Sinkwine on the topic of root pressure in biology. Sinkwine in biology material on biology on the topic

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.

Municipal budgetary educational institution

basic secondary school No. 19

municipal formation Kanevsky district

Biology lesson for 6th grade

“Types of roots, types of root systems ».

Biology teacher

MBOU secondary school No. 19

Migulya E.V.

During the classes.

Lesson stage

Equipment

Formation of universal educational actions.

Lesson stage time

1. Organizational moment.

1.1Greeting . The class is divided into 3 microgroups of students sitting at separate “round tables”; each group selects a coordinator who supervises the work and assessment of the involvement of each group member in the work.

1.2 Creating a figurative-emotional pedagogical situation

Reproduction of the painting “Bare roots of a tree.” (Annex 1).

Students reading a fable by I.A. Krylov “Leaves and Roots” by roles. (Appendix 2)

Teacher . Guys, what question (problem) do you think we will discuss in class?

Students assume that we are talking about the root of the plant.

Interactive board.

Slide1

Formation of the ability to independently detect and formulate an educational problem

4min

2.Call

(updating students’ basic knowledge)

3. Conception stage. Learning new information

2.1Work in groups .

Tasks for group 1 (Appendix3)

1.Fill out the diagram on the interactive whiteboard.

2. Orally define the terms.

Tasks for group 2 .(Appendix 4)

1. Compose a syncwine of the concept “root” and try to incorporate into it the existing knowledge about this vegetative organ.

Tasks for group 3. (Appendix 5)

We often use the word “root” in conversation (ask students to remember the expressions). Explain the meaning of the expressions.

Listening to group responses and discussing them.

2.2. Creating a problem situation on a figurative and emotional basis.

teacher.

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?

Guys, why do you think the flowers fell and withered?

Student answers : flowers have no root, the plant lacks nutrients, water).

Teacher. Right.

And also, guys, all the organs of the plant form a single integral system - the organism, therefore, by violating its integrity, by tearing the plant, we doom it to death.

“No matter how subtle, inconspicuous

There's a root underground

But he can't live in the world

Any flower without it!”

Tell me what you already know about roots and what we can use from existing knowledge to study them.

Teacher records on the board the information named by the children and comments on their connection with this topic.

Students remember the functions of the root - strengthening the plant in the soil, providing water with dissolved minerals.

Teacher. What tasks can we set for ourselves in today's lesson?

Students, with the help of the teacher, formulate the objectives of the lesson and write them on the board, and students can name other formulations relating to the internal structure, growth and development of roots, and then, with the help of the teacher, highlight only those problems that will be solved in the first lesson of the topic:

Know the meaning of the root

Name and show types of roots

Recognize types of root systems

Teacher.

We continue to study the organs of flowering plants. The subject of our study is in a black box. You are asked to determine what it is, for this I will sequentially pronounce the statements, and you will explain whether this information is sufficient to accurately determine the object

The box contains the plant organ.

This is a vegetative organ.

This organ is the first to appear during germination from a seed.

Students determine the root with 3 clues. For the 1st clue and the second, the teacher can show a leaf or stem

teacher.

Let's draw up a diagram of the root function - individual work in notebooks and on an interactive whiteboard based on existing knowledge.

root functions:

a) fixation in the soil;

d) water absorption and

minerals

b) stock accumulation

nutrients

B) conduction of substances

teacher.

What associations you can suggest based on its root functions are written down under the function on the interactive board.

Students offer

Root functions:

root- anchor, (fixes in the soil),

pump, hoses - conducts substances,

storage, warehouse - stores nutrients

The heart absorbs nutrients all the time.

Teacher . When the wind is strong, try holding the umbrella by the handle. Difficult! What kind of strength is needed to hold an oak or linden tree with thick trunks and branches in place during a wind or hurricane? The strength of a mighty giant! The roots have this power. They are like steel ropes stretched in all directions and holding the plant. The roots are very strong. Try to break the thin root. It's not easy to do! But each plant has a lot of roots and they go far in depth and breadth. All roots of a plant form a root system.

3.1.Self-immersion . Accepting insert.

View a presentation on the topic types of roots and root systems.

Individual independent work with the textbook, paragraph 13 page 52

workbook

While reading the text, make notes in the margins, and after reading, fill out the table

Table 1

exercise

main root

Subordinate

root

Lateral root

Root hair

Write a definition

Table 2

Exercise

Fibrous root system

Tap root system

Write a definition

Make a drawing

3. 2Physical minute. Exercise for the eyes and spine.

3.3 Organization of students' research activities.

Work in pairs. Let's look at the structure of the root systems of different plants (students are shown herbariums of plants and drawings of root systems) and compare them. Is it possible to identify a characteristic by which we could classify them?Students distribute plants into groups, name the characteristic that guided them, and find confirmation of their choice in the textbook.

Select plants with fibrous and rod systems from the proposed herbarium material.

Fill the table.

Plant name

Root system type

Features of the structure of the root system

Discussion of the research results.

Students discuss the results of filling out the table, determine the types of root systems of the proposed herbarium plant specimens, justify their conclusions, and defend their point of view

Laboratory work (Appendix 6)

Subject: Root structure of bean and wheat sprouts.

Target: consider the development of taproot and fibrous root systems. Classify plants by type of root systems

Task cards.

Interactive board.

Slide 2

Slide3

board

Black box, stem

interactive board

Interactive board

Slide 4-9

Interactive whiteboard (check - curtain effect).

notebook,

music.

herbariums

sprouts of bean seeds and wheat grains aged 10-10 days

microscope, microspecimen “Root cap”

This task promotes the formation of communication, information exchange, mutual understanding.

Formation of the ability to independently discover and formulate an educational problem, determine the purpose of educational activities (formulation of a lesson question).

Method of working with insufficient information.

The association method allows you to remember the material

This task contributes to the formation of the skills to highlight the main thing, generalize and establish analogies.

Element of health-saving technology.

Development of students' research activities.

8min

20 minutes

4.Reflection

4.1Knowledge and understanding of what was learned in the lesson is tested during test tasks (Appendix 7)

4.2 Mutual testing of knowledge. the answers are shown on the slide

Individual cards

Slide10

Checking the assimilation of studied information

8min

5. Summing up.

5.1Have you achieved the lesson objectives?Student statements.

5.2 Exercise "Compliment"in which students evaluate each other's contributions

Coordinators, based on the opinions of group members, evaluate the work of group members.

5.3 Self-reflection of students

Filling out the form (Appendix 8)

5.4 The teacher, taking into account the decision of the group coordinators, sets marks.

Music.

This option for ending the lesson makes it possible to satisfy the need for recognition of the personal importance of each student.

3 min

V. Homework

1.Paragraph “13, RT No.

2.Task with freedom of choice and freedom of activity. Each student has the right to choose from a number of proposed tasks:

make a crossword;

come up with a fantastic story, an essay on behalf of the root in the form of a report, interview, monologue;

prepare a herbarium of plants with different types of root systems

prepare a report on the medicinal properties of the plant root.

Find terms in the paragraph that were not mentioned in the lesson and give them an explanation

Slide 11

Such work will allow you to apply, transform, supplement, find new connections, integrate knowledge, and independently study material not covered in the lesson, for example geotropism

2 minutes

The purpose of the lesson: to form in students an idea of ​​the development of the root from the embryonic root; study the structural features of the root systems of dicotyledonous and monocotyledonous plants; develop practical skills in identifying and recognizing them.

Equipment: tables "Structure of the taproot and fibrous root system", herbarium material, handouts.

Method: development of critical thinking through independent work with text.

During the classes

I . Call stage.
Topic of today's lesson "Types of roots and types of root systems."
Repetition of covered material.(by groups see appendix and)
1. The structure of bean and wheat seeds.
Assignment on drawings and text No. 1:
- determine the number of cotyledons in the seed;
- determine the location of the nutrient supply;
- from which the main root develops.
2. Game “third wheel”:
- TOMATO, WHEAT, POTATO; (MONOCOT CLASS)
- SEEDS, FRUITS, ROOT. (VEGETATIVE ORGAN)
3. Are the statements true:
1. The seed contains only organic substances.
2. For seed germination, water and air are needed.
3. When a seed germinates, a root first appears, which quickly strengthens in the soil.
Summarizing: fill in the first column of the table - what do we know about the root?

II . Conception stage
Learning new material.
Read the poems and answer the questions:

1st group:
Pig under an ancient oak tree
I ate my fill of acorns to satiety;
Having eaten, I slept under it;
Then, having cleared her eyes, she stood up
And with her snout she began to undermine the roots of the oak tree
“After all, this harms the tree...”
How did the pig damage the tree? Will the oak grow and develop?

Group 2:
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 out;
They sway from any breeze!
Why did they crumble and wither?
Without roots they will not grow and live!
No matter how subtle, not noticeable
There's a root under the ground,
But any flower cannot live in the world without it!
Why can't a plant live without a root?

Fill in the second column of the table - what do we want to know about the root?

1 task according to text No. 2: determine the value of the root, make an entry in the table. (See Appendix 3)
- root value: holds plants in the soil; absorbs water and minerals; nutrients are deposited (modification of roots).
Question: Why is it recommended to plant trees along ravines, slopes, and rivers, which is especially important for our village? (The root is capable of binding soil particles, thereby securing ravines, slopes, and river banks. Root cells, when dying, improve the soil structure.)
Question: Is it easy to hold an open umbrella in your hands when a strong wind is blowing? (The umbrella either breaks out of your hands or breaks). What kind of strength is needed so that a huge oak, birch and other trees can hold out not only against the wind, but also against a storm or hurricane? The roots have this power. As if on steel ropes, plants are held on by their roots. The roots are very strong.

2 task according to text No. 3: determine the types of roots (entry in the table).
Question: Why are potatoes hilled? (The purpose of hilling is to increase the volume of loose soil around the plants. By improving the physical properties of the soil, the root system develops more easily in it, microbiological processes and accumulation of nutrients occur more intensively. The larger part of the stem ends up in the soil, the more stolons the potato plant forms, and how the consequence is a greater number of tubers in the nest.In addition, hilling reduces the development of weeds, prevents the development of diseases and potato pests).

3 task according to text No. 4: determine the types of root systems (entry in the table).
4 task according to text No. 4: fill out the table:

Consolidation of the studied material.
Definition of plant classes. (Work on the herbarium)

Testing.(Level A and B)
Level A
1. What kind of root system does beans have?
A) fibrous B) rod
2. What function does the root not perform?
A) Holds the plant in the soil B) Carries out plant respiration
3. What does the main root develop from?
A) From the embryonic root B) From the stem of the plant
4. The root system of monocots...
A) fibrous B) rod-shaped
5. The number of cotyledons in the seed of dicotyledonous plants?
A) one B) two
Level B
Match:

III . Stage of reflection and reflection:
Analysis of recordings (discussion of what new things have been learned).

Make a syncwine.
Reasoned assessment of students' answers and performances: correctness, independence, originality.
Homework: according to the textbook, paragraph 19, remember, draw up a diagram of the composition of the soil.

Rules for writing syncwine:
1 line – one word (title of the poem, topic, usually a noun).
Line 2 – two words (description of the topic, adjectives or participles).
Line 3 – three words (topic action, verbs).
Line 4 – four words – a sentence (a phrase that shows the author’s attitude to the topic stated in the first line).
Line 5 – one word (association, synonym for the topic, usually a noun, descriptive phrases are allowed).

Root (root system)
rod - fibrous
holds – absorbs – accumulates
root underground vegetative organ
the basis