Sinkwine root biology. What is syncwine: traditional and didactic forms

Biology lesson on topic

"Root"

Fedotova Natalya Nikolaevna,

biology teacher of the highest category

Izhevsk, MKS(K)OU S(K)OSH VI type No. 101

Target: get to know the root as a functional system.

Lesson objectives:

To develop students' knowledge about the types of roots and types of root systems. Continue working with biological terms.

To study the structural features of the root systems of dicotyledonous and monocotyledonous plants.

Develop the ability to recognize types of root systems on natural objects.

Continue to develop the ability to draw conclusions based on the results of laboratory work.

To develop in children the ability to use knowledge acquired in other lessons, to connect the subjects of the natural and humanities into a single whole.

To cultivate artistic taste, discipline, and responsibility.

Equipment: herbariums with different types of root systems, table “Structure of taproot and fibrous systems”, photographs and drawings of plants with taproot and fibrous root systems, presentation “Diversity of roots”

During the classes

Learning new material.

The teacher reads an excerpt from a poem by V. Jacques.

Lots of blue forget-me-nots.

They were planted in the ground again...

Predict further events, what will happen to these plants?

Students express different opinions:

Plants will die, they will not be able to live without water and food;

The plants will grow new roots; etc.

Teacher:

In order to correctly answer this question, we need to formulate the topic of the lesson and the questions that we must answer during the lesson.

A picture of a root appears on the board and the teacher writes down those questions formulated by the students that need to be discussed in class to fully study the topic.

What is the root for?

Root dimensions

To develop knowledge about the functions of a horse, students independently familiarize themselves with the text of the textbook (paragraph 15, p. 56) “The Role of the Root in the Life of a Plant” and make notes in a notebook. After independent work, students discuss the meaning of the root for the plant.

Pair work with the textbook p. 51, Fig. 32 “Types of roots.” Then students formulate their own definitions:

main root;

Lateral root

Adventitious root.

And from what organs do these roots develop?

The teacher provides information: one bush of rye grown in a greenhouse had a total length of all roots of 623 km. Geographers have determined that this is the distance from Moscow to St. Petersburg. Tells about the roots of the banyan tree and mangrove tree (the story is accompanied by a presentation).

Root length and root width:

Cabbage - 1.5 m. 1.2 m.

Wheat – 2 m. 1.2 m.

Corn – 2.5 – 4 m. to 2 m.

Sow - 6 m. 4 m.

Alfalfa – 12 m. 1.5 m.

Apple tree – 2 – 6 m. to 15 m.

Cactus - up to 15 m.

Laboratory work:“Structure of root systems”

Performed on issued cards to save time.

Target: study the types of root systems, get acquainted with their structure.

Equipment: herbarium materials of plants with taproot and fibrous root systems, photographs and drawings of plants.

Progress:

Consider the root systems of the plants offered to you. How are they different?

Select plants with tap root systems

Select plants with fibrous root systems.

Fill the table:

Root system name

Conclusion _______________________________________________________________

Laboratory work was performed by: ___________________________________

Build a table: students are given a cut table on their desk, they need to assemble it (pair robot).

To summarize the lesson, the teacher draws the students’ attention to the board, where questions about the root are formulated.

What do you think happened to the plants in that poem, an excerpt from which I read to you at the beginning of the lesson?

The teacher reads V. Jacques’ poem in full:

We collected hot poppies in a bouquet,
Lots of blue forget-me-nots.
And then we felt sorry for the flowers,
They were planted in the ground again

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Without roots they will not grow and live!

No matter how subtle, inconspicuous

There's a root underground, but it can't live in the world

Sinkwine in biology

Sinkwine - This is one of the methods for enhancing students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This methodological technique is described in the audio lecture of the “Legal Education” project of the Russian Foundation for Legal Reforms.
Sinkwine is not an ordinary poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem.
Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.
Line 2 – two adjectives.
Line 3 – three verbs.
Line 4 is a phrase that carries a certain meaning.
Line 5 – summary, conclusion, one word, noun.

Sinkwine is not a way to test a student’s knowledge; it has a different task, and a more universal one. Sinkwine is a way to check what students have at the level of associations at any stage of the lesson, studying a topic.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think? “Having analyzed the results obtained, you can correct the student’s ideas about this concept while studying the topic.
...The middle of the lesson. The topic is very difficult to understand. The students are tired. Offer them a syncwine on some section of the topic being studied, and you will find out how students perceive new material. A quick way to change the type of activity without leaving the topic.
The topic has been studied. The quality, depth and strength of knowledge will be shown by a survey and a final control section. And now, at the end of the lesson - cinquain. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.

Synquains are presented for different classes:

1. Life.
   Sea, Earth.
   It pleases, it changes, it continues.
   Beautiful, diverse, colorful, loved.
   Light.
2. LIVING MATTER-
   hidden, unknown.
   It is born, grows, develops.
   Doesn't fit into a short definition.
   LIFE!
3. LIVE!
   Protein, cellular.
   Irritated, eats, breathes,
   The planet has been hearing signs of life for a long time.
   Evolution!
   
4. Life-
   complex, multifaceted.
   Self-renewing, reborn.
   Closes with a single code.
   DNA!
   
5. Creature -
   open, systemic.
   Moves, breathes, eats.
   Darwinists call it living matter.
   Materialism!

1. Biology.
   Natural, molecular.
   
   Science of living nature.
   Life.

1. Biology.
   Natural, molecular.
   Study, classify, describe.
   Science of living nature.
   Life.

1. Biology.
   Cellular, evolutionary.
   Exists, researches, publishes.
   Gives us knowledge.
   Studies.

1. Biology.
   Boring, long.
   It goes, teaches, ends.
   A subject at school.
   Lesson.

1. White cabbage.
   Tasty, healthy.
   It grows, matures, fades.
   A rich storehouse of vitamins.
   Vegetable.

1. Cat.
   Fluffy, affectionate.
   Purrs, plays, runs.
   Favorite pet.
   Animal.

1. Bear.
   Brown, white.
   Sleeps, growls, runs.
   Large dangerous predator.
   Beast.

1. Lily of the valley.
   Green, fresh.
   It grows, it blooms, it smells.
   Beautiful spring flower.
   Plant.

1. Butterfly.
   Orange, blue.
   It grows, flies away, dies.
   It is born, transforming from an ordinary caterpillar.
   Insect.

1. Mammals.
   Marsupials, placentals.
   They are born, they live, they die.
   This class is widespread throughout the world.
   Animal.

1. Margarita.
   Independent, cunning.
   Cunning, seductive, impressive.
   A feminine name meaning "pearl".
   Flower.

1. Children.
   Beautiful, mischievous.
   They play, play pranks, and make them happy.
   Flowers of our life.
   Joy.

1. Birdie.
   Fragile, small.
   It flies, pecks, sings.
   Diminutive of the word bird.
   Sky.

1. Biology.
   Difficult, interesting.
   Teaches, enlightens, distracts.
   Natural life science.
   Human.

1. Tit.
   Long-tailed, agile.
   It stands out, nests, feeds.
   Exterminates forest pests.
   Bird.

1. Ice.
   Hard, cold.
   Freezes, slips, burns.
   Can't warm your hands.
   Winter.

1. Sphere.
   Round, smooth.
   Jumps, rolls, looks.
   Sphere of the Moon above the Earth.
   Ball.

1. Fire.
   Bright, warm.
   Lights, warms, cleanses.
   Buries the burden of the past under the ashes.
   Heat!

1. Sea.
   Blue, foamy.
   Splashes, rages, preserves.
   Contains the secrets of the past.
   Depth.

1. Dolphin,
   Cheerful, smart.
   Swims, jumps, draws.
   Only he understands the pictures.
   Ocean.

1. Dog.
   Faithful, brave.
   Barks, bites, guards.
   Man's best friend.
   Loyalty.

1. Rain.
   Wet, gray.
   He walks, drums, knocks.
   On the roofs with small drops.
   Puddles.

1. Bud.
   Steam room, important.
   It is located, accumulates, outputs.
   Organ of the human urinary system.
   Anatomy.

1. Biotechnology.
   Complex, industrial.
   Study, use, apply.
   Draws on many disciplines.
   The science.

1. Weather.
   Clear, cloudy.
   Changes, deteriorates, is predicted.
   Current state of the atmosphere.
   Nature.

1. Hand.
   Right, left.
   Helps, hangs, breaks.
   One of the human limbs.
   Leg.

1. Glands.

Important, regulating.

Secrete, manage, provide.

Endocrine glands secrete biologically active substances - hormones.

Biology lesson on topic

"Root"

biology teacher of the highest category

Izhevsk,MKS(K)OU S(K)OSH VI type No. 000

Target: get to know the root as a functional system.

Lesson objectives:

To develop students' knowledge about the types of roots and types of root systems. Continue working with biological terms. To study the structural features of the root systems of dicotyledonous and monocotyledonous plants. Develop the ability to recognize types of root systems on natural objects. Continue to develop the ability to draw conclusions based on the results of laboratory work. To develop in children the ability to use knowledge acquired in other lessons, to connect the subjects of the natural and humanities into a single whole. To cultivate artistic taste, discipline, and responsibility.

Equipment: herbariums with different types of root systems, table “Structure of taproot and fibrous systems”, photographs and drawings of plants with taproot and fibrous root systems, presentation “Diversity of Roots”

During the classes

Learning new material.

The teacher reads an excerpt from a poem by V. Jacques.

Lots of blue forget-me-nots.

They were planted in the ground again...

Predict further events, what will happen to these plants?

Students express different opinions:

Plants will die, they will not be able to live without water and food;

The plants will grow new roots; etc.

In order to correctly answer this question, we need to formulate the topic of the lesson and the questions that we must answer during the lesson.

A picture of a root appears on the board and the teacher writes down those questions formulated by the students that need to be discussed in class to fully study the topic.

To develop knowledge about the functions of a horse, students independently familiarize themselves with the text of the textbook (paragraph 15, p. 56) “The Role of the Root in the Life of a Plant” and make notes in a notebook. After independent work, students discuss the meaning of the root for the plant.

Pair work with the textbook p. 51, Fig. 32 “Types of roots.” Then students formulate their own definitions:

main root;

Lateral root

Adventitious root.

And from what organs do these roots develop?

The teacher provides information: one bush of rye grown in a greenhouse had a total length of all roots of 623 km. Geographers have determined that this is the distance from Moscow to St. Petersburg. Tells about the roots of the banyan tree and mangrove tree (the story is accompanied by a presentation).

Root length and root width:

Cabbage – 1.5 m. 1.2 m. Wheat – 2 m. 1.2 m. Corn – 2.5 – 4 m. to 2 m. Sow thistle – 6 m. 4 m. Alfalfa – 12 m. 1, 5 m. Apple tree – 2 – 6 m. up to 15 m. Cactus – up to 15 m.

Laboratory work: “Structure of root systems”

Performed on issued cards to save time.

Target: study the types of root systems, get acquainted with their structure.

Equipment: herbarium materials of plants with taproot and fibrous root systems, photographs and drawings of plants.

Progress:

1. Consider the root systems of the plants offered to you. How are they different?

2. Select plants with tap root systems

3. Select plants with fibrous root systems.

4. Fill out the table:

Conclusion _______________________________________________________________

Laboratory work was performed by: ___________________________________

Build a table: students are given a cut table on their desk, they need to assemble it (pair robot).

To summarize the lesson, the teacher draws the students’ attention to the board, where questions about the root are formulated.

What do you think happened to the plants in that poem, an excerpt from which I read to you at the beginning of the lesson?

The teacher reads V. Jacques’ poem in full:

We collected hot poppies in a bouquet,
Lots of blue forget-me-nots.
And then we felt sorry for the flowers,
They were planted in the ground again

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Without roots they will not grow and live!

No matter how subtle, inconspicuous

There's a root underground, but it can't live in the world

Any flower without it!

Do you still have questions about roots after today's lesson? We will consider questions about the internal structure of the root in the next lesson.

Make up a syncwine with the concept of “root” (individual work)

syncwine

First line - syncwine theme, contains one word (usually noun or pronoun), which denotes the object or subject that will be discussed. The second line is two words (most often adjectives or participles), they give description of features and properties the item or object selected in the syncwine. Third line - formed by three verbs or gerunds describing characteristic actions object. The fourth line is a four-word phrase expressing personal attitude the author of the syncwine to the described item or object. Fifth line - one word - summary, characterizing essence subject or object.

Students read out the resulting syncwines.

Homework: paragraph 13, 15.

An open lesson was held in the 6th grade using the textbook “Biology” using the Federal State Educational Standard.

1Organism

Organism

Sophisticated,organized

Works, provides, saves

A set of organs as a single functional system

Body
2LIFE

Alive, flowing

Reproduce, develop, exist

The way of being of entities

Fatal hereditary sexually transmitted disease
3cytology

studying, cellular

examines, establishes, diagnoses

a branch of biology that studies living cells, their organelles, their structure, functioning, processes of cell reproduction, aging and death

cell biology
4Anatomy

ancient, scientific

examines, examines, examines

the science of the form and structure of individual organs, systems and the body as a whole

group of scientific branches

5 Sinkwine on biology
Biology

Relevant, interesting

Develops, teaches, describes

Explores all aspects of life

6 Sinkwine on the topic of the brain
Brain

Chief, sensitive

Controls, splits, organizes

The least studied organ

7 Cinquain on a cage theme
Cell

Structural, functional

Breathes, feeds, reproduces

Basic element of living matter

8 Cinquain on a plant theme
Plants

Alive, green

Grow, provide, decorate

There are lungs of our planet

Autotrophs

9 Sinkwine on the topic of genetics
Genetics

Interesting, progressive

Develops, opens, reveals

Studies heredity and variability

10 Squirrel themed cinquain
Squirrels

Structural, most valuable

Protect, build, transport

Provide self-regulation of body processes

Bricks

11 Sinkwine on the topic of living organisms
Organisms

Grow, develop, self-reproduce

Systems built from biopolymers

12 Cinquain on the theme of leather
Leather

Elastic, renewing

Breathes, removes, covers

The most important organ of the body's defense

Shell

13 Sinkwine on the topic of ecology
Ecology

Versatile, developed

Develops, protects, formulates

Finds ways to rationally use natural resources

14 Cinquain on the theme of plant roots
Root

Core, lobe

Absorbs, conducts, holds

The most important organ that ensures plant life

Organ
15.LIVING MATTER-

hidden, unknown.

It is born, grows, develops.

Doesn't fit into a short definition.

LIFE!
16. LIVE!

Protein, cellular.

Irritated, eats, breathes,

The planet has been hearing signs of life for a long time.

Evolution!
17. Life-

complex, multifaceted.

Self-renewing, reborn.

Closes with a single code.

DNA!
18 Living creature -

open, systemic.

Moves, breathes, eats.

Darwinists call it living matter.

Materialism!

THUS:

A cinquain is not an ordinary poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem.

Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.

Line 2 – two adjectives.

Line 3 – three verbs.

Line 4 is a phrase that carries a certain meaning.

Line 5 – summary, conclusion, one word, noun.