The sun, plants and you and me. The sun, plants and we are with you (grade 3) The sun is plants and we are a workbook

Guess the names of the parts of the plants ... 1. The part of the plant in which the seeds are formed. FRUIT 2: The part of the plant through which nutrients pass. STEM 3.Part of a plant that is underground. ROOT 4: The parts of the plant by which it breathes. LEAVES 5. The parts of the plant that help the plant reproduce. SEEDS 6. The part of the plant from which the fruit develops. FLOWER

Find errors in the text ... conifers there are no leaves, but needles. In pine, larch, they are green all winter. In early spring you can see how conifers bloom. Pine and spruce have fruits - cones - ripening. They contain seeds. There are 4 mistakes in the text: Conifers have leaves, these are needles. Larch leaves fall for the winter. Conifers do not bloom. Conifers have no fruit.

Thank you for the lesson! Homework: In the textbook - pages, In the notebook - page Conclusion: plants breathe oxygen, but they also form it when they feed. Moreover, when feeding, plants emit significantly more oxygen than they absorb when feeding.

MBOU - Zaymishchenskaya secondary school

them. F.G. Svetika

Klintsy, Bryansk region

Public lesson

around the world

in grade 3

Educational complex "School of Russia"

Bondarenko Tatiana Mikhailovna,

teacher primary grades

I qualification category

year 2014

Lesson 15. The sun, plants and you and me

The goals of the teacher :

O buzzing: create conditions for familiarizing students with the way plants breathe and nourish; establishing the relationship between solar energy, green plants and living organisms of the Earth.

R Developers: promote the development of observation, logical thinking based on the development of logical operations: analysis and generalization, definition of concepts.

v nourishing: to contribute to the education of a good attitude towards nature, to show the role of plants in maintaining life on Earth.

Equipment: tests; dynamic schemes: "Plant breath", "Plant nutrition" (demonstration and individual); Workbooks; textbook; emoticons for students' reflection.

Lesson script

Protecting plants means
take care of all living things.

I. Organization of the beginning of the lesson.

We will watch again today

Draw conclusions and reason,

And so that the lesson goes to everyone for future use,

Get actively involved in the work, my friend!

II. Repetition of the material studied: test control.

– OAnswer the questions and write down the letters of the correct answers.

1stleveldifficulties

1. Soil is ...

o) the top fertile layer of the earth;

c) minerals;

m) sand and clay.

2ndleveldifficulties

1. The upper, loose, fertile layer of the earth on which plants grow is called ...

n) humus;

m) soil;

g) minerals.

2. The main property of the soil that distinguishes it from the rock:

b) flowability;

To) dark color;

r) fertility;

y) water resistance.

2. Find the main property of the soil:

x) color;

d) flowability;

o) fertility;

i) opacity.

3. The soil consists of:

t) from air, water, humus, sand, clay, salts, as well as microbes, plant roots and various animals living in the soil;

g) from microbes, plant roots, various animals living in the soil;

l) from air, water, humus, sand, clay, salts .

3. Soil composition:

x) microbes, plant roots, various animals living in the soil;

l) air, water, humus, sand, clay, salt;

m) air, water, humus, sand, clay, salt; as well as microbes, roots of plants and various animals living in the soil.

4. Botany is ...

f) animal science;

i) plant science;

y) the science of mushrooms.

4. The science of plants is called ...

a) astronomy;

f) zoology;

o) botany.

r) remains of plants and animals;

p) humus, sand, clay;

h) air, water, salt.

5. Plants obtain from the soil:

t) humus, sand, clay;

e) air, water, salt;

b) the remains of plants and animals.

6. Scientists identify ... groups of plants:

j) 4;

c) 6;

m) 5.

6. Scientists distinguish the following groups of plants:

y) mosses, ferns, algae, herbaceous plants;

f) algae, mosses, ferns, conifers, flowering plants;

i) herbaceous plants, flowering plants, algae.

7. Plants do not include:

i) shrubs;

f) trees;

o) air;

i) herbs.

7. The leaves of conifers are called ...

y) plates;

w) needles;

c) needles;

h) petals.

Self-test.

– The one who answered all the questions correctly should get the word "excellent" or "well done."

2. I read the "Letter to a Green Friend"

Children's answers. A creative task completed by studying at home.

The blackboard has 4 students.

Generalization of the guys' answers.

You and I constantly make excursions to the school garden and around the school, observe what changes are taking place with the plants, talk to them, choose a tree and take care of it. We feed the birds in winter, take care of the cleanliness around, participating in volunteer clean-ups, and now we will take care of nature even more, caring for small trees.

III. Communication of the topic and purpose of the lesson.

Updating the knowledge gained in previous lessons.

Guessing riddles:

Not fire, but it burns painfully

Not a lantern, but shines brightly

And not a baker, but a baker.

They grow around us, they bloom,

Oxygen is given to all of us.

3. Can sow and plow,

And drive the car,

Well, if you want

Can fly into the clouds

Key words - answers: sun, plants, man. Slide 1.

– Read the lesson epigraph.(Protecting plants means taking care of all living things.) Slide 2.

– How do you understand these words?(Without plants, there would be no life, since they provide oxygen to all living things.)

– Imagine that a person is really left alone on our planet Earth. All plants have disappeared. What do you think would have happened then?(A man would die ...)

– At the end of the lesson, we will come back to this statement again.

– NSRead the topic of the lesson.("The sun, plants, and we are with you.")

– I tried to display the topic of our lesson in the followingscheme:

The sun  Plants  Human

– Think what I wanted to say by this? Look closely at the written topic and diagram.

– What part of nature will we study?(Alive (plants, humans) and inanimate (Sun).)

– What are the signs of wildlife?(Movement, nutrition, respiration, growth and development, reproduction.)

Students predicting lesson goals Slide 3.

- What would you like to learn in today's lesson ?.

Children's answers.

What did you have for breakfast today?

– What did your pets eat: cats, dogs?

What did indoor plants “have breakfast” with today?

Children's answers.

– What questions do you have? What do you want to ask me?(How do plants breathe? Why do plants need nourishment? How do plants get nourishment?)

- Let's listen to your versions. ( Plants breathe with roots and leaves ... Nutrition is necessary to grow and develop ... Plants receive nutrition from the ground with the help of the root ...)

Presentation by students with messages.

Botanical scientists around the world have long tried to determine what "foods" plants eat. They were interested in the following questions:

One grain of wheat has been planted, and several dozen have ripened. What caused the increase in the number of grains?

A birch seed got into the soil, the weight of which is insignificant, and a huge tree has grown. How do plants grow?

To answer this question, a few hundred years ago, the Dutch scientist Van Galmont, for 5 years, grew a willow branch in a pot with soil, taking into account the weight of the branch and soil before the experiment. After 5 years, the weight of the branch increased significantly, while the weight of the soil decreased slightly. Where did the substances that went into the growth of the branch come from to the plant?

The scientist did not find an exact answer to that question. But about 150 years later, the English scientist Priestley, using Galmont's scientific data, experimentally proved that a green plant corrects "air spoiled by breathing and burning."

Student's speech on the results of the experiment with plants:

- We took two plants and conducted the following experiments with them:

1. One grew on the windowsill, we watered it.

2. And the other was placed in a dark cabinet, watering it.

Conclusion: What did we see after a while? Plants show

The first is alive and continues to grow on the window. And the second - his leaves changed color. Have become pale - Green colour and the flower itself looks lethargic. What influenced his growth? Why has it changed? What does it breathe and what does it eat? This is what I would like to learn in class today?

– Guys, you can rightfully be called botanical scientists, as you know how to put forward various hypotheses, defend your point of view. Scientists all over the world have been trying for a very long time to determine what "products" plants eat, how the respiration process takes place.

IV. Learning new material.

1. Plant respiration.

Explanation of the teacher.

NS When explaining the material, the teacher simulates on the screen

scheme for questions and answers to students. Slide 6.

Breath of plants

– Plants breathe like this: they absorb oxygen particles from the air. At the same time, plants emit carbon dioxide into the air. The roots of plants also breathe the air contained in the soil, and therefore also emit carbon dioxide.

– What is the name of the process by which a plant absorbs oxygen and releases carbon dioxide?(Breath.)

2. Plant nutrition.

Conversation:

– You now know how plants breathe.

– What do we need to talk about now?(About plant nutrition.)

Video - viewing .

– What are your versions: how do plants feed?(With their roots, plants suck water from the soil with mineral salts dissolved in it.)

– But how do plants get the main nutrients - sugar, starch?(Students may answer: soil.)

– What question do you have?(Why does it require light to work?)

– The point is that the sunshine carriesenergy , without which the wonderful "kitchen" would have stopped. Energy is needed for the life of any living being, for the operation of any machine. Slide 7.

3. Why people and animals cannot live without plants?

Working with the tutorial. Slide 17.

– When people solved the mystery of plant nutrition, they realized that animals and people could not live without plants. Why do you think?(Humans and animals do not know how to get sugar and other nutrients from carbon dioxide and water.)

– Open the tutorial (p. 74). Find and read confirmation or refutation of this opinion, that is, find the answer toquestion: why people and animals could not live without plants?

Student story:

– Yes, only plants can get sugar and other nutrients from water and carbon dioxide. And animals and humans eat plants and thus "extract" the necessary nutrients for themselves, and together with them they receive the energy necessary for life. Here's What Happens: Plants Capture Energy sunlight, store it in nutrients, and then, as it were, transfer this energy to animals and you and me.

Scientists have made another discovery: in the green "kitchen", along with nutrients, and ... oxygen is formed! Plants release it into the air. If there were no plants, there would be no oxygen in the air, which means that it is necessary to take good care of all plants. Now I got the answer to my question.

– withshow what life processes are typical for plants?(Breathing and eating.)

Work in pairs. Reading in the textbook "The Story of a Biological Scientist" p. 74.

Slide 9.

Physical education Slide 12.

We'll get some rest.

Let's get up and take a deep breath.

Children walked in the woods,

Nature was watched.

They looked up at the sun,

And the rays warmed them all.

Miracles in our world -

Children have become dwarfs.

And then everyone stood up together,

We have become giants.

Clap together

We stomp with our feet!

Well we took a walk

And a little tired!

Self-study study. Slide 13.

Working with diagrams in the Workbook.

– How are the Sun, plants and people related to each other?(They feed - during the day; breathe - constantly.) Check yourself. Slide 15-16.

V. Consolidation of the studied material.

Anchoring. 1. Complete the names of the gases in the tables. Slide 18.

2. Indicate the correct answer with the arrows. Slide 19.

1. * The process by which a plant

absorbs oxygen and gives off carbon dioxide .----- Breathing.

2. * The process by which a plant

absorbs carbon dioxide and gives off oxygen. --------- Nutrition... Slide 19.

Conclusion - reading from the board. Slide 20.

Creative work in groups.

1 row - drawing posters "Take care of nature!"

2nd row - drawing prohibition signs to help forest dwellers

3rd row - drawing up slogans about nature protection

Checking work at the blackboard - showing the completed work.

Teacher: What conclusion can you make about the importance of plants to the planet?

Student : All plants must be treated with care.

Everything in nature is interconnected.

Teacher: How nice it is when the guys know and take care of nature.

Every broken twig, every plucked flower is a small wound inflicted on nature. But nature is now very difficult to heal even the smallest wounds.

Let's guys be true friends of nature!

Vi. and tog the lesson.

– Let's turn to the epigraph of the lesson. How can you now interpret the words "Protecting plants means taking care of all living things"?( O answers from students.)

– I involuntarily recall the following words: Slide 21.

I picked the flower in the meadow on the run.

I ripped it off, but I can't explain why.

He stood in a glass for a day - and wilted,

How long would he stand in the meadow?(V. Viktorov.)

– I hope you will draw conclusions from everything that we talked about in the lesson, and will take good care of nature.

Homework: textbook,with. 74-77; optional:come up with a fantastic story about what would happen on Earth if all the plants disappeared; perform a drawing on a given topic.

Reflection. Use an emoticon to show a mood that matches the atmosphere in today's lesson. Slide 22.

Conclusion.

I thank you for your work in the lesson.

Marking with comments.

As a keepsake, I want to give you an image of the sun.

Let it always warm and accompany you.

The lesson is over. Thank you all for your work.

Additionally:

– Let's solvecrossword (the word "plants" is spelled out).

1. For one warm sunny day, 1 hectare of forest absorbs 220-280 kg of carbon dioxide and emits 180-200 kg of oxygen. In what process of life of plants does this occur?( NS eating.)

2. What does a plant need to produce oxygen from carbon dioxide and water?( with vet.)

3. What gas do plants emit when they breathe?( at gleyic.)

4. What is the name of the process by which a plant absorbs oxygen and releases carbon dioxide?( d breath.)

5. What gas is needed for plant respiration?( To oxygen.)

1. Using the diagrams in the textbook, complete the application model. To do this, cut out the plates from the Application and place them in the appropriate windows (do not stick them!).

Now try to build a model without the help of a textbook (shuffle the plates and lay them out again).
Give a mini-exam to your deskmate. Arrange the plates so that there are 2-3 errors. Let the neighbor find them and fix them (put the signs correctly).
Ask your deskmate to arrange the same exam for you.
When you are confident in your knowledge, stick the labels in your notebook.

2. Summarize the obtained information about respiration and nutrition of plants. Enter the names of the gases in the text.

When breathing, the plant absorbs oxygen, but highlights carbon dioxide .

When fed, the plant absorbs carbon dioxide, dissolved salts and water, but highlights oxygen .

3. Our Parrot - a lover of secrets and riddles - offers you a task. Combine the leaves so that you get the names of the substances that are formed in the green "kitchen" of the plant.

Sugar, starch

4. Make a scheme for the task of the textbook (p. 77).

Explain your scheme. Compare it with the diagrams that the other guys have drawn up. Discuss and rate your work.

5. And here, on behalf of your family, write a letter of thanks to the plants for their contribution to the maintenance of life on Earth.

My family and I are very grateful to the plants that support our life! Plants give us oxygen, food, and more. Without plants, our planet would turn into a desert with bare rocks and there would be no animals or us people on the planet.

Lesson type: combined

Target

- the formation of a holistic picture of the world and the awareness of a person's place in it on the basis of the unity of rational-scientific knowledge and emotional-value comprehension of the child personal experience communication with people and nature;

Problem:

How are the Sun, plants and people related to each other?

Tasks:

consider the connection between the sun, plants and people;

to introduce how plants breathe and eat;

show the role of plants in maintaining life on Earth.

Subject results

Will learn

Establish a connection between the sun, plants and people;

Talk about the respiration and nutrition of plants;

Show the role of plants in sustaining life on Earth.

Universally Learning Activities (UUD)

Regulatory: draw up a plan and sequence of actions; use symbolic means.

Cognitive: control and evaluate the process and the result of the activity.

Communicative:

participate in a dialogue while completing assignments;

evaluate the actions of classmates.

Personal results

Awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, rules of behavior in the natural environment.

Basic concepts and definitions

Respiration and nutrition of plants. Connections between plants and environment... The role of plants in the life of animals and humans.

Checking readiness to assimilate new material

Remember how plants breathe and eat. How to discover the relationship between non-living nature, plants and humans,

Remember what plants absorb from the soil

Plants are living beings, which means that they breathe and feed. Plants breathe like this: from the air they absorb oxygen particles, while releasing carbon dioxide into the air. How do plants eat?

Learning new material

The Mystery of Plants

You know that with their roots, plants suck water from the soil with mineral salts dissolved in it. But how do plants get the main nutrients - sugar, starch? After all, they are not in the soil, but in plants they are. Even famous scientists could not solve this mystery for a long time, but now it is revealed.

It turned out that the leaves of plants are amazing "cooks" who "prepare" food - sugar, starch - from particles of water and carbon dioxide. Water enters the leaves along the stem from the root, and the leaves absorb carbon dioxide from the air. A wonderful "kitchen" works only in the light!

Why does it require light to work? The fact is that sunlight carries energy, without which the wonderful "kitchen" would stop. Energy is needed for the operation of any machine and the life of any creature.

When scientists solved the mystery of plant nutrition, they realized that animals and people could not live without plants. After all, not a single animal, not a single person can get nutrients from water and carbon dioxide. Only plants do it. And animals and people eat plants and get the energy they need for life.

Scientists have made another discovery: in the green "kitchen", together with nutrients ... oxygen is formed! Plants release it into the air. If plants did not grow on Earth, there would be no oxygen in the air. Animals and people could not then live on Earth!

As you can see, you need to be very careful with all plants. After all, if it were not for them, there would be no us.

Comprehension and understanding of the knowledge gained

1 .Consider schematics... Compare them: what are the similarities and differences between the processes of respiration and nutrition of plants. Discuss your answer in class.

2. Based on the diagrams of the textbook, make models showing the respiration and nutrition of plants. Explain these processes with their help. Check each other out. If necessary, correct errors by moving parts of the models.

3. Answer the questions: what role do the root, stem, leaves play in plant nutrition? Why is it so easy to breathe in the forest, park and other places where there is a lot of greenery? Ask the teacher to test you.

Self-application of knowledge

check yourself

1. How do plants breathe? 2. How do plants feed? 3. How are the Sun, plants and people related to each other? 4. Why animals and people could not live on Earth without plants?

Output. In the leaves of plants, nutrients are formed in the light. These nutrients are used by animals and humans. Plants release oxygen that living things breathe. Therefore, protecting plants means taking care of all living things.

Homework

1. Make a diagram that shows what plants give to animals and humans.

2. On behalf of your family, write a letter of thanks to the plants for their contribution to the maintenance of life on earth. Try to make it beautiful. Get ready to solemnly read the letter in the next lesson.

Respiratory organs in plants

The breath of the woods

Topic: "The sun, plants and you and me"

Target: to acquaint with the respiration and nutrition of plants.

Planned results:

Students will learn to discover the relationship between inanimate and living nature, plants and humans;

Students will learn to model these relationships and use them to explain the importance of plant conservation;

- transform information from one form to another: present information in the form of a diagram;

- communicate your position to others: express your point of view and try to substantiate it by giving arguments;

Equipment:

Cards for students and teachers for modeling the processes of nutrition and respiration of plants, tables, computer, screen.

DURING THE CLASSES

I .Organizing time

We check the readiness for the lesson.

II .Knowledge update

1.Checking knowledge on questions (frontal survey):

Why are plants called the "Green Clothes of the Planet"?

List what groups of plants do you know?

Give examples different types plants that you wrote down in your workbook.

List the main parts of plants?

2. Game "Who knows?" (Work in pairs according to the table):

Fruit

Seeds

Roots

Leaves

Stems

Plum

Cucumber

Peas

Carrot

Corn

You have tables on your table. They need to be supplemented. You work in pairs, and then we will check.

III .Self-determination to activity.

We have listed the main parts of plants. Now let's think about what plants cannot do without? (sun, light, soil, water )

The topic of our lesson is "The sun, plants and you and me." What do you think we are going to talk about today? (Slide 1)

Guys, how can the words "sun", "plant", "man" be divided into two groups? (objects of animate and inanimate nature ) (Slide 2)

What signs of living nature do we know? (breathe, feed, grow, develop, reproduce and die ) (Slide 3)

All this also applies to plants. And today we'll talk about how plants breathe and feed.

The purpose of our lesson: to get acquainted with the nutrition and respiration of plants (Slide 4)

What tasks will we set for ourselves, based on the topic of the lesson and our goal?

Learn about how plants breathe

Learn about how plants feed

Discover the relationship between inanimate nature, plants and humans.

Model the relationship between plants and inanimate nature. (Slide 5)

IV .Work on the topic of the lesson

1.Conversation and story of the teacher

Plant respiration (slide 6)

We said that all objects of living nature breathe. How does this happen in plants? In the soil, as we know, there is air. Previous experiments showed us this, and plants take this air from the soil. Moreover, plants breathe with the same gas as we do. Oxygen. And they breathe out carbon dioxide.

The air also contains oxygen and plants absorb it, albeit in small quantities, when they breathe. And they emit back carbon dioxide.

Plant nutrition (slide 7)

Where do plants get their nutrients and water from? (the soil )

What is in the soil that is necessary for plant life? (water, air, humus, mineral salts )

Guys, do you think there is sugar or starch in the soil? (No )

But when we eat an apple, we feel that it is sweet. Sugar is extracted from beets or cane. And there is a lot of starch in potatoes. Where do they come from?

Today we will answer this question with you.

So, the main nutrients of the plant are obtained from the soil. These are mineral salts and water. But we know that plants cannot live without the light of the sun. Why is it needed? It turns out that the sun gives plants the energy they need. And this energy is needed in order for the "kitchen" of plants - their leaves - to work. This is a unique process when, under the influence of sunlight, water and carbon dioxide from the air are converted into sugar and starch. Both sugar and water are needed for the growth of leaf cells.

And when eating, the plant secretes a large number of oxygen.

V .Fixing the studied material

Working with models (Children work in their notebooks, the teacher at the blackboard).

Let's try to simulate these processes. First. How do plants breathe?

The teacher, based on the children's answers, compiles a model of plant respiration.

Now plant nutrition. Let's simulate this process.

The teacher, based on the answers of the children, draws up a model of plant nutrition.

How many of you have already understood how the objects of living nature are interconnected - plants and the sun - an object of inanimate nature?

It remains to solve the last problem. How are plants and you and me related? (plants emit oxygen when feeding, plants contain nutrients )

VI .Reflection

In your notebooks at home, paste the cards correctly to simulate the processes of nutrition and respiration of plants.

And below p. 42 Check the box of the desired color. Green if in the lesson everyone understood and worked. Yellow - if something remained incomprehensible or did not work. Red - if they did not understand anything and nothing happened.