainbow colors everywhere. Where are these colors? Children's answers.
- Agree. On plants, shrubs, trees.
- So, guys, what kingdom are we studying? (plants) Slide 2.
- Is it divided into sub-kingdoms? (lower, higher) Slide 3.
- The topic of today's lesson Maybe someone can formulate the topic of the lesson?
- The topic of today's lesson is "The Kingdom of Higher Plants." slide 4.
- And what tasks are facing us, what do we need to do, describe?
- Tasks for today's lesson Slide 5 (reading on the slide).
- Today in the lesson we are with you Slide 6 (reading on the slide).
Repetition of what was previously learned.
But before we start learning new material, let's remember what we already know. Slide 7.
- A few minutes for you to repeat home material.
- Frontal survey on questions. As additional questions, the task is on page 34 of the textbook.
Learning new material.
Well, homework repeated. It's time to get new knowledge. I suggest you watch the video new topic. Watch very carefully. slide 8.
So, let's sum up the intermediate result.
- What are the most ancient plants - unicellular algae. slide 9.
What sub-kingdoms is the plant kingdom divided into? slide 10.
- What are the most ancient land plants - Slide 11, slide 12.
- Signs of psilophytes. slide 13.
- Well done. My questions were answered well.
Consolidation of the studied material.
Now it's time to work through the tutorial on page 34. slide 14.
- You have sheets with an unfinished logical chain on your tables. You need to fill in the gaps with a pen on these sheets.
Let's check what you got. If something didn’t work out for someone, then we write it down directly on these sheets. Children read out their options for filling in the gaps.
- Well done, you did a great job. We put these sheets in our biology notebooks.
Homework.
- It's time to write down your homework. slide 15.
Reflection.
- And at the end of the lesson, we will evaluate our learning activities. slide 16.
Biology lesson in grade 7
Lesson topic: “The sub-kingdom of higher plants.
Features of higher spore plants "
Lesson Objectives:
Educational: update knowledge about algae as lower plants; to form knowledge about the origin of higher plants, about the features of higher spore plants;
Developing: develop the ability to analyze, synthesize, draw conclusions, compare;
improve the ability to work with the textbook; develop skills research work, logical thinking and monologue speech of students.
Educational: education of a respectful attitude towards nature, all living things that surround us; develop respect for living organisms.
Lesson type: learning new material.
Forms of work: individual, group, frontal.
Methods of organizing educational activities: Verbal (story, explanation, conversation, discussion);
Visual (figures, tables, houseplants);
Practical (solving test tasks, tasks of a different nature to consolidate knowledge, work with a textbook).
Technologies: class-lesson system, problem-based learning, technologies for the development of critical thinking, technology of educational and search activities, health-saving technologies.
Equipment: workbooks, a textbook for grade 7, drawings and tables depicting higher plants, didactic materials to consolidate knowledge, indoor plants.
Basic concepts and terms: higher plants, rhinophytes, sporophyte, gametophyte, sporangia, spores, gametes, fertilization, zygote.
DURING THE CLASSES
I. Organizational moment, greeting students (1 min). Hello guys! Check your workplace, get ready for work.
II. Actualization of knowledge (3-4 min).
Brainstorm.
Teacher: Let's remember what changes on Earth are associated with the vital activity of algae for many years?
Students: formation of the ozone screen as a result of photosynthesis, participation in education sedimentary rocks(e.g. diatoms, some are red).
Teacher: When did plants move to land? (at the end of the Paleozoic era)
Problem question:
Why do you think plants could not appear on land earlier, or simultaneously with algae? Students assume: since there were no conditions for living on land, namely, an ozone screen, ultraviolet rays killed all life, algae could live in reservoirs, because a layer of water protected them from these rays; after the formation of the ozone layer, it became possible for plants to land on land.
III. Learning new material (problem presentation) (20-25 min).
1. Features of the evolution of higher plants.
Problem situation:
Teacher: What problems do you think aquatic organisms faced in the process of mastering the land-air environment?
To solve this problematic situation, it is necessary to discuss what are the features of the ground-air habitat:
Lower density;
Water shortage;
Sharp fluctuations in temperature.
Thus, the plants needed:
Protect from drying out
to be fixed in the soil;
Support for supporting the body;
Development of tissues to absorb water and minerals from the soil.
Under the supervision of a teacher, students conclude that higher plants, with the development of land, have tissues (for example, integumentary - protection from drying out, mechanical - a support function, conductive - for the transport of substances, etc.) and various organs (for example, root, stem, leaves, etc.).
Work with the textbook.
Teacher: Guys, using the textbook (p. 34), tell me the name of the first land plants (rhinophytes), what are their structural features?
2. Features of the classification of plants.
Teacher: So, we already know what sub-kingdoms the Plant Kingdom is divided into (students name sub-kingdoms, give definitions to lower and higher plants; the teacher fills out a diagram or table on the board, introduces the concept of spore and seed plants):
| Plant Kingdom |
|||
| Sub-kingdom real algae | Sub-kingdom Bagryanka | Sub-kingdom higher plants |
|
| lower (there are no tissues and organs, the body is a thallus) | higher (developed real organs and tissues) |
||
| spore | seed |
||
3. Physical education for the eyes.Teacher: And now, let's have a little rest (physical education is conducted by one of the students)
1. Oscillatory movements of the eyes horizontally from right to left, then from left to right.
2. Eye movements vertically up and down, then down and up.
3. Intensive squeezing of the eyelids at a fast pace.
4. Circular rotational movements of the eyes from left to right, then from right to left.
5. Circular rotational movements, drawing the number 8, lying on its side.
6. Frequent blinking, without effort.
4. Features of higher spore plants.
In the course of a conversation with students, the teacher identifies the main features of higher spore plants, the guys fill out a short summary, new terms are introduced (for writing in a notebook).
Features of higher spore plants:
1. Developed tissues and organs.
2. Spores serve for asexual reproduction and settlement.
3. In life cycle two generations alternate: sexual (gametophyte) and asexual (sporophyte)
4. Fertilization - i.e. fusion of sex cells occurs only in a humid environment (!)
Why do you think reproduction is possible only in a humid environment? (water is needed for the movement of male gametes -spermatozoa)
IV. Consolidation of knowledge, primary control and correction of acquired knowledge (15 min).
Group work. The class is quickly divided into 5-6 groups (4-5 people each, at the first desk they turn to the second, etc.). The teacher distributes tasks to each group, for the implementation of which 3-4 minutes are given. Then each group presents their answers and solutions to the tasks.
Tasks for group 1.
Plants land on land in the _________ era. Compared with the water in the ground-air environment, there is often a deficit of ________, the air density is much _________ of the density of water, sharp fluctuations in ________ are characteristic. The first land plants - _________ appeared about 400 million years ago. Rhinophytes grew in _______ places. They were attached to the soil with the help of special outgrowths of horizontal branches - _______. Higher plants have well developed ______ and ______.
( Answers : Paleozoic; water, below, temperatures; rhinophytes; moisturized; rhizoids; organs and tissues).
Tasks for group 2.Work with text. Insert missing words into the text:
In the process of mastering the terrestrial habitat, ______ tissues appeared in plants to protect them from drying out. The density of air is much _______ than the density of the aquatic environment, so plants needed the development of _______ tissues to support the body. To fix in the soil, _______ developed. In higher spore plants, spores serve for _______ and _______.
In the life cycle of higher plants, two generations alternate: _______ and _______.
( Answers : integumentary tissues; below, mechanical tissues; roots; reproduction and resettlement; sexual and asexual).
Tasks for group 3.
| lower plants | plants without tissues and organs |
| sex cells |
|
| autotrophs | organisms capable of forming organic substances from inorganic |
| outgrowths of algae cells for fixing in the soil |
|
| fertilization | fusion of two sex cells |
| gametophyte | sexual generation of higher plants, on which germ cells are formed |
| sporophyte | asexual generation of higher plants that produce spores in sporangia |
Tasks for group 4.Tasks for matching terms. On the plates - separately terms and definitions. Students match terms and definitions on a desk (or on a blackboard using magnets).
| thallus | body of algae, consisting of a group of cells |
| higher plants | plants with well developed tissues and organs |
| rhinophytes | first land plants |
| fertilized egg |
|
| spermatozoa | male sex cells |
| eggs | female reproductive cells |
| sporangia | asexual reproductive organs that produce spores |
Task for the group 5. Choose an extra term from the proposed ones. Explain your choice.
A) stem, leaf, thallus, shoot, root;
B) kelp, sargassum, dandelion, spirogyra, phyllophora;
C) spores, sporangia, egg, sporophyte, asexual generation;
D) sperm, gametophyte, egg, genitals, spores.
(Answers: A) thallus; B) dandelion; B) an ovum D) controversy.)
Task for group 6. Determine the correctness of the statements ("yes" - "no"):
1. Conditions in the ground-air environment are unstable, changing dramatically (yes)
2. In higher plants, neither tissues nor organs are developed (no)
3. In the aquatic environment, low density (no)
4. Rhiniophytes are extinct organisms (yes)
5. Fertilization in higher spore plants is carried out with the help of wind (yes)
6. Algae - the first plant organisms on Earth, arose in the aquatic environment (yes)
7. Sporophyte is the sexual generation of higher spore plants (no)
8. Sex cells - gametes, are formed in the gametophyte (yes)
V. Reflection (3 min).
Guys, I invite you to the fields in workbook draw emoticons (smiles) in front of those questions that you remember, liked, what interested you. And what caused the greatest difficulty? Put an exclamation mark (the teacher stops at the most difficult questions of the material; at the request of the students, he explains)
VI. The results of the lesson, homework (2 min).
The teacher announces homework (item 12, learn all new terms); Thank the students for their work in class. Gives grades, commenting on the work of students.
GEF. Biology lesson in grade 7 on the topic "The Kingdom of Higher Plants."
Planned results:
Subject Results:
To form the ability to characterize the sub-kingdom Higher plants;
To form the ability to recognize representatives of the sub-kingdom Higher plants in herbaria, drawings, tables.
Metasubject results:
Regulatory UUD
To form the ability to independently detect and formulate a learning problem, determine the purpose of learning activities;
Develop the ability to work according to a plan.
Communicative UUD
To form the ability to organize educational interaction in pairs;
To form the ability to conduct a dialogue, plan educational cooperation with the teacher and peers.
Cognitive UUD
Continue the formation of rules for working with a microscope and micropreparations;
To form the ability to formulate conclusions based on the results of the work.
Personal results:
Formation of awareness of the need for a responsible attitude to nature.
Methods: verbal (conversation, dialogue), visual (work with herbariums), practical (search for information, filling in the table, working with micropreparations).
Teaching aids: textbook “Biology. variety of living organisms. Grade 7”, a microscope and ready-made micropreparations of plant tissues, herbarium specimens of representatives of the sub-kingdom Higher plants, handouts (instructive cards, tests).
UMK N.I. Sonin
| Lesson stages (in accordance with the structure of educational activities) | Planned student activities | Teacher activity | Developed (formed) learning activities |
|
| subject | universal |
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| Organization of motivation, setting educational objectives, goals. Knowledge update. Goal setting. | They answer questions, determine the topic of the lesson “The Kingdom of Higher Plants”. Recall the departments of higher plants. Remember that higher plants have organs and tissues. Fill in the table and discuss the results in pairs. Express their opinion, face difficulties in filling out the table. Define the boundaries of knowledge and ignorance. Students together with the teacher or independently formulate the goal of the lesson and write it down on the board: to study progressive features in the structure and organization of higher plants. | Organizes the motivation of students for activities. Leads the conversation. Questions: representatives of this sub-kingdom were the first to master the ground-air environment, they were the first to have organs. What sub-kingdom will be discussed in today's lesson? What divisions of higher plants do you know? What are the progressive differences between higher plants and lower ones? Invites everyone to fill in the table individually (Appendix 1) and discuss the results in pairs. Listens to students' answers, fills in the table on the board (all answers without comments). Organizes a search conversation: what difficulties did you encounter when filling out the table? Identifies the problem field. Suggests the purpose of the lesson. Fixes the target on the board next to the table. | Personal associated with meaning formation Regulatory ones are associated with goal setting: to carry out the setting of a learning task based on the correlation of what is already known and what is still unknown Communication is associated with the ability to listen and hear, express one's point of view, work in pairs. Cognitive: general educational are associated with the ability to build a speech statement. |
|
| Planning. | They offer the points of the plan, based on the table that was filled out at the beginning of the lesson. Write down in a notebook: tissues of higher plants. Organs of higher plants. Reproduction and development of higher plants. Representatives. | Organizes planning by asking questions. Determines the sequence of plan items. Fixes on the board. | Regulatory associated with the planning of activities. Communicative ones are associated with the ability to conduct a dialogue, plan educational cooperation with the teacher and peers. |
|
| Implementation of the planned plan, search for a way to solve the educational problem. | Work in pairs, completing the task on the instruction card (Appendix 2). Complete the entries in the table. Work with the text, answer the question. Supplement the table with new information or correct. As the story progresses, teachers record the necessary information in a table. Lay out representatives of higher plants in departments. Entries in the table are corrected (column "representatives"). They make a conclusion. | Offers to recall the structural features of each type of tissue in connection with the functions performed. Listens to reports on work in pairs. The teacher's story about the methods of reproduction and development of higher plants. He proposes to work individually with the herbarium material of representatives of higher plants, to sort them into sections. Analyzes student work. A story with elements of a conversation about disputed and seed plants, their hallmarks. Suggests to draw a conclusion about the diversity of higher plants. | Deepening the biological concepts of "vegetative and reproductive organs", "embryonic and postembryonic development"; awareness of the progressive differences between higher plants and lower ones. | Regulatory ones are associated with the acceptance of a learning task, adequate perception of the teacher's information, the implementation of learning actions - answering questions, performing tasks in accordance with the goal. Cognitive: general educational ones are associated with the search and selection of the necessary information, compliance with the rules for working with micropreparations and a microscope. Communication is associated with the ability to exchange opinions in pairs, to build their work. |
| Control and evaluation. | Answer the question posed as problematic at the beginning of the lesson. Perform a test. Conduct a self-assessment. | He asks the question: what are the progressive differences between higher plants and lower ones? Offers to consolidate the studied material and complete the test (Appendix 3) Offers to conduct a self-assessment using the key with the correct answers. | Regulatory ones are associated with the assessment - selection and awareness by students of what has already been learned and what is still to be learned. |
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| Reflection. | Fill in the reflexive target, voice it at will. | Offers to fill in a reflective target with sectors: my activity in the lesson, my job satisfaction, my mood in the lesson, understanding of the material, the level of comfort in the lesson. | ||
| Homework. | Write down homework. | Gives homework with explanations: the text of the textbook on p. 50-51 read, repeat the material from the table in the notebook; make a crossword using the text of the textbook. | ||
Annex 1.
Signs of higher plants.
| Vegetative organs | generative organs | Development | Representatives |
|
Appendix 2
instruction card.
The name of the tissue of the plant ___________________________________
Consider micropreparation.
What are the structural features of cells in tissue?
With the performance of what functions is such a feature in the structure associated with?
Fill the table:
| Features of the structure of cells | Fabric Functions | What forms |
Hints: small cells, large, living, dead, elongated, with thick membranes; plant growth, respiration, evaporation, conduction of substances, support, accumulation nutrients; fibers, vessels; leaf and fruit pulp, nut shells, leaf skin.
