Biology lesson notes, grade 7
Teacher – Maiko Ekaterina Aleksandrovna
Date of: ________________
Lesson topic: Subkingdom Higher plants
Lesson objectives: Form a general idea of the plant kingdom
Tasks:
Educational:
- To acquaint students with the criteria for classifying plants into higher and lower;
- Select distinctive features plants from representatives of other kingdoms of living nature;
Educational:
- Formation of ability to work with tests;
- Formation of information skills when working with text, comprehending it and formulating conclusions.
Educational:
- To cultivate a love for nature and respect for it.
Concepts: rhiniophytes.
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 ratings
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 a land-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 master a new environment - ground-air.
Compared to water ground-air environment living conditions are more complex: water shortages often occur, temperatures change sharply, and the density of air is much lower than the density of water.
Under such conditions, soft and fragile algae thalli dry out and break under their own weight.
In the process of evolution, the first land plants evolved from algae, among which natural selection preserved individuals that had hereditary changes corresponding new environment a habitat.
Gradually, tissues and organs formed in plants. The emergence of plants onto land is one of the greatest stages of evolution. It was prepared by changes in living and inanimate nature: the appearance of soil and the emergence of an ozone screen, which stood in the way of ultraviolet rays that were destructive to all living things.
The further evolution of higher plants in 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. Modern classification higher plants reflects their diversity and history of appearance on Earth.
RHINIOPHYTES
The first land plants - rhinophytes - appeared approximately 400 million years ago. Their body consisted of green twigs. Each branch branched, dividing into two parts. The cells of the twigs contained chlorophyll and photosynthesis occurred.
Rhiniophytes 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 there were spore-bearing parts in which spores ripened.
Conductive and mechanical tissues have already begun to form in rhinophytes. In the process of evolution, due to the occurrence of hereditary changes and natural selection, integumentary tissue with stomata that regulate the evaporation of water was formed on the surface of rhinophyte branches.
Rhiniophytes are an extinct group of plants. Some scientists consider them to be the ancestors of mosses, ferns, horsetails and mosses. Others suggest that rhinophytes colonized land at the same time as mosses.
GENERAL STRUCTURE FEATURES OF HIGHER PLANTS
Higher plants have well-developed tissues and organs.
Cover tissues (skin, cork, bark) protect from drying and freezing, ensure gas exchange with external environment.
Mechanical fabrics allow the stem to carry the leaves as high as possible so that they are not shaded by other plants.
Conducting tissues (bast and wood) transport water, salts (upward current) and organic substances (downward current).
The above-ground parts of higher plants (shoots) are in the atmosphere, and the underground parts (roots) are in the soil. The roots have adaptations for absorbing water and minerals from the soil. Thus, outgrowths of root covering tissue cells - root hairs - significantly increase the surface of the roots. They absorb water due to the resulting root pressure and evaporation of water from the leaves.
Higher plants reproduce asexually and sexually. In this case, the methods of reproduction alternate.
During asexual reproduction, spores are formed. From the spores, a sexual generation grows, which produces sex cells - gametes. Sexual reproduction occurs with the participation of gametes. 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 a type of asexual reproduction called vegetative, i.e. reproduction by vegetative parts of the body.
Homework:§12 – teach.
GENERAL CHARACTERISTICS OF THE SUB-KINGDOM HIGHER PLANTS
Subject: biology
Class: 7
Lesson topic: general characteristics subkingdoms of the Higher Plants.
Lesson type: combined.
Lesson objectives:
get acquainted with the peculiarities of the organization of higher plants;
consider general signs main divisions of higher plants;
show the complexity of the organization of higher plants compared to algae.
Planned results:
Subject results:
– develop the ability to explain the structural features and vital functions of rhinophytes;
- to develop the ability to characterize the sub-kingdom of Higher Plants;
– to develop the ability to distinguish representatives of the sub-kingdom Higher Plants from previously studied algae.
Meta-subject and personal results:
Regulatory UUD
To develop the ability to independently discover and formulate an educational problem, to determine the purpose of educational activities (formulation of a lesson question).
To develop the ability to improve independently developed assessment criteria in dialogue with the teacher.
Develop the ability to work according to plan.
Cognitive UUD
Develop the ability to convert information from one type to another (video to text).
Communicative UUD
Develop 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 recess, play a video for the song “How wonderful this world is.”
When the bell rings, the lesson begins.
- Hello children. Sit down. Did you like how the change went? Yes, indeed, how beautiful this world is! Slide 1.
Updating knowledge.
Why is our world beautiful, do you think? Children's answers.
- That’s right, our world is beautiful, and especially in the fall. And why? The world of colors is blooming. We see the colors of the rainbow everywhere. Where are these colors? Children's answers.
- Agree. On plants, bushes, 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 Or maybe someone can formulate the topic of the lesson?
- The topic of today's lesson is “The sub-kingdom of higher plants.” Slide 4.
- What tasks are we facing, what do we need to do, characterize?
- Tasks for today's lesson Slide 5 (reading from the slide).
- Today in class we have Slide 6 (reading from the slide).
Repetition of previously learned.
But before we start learning new material, let's remember what we already know. Slide 7.
- A few minutes for you to review homemade material.
- Frontal survey on issues. For additional questions, see the assignment on page 34 of the textbook.
Learning new material.
Well, homework repeated. It's time to gain new knowledge. I suggest you watch the video on new topic. Look very carefully. Slide 8.
So, let's summarize.
- What are the most ancient plants - unicellular algae. Slide 9.
- What subkingdoms 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.
- On your tables there are sheets with an unfinished logical chain. You need to fill in the blanks with a pen on these sheets.
Let's check what you got. If something didn’t work out for anyone, then we write it down directly on these sheets. Children read out their options for filling in the blanks.
- Well done, you did the job well. 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 educational actions. Slide 16.
Biology lesson in 7th grade
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 characteristics of higher spore plants;
Educational: develop the ability to analyze, synthesize, draw conclusions, compare;
improve the ability to work with a textbook; develop skills research work, logical thinking and monologue speech of students.
Educational: fostering 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 for organizing educational activities: Verbal (story, explanation, conversation, discussion);
Visual (drawings, tables, houseplants);
Practical (solving test tasks, tasks of various types to consolidate knowledge, working with a textbook).
Technologies: classroom-lesson system, problem-based learning, technologies for the development of critical thinking, technology of educational research activities, health-saving technologies.
Equipment: workbooks, textbook for grade 7, drawings and tables depicting higher plants, didactic materials to consolidate knowledge, indoor plants.
Basic Concepts and terms: higher plants, rhiniophytes, sporophyte, gametophyte, sporangia, spores, gametes, fertilization, zygote.
DURING THE CLASSES
I. Organizational moment, greeting students (1 min). Hello guys! Check yours workplace, get ready for work.
II. Updating knowledge (3-4 min).
Brainstorm.
Teacher: Let's remember what changes on Earth are associated with the life of algae over many years?
Students: formation of the ozone screen as a result of photosynthesis, participation in the formation of sedimentary rocks (for example, diatoms, some are red).
Teacher: When did plants reach land? (at the end of the Paleozoic era)
Problematic question:
Why do you think plants could not have appeared on land earlier, or at the same time as algae? Students assume: since there were no conditions for living on land, namely, an ozone screen, ultraviolet rays killed all living things, 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 reach land.
III. Studying new material (problematic presentation) (20-25 min).
1. Features of the evolution of higher plants.
Problem situation:
Teacher: What problems do you think you encountered? aquatic organisms in the process of mastering the ground-air environment?
To solve this problem situation, it is necessary to discuss what are the features of the ground-air habitat:
Lower density;
Water shortage;
Sudden temperature fluctuations.
Thus, the plants needed:
Protect from drying out;
Fixed in the soil;
Support for supporting the body;
Development of tissues to absorb water and minerals from the soil.
Students, under the supervision of the teacher, conclude: in higher plants, with the development of land, tissues appeared (for example, integumentary - protection from drying out, mechanical - support function, conductive - for the transport of substances, etc.) and various organs(for example, root, stem, leaves, etc.).
Working with the textbook.
Teacher: Guys, using the textbook (p. 34), tell me what the first land plants are called (rhiniophytes), what are their structural features?
2. Features of plant classification.
Teacher: So, we already know into which subkingdoms the Kingdom of Plants is divided (students name the subkingdoms, 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 seaweed | Sub-kingdom Bagryanka | Sub-kingdom Higher plants |
|
| inferior (no tissues or organs, body - thallus) | higher (real ones are developed organs and tissues) |
||
| spore | seed |
||
3. Physical education for the eyes.Teacher: Now, let’s have a little rest (one of the students conducts physical education)
1. Oscillatory movements of the eyes horizontally from right to left, then from left to right.
2. Movements of the eyes vertically up and down, then down and up.
3. Intense 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, tracing the number 8 lying on its side.
6. Frequent blinking, without effort.
4. Features of higher spore plants.
During a conversation with students, the teacher identifies the main features of higher spore plants, the children fill out short summary, new terms are introduced (to be written in a notebook).
Features of higher spore plants:
1. Tissues and organs are developed.
2. Spores serve for asexual reproduction and dispersal.
3. Two generations alternate in the life cycle: sexual (gametophyte) and asexual (sporophyte)
4. Fertilization - i.e. fusion of germ cells occurs only in humid environment (!)
Why do you think reproduction is only possible 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).
Work in groups. 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, which are given 3-4 minutes to complete. Then each group presents answers and solutions to the tasks.
Tasks for group 1.
Plants emerge on land in the _________ era. Compared to the water environment, there is often a deficit of ________ in the land-air environment; the density of air is much _________ the density of water, and sharp fluctuations of ________ are characteristic. The first land plants - _________ appeared about 400 million years ago. Rhiniophytes 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, lower, temperatures; rhiniophytes; moisturized; rhizoids; organs and tissues).
Tasks for group 2.Work with text. Insert the missing words into the text:
In the process of development terrestrial environment habitats, plants have developed ______ tissues to protect them from drying out. The density of air is much _______ than the density of the aquatic environment, so plants needed to develop _______ tissues to support their bodies. To fix themselves in the soil, _______ have developed. In higher spore plants, spores serve for _______ and ________.
In the life cycle of higher plants, there is an alternation of two generations: _______ and _______.
( Answers : integumentary tissues; below, mechanical fabrics; roots; reproduction and dispersal; sexual and asexual).
Tasks for group 3.
| lower plants | plants without tissues and organs |
| germ cells |
|
| autotrophs | organisms capable of forming organic substances from inorganic substances |
| growths of algae cells to anchor themselves in the soil |
|
| fertilization | fusion of two sex cells |
| gametophyte | the sexual generation of higher plants in which sex cells are formed |
| sporophyte | asexual generation of higher plants that produces spores in sporangia |
Tasks for group 4.Tasks for matching terms. The signs contain separate terms and definitions. Students match terms and definitions on their desks (or on the board using magnets).
| thallus | body of algae consisting of a group of cells |
| higher plants | plants that have well-developed tissues and organs |
| rhiniophytes | first land plants |
| fertilized egg |
|
| spermatozoa | male reproductive cells |
| eggs | female reproductive cells |
| sporangia | asexual reproductive organs that produce spores |
Task for group 5. Choose an extra term from those proposed. 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) egg; D) disputes.)
Assignment for group 6. Determine the correctness of the statements (“yes” - “no”):
1. Conditions in the ground-air environment are unstable and change sharply (yes)
2. In higher plants, neither tissues nor organs are developed (no)
3. Low density in an aquatic environment (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 an 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 suggest you draw emoticons (smiles) in the margins of your workbook next to the questions that you remember, liked, and were interested in. What caused the most difficulty? Put Exclamation point(the teacher stops at the most complex issues material; at the request of students - explains)
VI. Lesson summary, homework (2 min).
The teacher announces homework (item 12, learn all new terms); thanks students for their work in class. Gives grades by commenting on student work.
GENERAL CHARACTERISTICS OF THE SUB-KINGDOM HIGHER PLANTS
Item: biology
Class: 7
Lesson topic: general characteristics of the sub-kingdom Higher Plants.
Lesson type: combined.
Lesson objectives:
get acquainted with the peculiarities of the organization of higher plants;
consider the general characteristics of the main divisions of higher plants;
show the complexity of the organization of higher plants compared to algae.
Planned results:
Subject results:
– develop the ability to explain the structural features and vital functions of rhinophytes;
To develop the ability to characterize the sub-kingdom of Higher Plants;
– to develop the ability to distinguish representatives of the sub-kingdom Higher Plants from previously studied algae.
Meta-subject and personal results:
Regulatory UUD
To develop the ability to independently discover and formulate an educational problem, to determine the purpose of educational activities (formulation of a lesson question).
To develop the ability to improve independently developed assessment criteria in dialogue with the teacher.
Develop the ability to work according to plan.
Cognitive UUD
Develop the ability to convert information from one type to another (video to text).
Communicative UUD
Develop the ability to independently organize educational interaction in pairs.
Equipment: screen, projector, computer, speakers, presentation, video “How beautiful this world is,” video on this topic, sheets with a logical chain.
During the classes.
Organizing time.
During recess, play a video for the song “How wonderful this world is.”
When the bell rings, the lesson begins.
Hello children. Sit down. Did you like how the change went? Yes, indeed, how beautiful this world is! Slide 1.
Updating knowledge.
Why is our world beautiful, do you think? Children's answers.
It’s true, our world is beautiful, and especially in the fall. And why? The world of colors is blooming. We see the colors of the rainbow everywhere. Where are these colors?Children's answers.
Agree. On plants, bushes, 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... Or maybe someone can formulate the topic of the lesson?
The topic of today's lesson is “The sub-kingdom of higher plants.” Slide 4.
What tasks are we facing, what do we need to do, characterize?
Tasks for today's lesson... Slide 5 (reading from the slide).
Today in class we are... Slide 6 (reading from the slide).
Repetition of previously learned.
But before we start learning new material, let's remember what we already know. Slide 7.
A few minutes for you to review your homework material.
Frontal survey on issues. For additional questions, see the assignment on page 34 of the textbook.
Learning new material.
Well, we repeated our homework. It's time to gain new knowledge. I suggest you watch a video on a new topic. Look very carefully. Slide 8.
So, let's summarize.
What are the most ancient plants - unicellular algae. Slide 9.
What subkingdoms 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.
On your tables there are sheets with an unfinished logical chain. You need to fill in the blanks with a pen on these sheets.
Let's check what you got. If something didn’t work out for anyone, then we write it down directly on these sheets. Children read out their options for filling in the blanks.
Well done, you did a good 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.
Lesson objectives:
get acquainted with the peculiarities of the organization of higher plants;
consider the general characteristics of the main divisions of higher plants;
show the complexity of the organization of higher plants compared to algae;
continue to develop skills to work with a microscope.
Basic principles 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 tissue specialization, asexual reproduction with the help of spores, and the dependence of sexual reproduction on water.
* Seed plants are characterized by sexual reproduction using seeds (independent 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 being the result of plants' adaptation during evolution to new, more rigid, 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 that resembled leaves appeared on the stems , later true roots and true leaves, consisting of many layers of cells, developed.
* Invite students to recall the alternation of sexual and asexual generations in algae and emphasize the presence of alternation of generations in higher plants: diploid sporophyte and haploid gametophyte.
* Organize students’ work with tables, drawings, diagrams and, during it, emphasize the main distinctive features spore plants and seed plants (features of sexual and asexual reproduction, tissue specialization, etc.).
Issues for discussion.
1. Define tissue and list the types of tissues of higher plants.
2. What functions do conductive, mechanical, integumentary tissue perform? Why did they arise during the evolution of plants?
3. Compare the external body structure of algae and higher plants. What are the differences?
4. Which organs are called vegetative and which are reproductive?
5. What periods is it divided into? individual development plants?
6. List the main distinctive features of spore plants.
7. Prove that the specialization of tissues of seed plants has gone especially far compared to spore plants.
Fixing the material.
List features 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, main, storage, vegetative organs, reproductive organs, sporangia, embryonic period, postembryonic, spore plants, seed plants.
Homework. Study the textbook material about 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 Black Box game.