Lesson on the topic: “Living conditions for plants. Forest as a plant community"

goal : continue acquaintance with plant communities, highlight the distinctive features of the forest as a plant community

Tasks:

1. educational – to continue the formation of a careful attitude to nature;

2. educational – repeat the material on the life forms of plants, plant communities, familiarize yourself with the concepts: layering, light-loving, shade, shade-tolerant, cold-resistant, heat-loving, xerophytic, mesophytic, hydrophytic plants, learn to distinguish tiers in the forest and distribute plants into groups in relation to water, light, temperature;

3. developing – continue to get acquainted with the plants of your region.

Forms of work : teacher’s story, discussion, heuristic conversation.

Equipment: table “Oakwood”, “Layer”.

Lesson terms : layering, environmental factors, light-loving, shady, shade-tolerant, heat-loving, cold-resistant, xerophytes, mesophytes, hydrophytes, life forms, plant community.

During the classes.

I. Organizational moment.

Children go to class. They sit down in their seats. The teacher has a bouquet of various branches of trees and plants on the table: coniferous, deciduous, ferns, primroses, etc., etc.

The teacher draws the attention of the children to his bouquet, to how beautiful and unusual it is. Asks the children to try to name all the plants that make up the bouquet.

Then he asks questions.

Teacher Student
You and I studied different Kingdoms of wildlife. Which? Plants, Bacteria, Mushrooms
Which Kingdom has not yet been studied by us? animals
Tell me, are all organisms in nature divided into kingdoms and live in isolation? No, together
What is the name of the phenomenon when Ferns, Mosses, Lichens, Angiosperms live together plant community
Let’s remember the definition Plant community – co-growing plants

II. Control cut on the passed material

Crossword.

one
2
3
4
5

Questions:

1. A necessary condition for the release of oxygen by plants

2. An essential component for plant life

3. Exceptionally herbaceous plants from several centimeters to several meters high, found in forests, genus of vascular plants, horsetail department

4. multicellular plant organisms that live in water

5. “leaves” of Christmas trees, pines, fir

Key word : co-growing plants.

1 s in e t
about
2 in l a well n about with t b
b
3 x in about sch
e
4 in about d about R about with l and
t
5 x in about I
about

III. Learning new material

Today in the lesson we will study the features of the forest as a plant community. The topic is written on the board: Conditions for the life of plants. The forest as a plant community Writing a topic in a notebook
When you come to the forest, what is the first thing you notice? Trees
And the next moment? Shrubs, herbs
What is the correct name for what we have listed life forms
If you look closely, you can find mosses and lichens. The distribution of plants in height is called layering. Tiers: 1. Trees 2. Low trees 3. Shrubs 4. Herbs 5. Mosses and lichens Write the definition in a notebook.

The teacher shows pictures. Children arrange the pictures first in order, in tiers, as they think, then the teacher helps them with leading questions.

The teacher shows the tiers on the table. Using the textbook, name the plants of each tier and show them on the poster. After reading the book, the student answers using the table and textbook materials at the blackboard

“Fun Five Minute”

The task of the students is to give as many examples as possible for each tier, using the textbook.

Trees
low trees
shrubs
Grass
Mosses and lichens

Where should mosses and lichens growing on trees be attributed? Answer with teacher’s correction – intertier layer
And if we make a vertical section of the soil and see what’s inside. Shows on the poster Students comment and come to the conclusion that there is also an underground layering
Do all plants live in the same way in the forest? Let’s think. The teacher corrects the students’ answers Some plants grow in the light, others in the shade. Some grow in cold places, others in warm places, and so on.
The teacher summarizes: plants are affected by: light, humidity, temperature, which are called environmental factors Write down in a notebook: environmental factors – illumination, humidity, temperature
Let’s complete the chart together: Plant groups in relation to: Light: Water: Temperature: Work with a textbook with an entry in a notebook: Light: Water: Shadow xerophytes Light-loving mesophytes Shade-tolerant hydrophytes Temperature: Heat-loving cold-resistant

IV. Consolidation of the material: working with terms at the end of § 62

V. Homework: § 62, be able to answer questions at the end of the paragraph, write out plants of coniferous and deciduous forests in a notebook.

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