Working lessons (abstract lessons)
Presentations to lessons
Basic general education
Line Ukk V. V. Pischik. Biology (5-9)
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Winner of the contest "Electronic textbook in class".
Purpose: To summarize and systematize the knowledge of the structure of the plant cell and the vital processes occurring in it.
Planned results:
- personal: Formation of communicative competence in communicating with students and teacher in the process of educational activities;
- metaPrequent: the ability to relate their actions with the planned results, to monitor its activities, evaluate the results of activities;
- communicative: the ability to work in the group;
- regulatory: the ability to express the assumption and to prove it;
- cognitive: choose the base for comparison, building a logical chain
- subjects: identifying distinctive features of mushrooms, comparison of biological objects, the ability to draw conclusions.
Type of lesson: Summarizing lesson.
Equipment of the lesson: Tables "Plant Cell", "Mitz", envelopes with tasks, microscopes, Petri dishes with pieces of replied onion, subject and coating glasses, preparation needles, pipettes, glasses with water, napkins. Tasks in envelopes.
Used in EFC lesson: Electronic application to the textbook Biology. Bacteria, mushrooms, plants V.V. Dropschik Publisher "Drop".
The type of ICT tools used in the lesson: Computer, projector, screen. Laptop teacher, laptops for students (20 pcs). Headphones (to work with sound sources of information). Multimedia presentation.
Cabinet is prepared for the work of students in three groups. Distribution by groups occurs independently. Tests of three colors in the number of students. Students pull the tokens of a certain color and are combined in color, forming three groups.
During the classes
Organizational stage. Greeting
Formulation of the problem
U: Radding the puzzle, you will learn the subject of the lesson.
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Actualization of knowledge
W.: The cell is a structural and functional unit of all living organisms. In addition, the cell is alive. All living organisms are either one free-lived cell, or a combination of a number of cells. Slide number 2.
?: Remember, what properties do all living organisms do? ..
ABOUT: Food, breathing, isolation, growth and development, metabolism and energy, etc.
W.: The cell is actually a self-reproducing chemical system. It is physically separated from its surroundings, but has the ability to exchange with this environment, that is, it is capable of absorbing the substances that it is necessary for it as "food" and to outward the accumulated "waste". Cells are able to multiply with division.
?: Put the purpose of the lesson
ABOUT: Repeat, consolidate the knowledge obtained when studying the topic: "Cellular structure of organisms".
U: What questions do we need to repeat?
ABOUT: The structure of the cell, the processes of vital activity in the cell.
The main stage. Generalization and systematization
W.: You are divided into three groups. Select Captain in your group. Captains are invited to obtain envelopes with tasks. Preparation lasts for 7 minutes.
Learning activities: Inside each group, distribute roles to perform the task and protect your project. Learning the material, analyze information, make entries in notebooks. Prepare a group work report.
- I group "The structure of the plant cell." Using the information of the electronic textbook and using the interactive mode to make a "cell portrait" (interactive content page 36; Fig. 20 "The structure of the plant cell").
- Systematize knowledge about the structure and function of organoids To do this, hover over the cursor to the name of each of the elements of its structure and click the mouse.
- Prepare the scales of the scales of the scales and consider it under the microscope. Slide number 3.
- Group II "Microscope device and ru rules" (interactive content page 32-33; Fig. 17 "light microscope").
- Think with the mouse the name of the elements of the lighting microscope.
- Talk with a mouse the increase that gives the corresponding combination "lens - eyepiece". Slide number 4.
- III Group "Cell vital activity. Division and cell growth "(interactive content page 44; Fig. 24" Interaction of neighboring cells ").
- Using interactive mode, summarize the knowledge of the significance of the cytoplasm movement in the cell.
- Using interactive mode, summarize the knowledge of cell division. Slide number 5.
Each group, performing a task, uses different sources of information: an electronic app to the textbook, text and textbook drawings, a presentation to the lesson. Forms: Frontal, group, individual. Methods: verbal (story, conversation); visual (demonstration of tables and slides); practical (search for information from different sources, mini-project); Deductive (analysis, generalization). Students at the end of work represent the results of the Group's work.
After answering questions, students receive other tasks. The most active students of the teacher proposes to transfer after another table. They get a task more difficult - to read the text, entitle it and insert missed words (in the text now they are allocated in italics).
Tasks of increased difficulty
Insert the missed terms:
... - Structural and functional unit of all living organisms. All cells are separated from each other by cells .... on the outside, which is located a special dense shell, consisting of ..... Here is a cell content presented .... - with a colorless viscous translucent substance. In the cytoplasm there are numerous .... the most important organoid cell is .... It stores hereditary information, regulates the exchange processes inside the cell. In the kernel there is one or more .... In the plant cell there are three types .... ... have a green color, ... red, and ... - white. In old cells, cavities containing cellular juice are well visible. These formations are called ... .
Correct answer:Cell - Structural and functional unit of all living organisms. All cells Completed from each other shell. On the outside, which is a special dense sheath consisting of fiber. Live cell content is represented cytoplasma – colorless viscous translucent substance. In the cytoplasm there are numerous organoid.. The most important organoid cell is core. It stores hereditary information, regulates the exchange processes inside the cell. In the kernel there is one or more yadryshka. There are three types in the plant cell landmark. Chloroplasts have a green color chromoplasts Red, A. leukoplasts - White. In old cells, cavities containing cellular juice are well visible. These formations are called ( vacuole).
The rest of the students draw a general diagram of the cell structure, denoting all of its parts using color pencils.
U:Unfortunately, the cells, like everyone else, dying. Our bodies also consist of cells. Particularly destructive on cells of the body, smoking tobacco and alcohol consumption.
Tobacco smoke contains poisonous substances, such as nicotine, benzopyrin, which lifted cells and contribute to the development of malignant tumors.
Summarizing
We repeated with you the features of the structure and vital activity of the plant cell. What conclusion can be done at the end of our lesson? Slide number 6.
ABOUT: The cell is an elementary live system, the basis of the structure and vital activity of all living organisms. Despite the great diversity of plant and animal cells, all cells have the same parts of the cell shell, cytoplasm and the kernel. In all cells there are similar life processes: nutrition, breathing, growth, development, reproduction, metabolism. Slide number 7.
Students are suitable with tokens and evaluate.
Homework to choose a student:
- Create a plant cell model using different materials (plasticine, colored paper, etc.)
- Make a story-tale about the life of the plant cell
- Prepare a message about the opening of R.Guka
- To visit the school laboratory and prepare the "historical" drug R. Boga *
Used Books:
- A.A.Kalinin. Purchase development on biology. 6 (7) Class. - M.: Vako, 2005.
Gileva Galina Vladimirovna,
primary school teacher
MBOU G. Abakan "Lyceum"
Item: the world around
Class: 4th grade
Topic "Cell - the basis of the structure and growth of living organisms"
Type of lesson: Opening of new knowledge (technical activity technology)
CMD: "The system of educational training L.V. Zankova"
Routing
Topic | « Cell - the basis of the structure and growth of living organisms » |
Promotion, tasks | Development of cognitive activity, creative abilities in the process of educational activities. Educational:To form a "cell" concept from the student, to acquaint the structure of the cell, clarify and systematize the knowledge of students on the value of the cell as the basis of the structure and the growth of living organisms. Educate culture of behavior in front of work, individual work, work in groups. To form a Wood: Personal: awareness of the importance of the role of "researcher", assessing its work in this role; Formation of sustainable cognitive interest in the lessons of the surrounding world when expanding knowledge of educational about water capabilities, practical work. - Regulatory Wood: the ability to determine and formulate the goal in the lesson using the teacher; to prove the sequence of actions in the lesson; work on a collectively drawn up plan; evaluate the correctness of the performance;express your assumption. - Communicative Wood:skill express your point of view, competently formulate a statement; Collaborate with other members of the group, negotiate the sequence and result, learn to represent another work process and the result of their actions, listen to the opinions of others. - Cognitive Wood: skill navigate in your knowledge system:distinguish a new one from the already known with the help of a teacher; Get new knowledge: to find answers to questions, based on your life experience and information obtained in the lesson. |
Planned result | Subject: The assimilation of the concept of "cage". The ability to call and show the components of the structure of the cell; To talk about the value of the cell, as the life of the cell is associated with the human lifestyle, determine the causes and consequence; understand and call the types of fabrics Personal: MetaPered: Be able to define and formulate a goal in the lesson using the teacher; to prove the sequence of actions in the lesson; work on a collectively drawn up plan; evaluate the correctness of action at the level of adequate retrospective assessment;plan your action in accordance with the task; make the necessary adjustments after its completion on the basis of its assessment and taking into account the nature of the mistakes made;express your assumption(Regulatory Wood). Be able to draw up their thoughts orally;competently formulate the statement; Collaborate with other members of the group, negotiate the sequence and result, learn to represent another work process and the result of their actions, listen to the opinions of others. (Communicative Wood). To be able to navigate in your knowledge system:distinguish a new one from the already known with the help of a teacher; extract new knowledge: to find answers to questions using their life experience and information obtained in the lesson; monitor observations on a given feature; draw up your thoughts in oral speech and writing, draw up your conclusions in the table (Cognitive Uud.) |
Basic concepts | Cell, core, cytoplasm. Bone Cage, Nervous Cell, Muscular Cell, Epithelium Cell |
Interdimensional connections | Olions of the world (anatomy, biology, chemistry) |
Resources: Maintenance Additional | Dmitrieva N.Ya., Kazakov A.N. The world. Tutorial for the 4th grade. Part 1. Page 19-23. Dmitrieva N.Ya., Kazakov A.N. Workbook to the textbook "Environment", grade 2. P.22-23 №57,58 Leaf of researcher Presentation "Cell" For teacher: laptop, media projector, set for experiments, microscope, demonstration material "Luke Cell" For students: a leaf of a researcher, a tutorial, a notebook, a set for a cell research, intelligent dictionaries |
Organization of space | Frontal form Individual work Work in the group |
Stage lesson | Activity pupils | Activity teacher | Time |
1. Stage of motivation (self-determination) to educational activities. Purpose: Developing on a personal meaning level of internal readiness to fulfill the regulatory requirements of training activities. | They call what scientists do, what qualities they need, they repeat the rules of behavior in the lesson. | Psychological attitude. Minutes of harmony. Creating a favorable setting in the classroom. - Good afternoon, my lovers of nature. Welcome to the scientific laboratory. In the lesson, I suggest you to be scientists. What do scientists do? Four scientific groups work in our laboratory. In each group there are: | 1 min. |
2. Stage Actualization and fixation of the difficulty in a trial action. Purpose: repetition of the studied material required for the "opening of a new knowledge" | Remember the trained material. Answer questions. Determine theme lesson Fix individual difficulty (I do not know). | "Brainstorming" - work on groups A man lives in his world around. He is part of this world, part of nature. Prove. He breathes, eats, grows, moves, children are born, he dies. And now I ask you to think: how much did you change from the moment of birth? Yes. How? We grew up. What do you think, why?This will be the first problem of the lesson. Hypotheses. What about the lesson we will talk? Theme of the lesson: Cell - The basis of the structure and growth of living organisms. Would you like to find out on this topic? What is a cell? How is the cell? What cells are there? What work are performed? ... .. How many types of cells exist? What can they differ and why? | 3 min. |
3.Tap the identification of the place and the causes of difficulties. Purpose: Organize the analysis of the students arising from the situation and on this basis to identify the places and the causes of difficulties. | Discussion of the problem situation. | Why could not answer questions? Not enough knowledge. | 1 min. |
4. Building a project of exit from difficulty (goal, subject, plan, method, tool). Purpose: The setting of learning activities and on this basis is the choice of a method and means of their implementation. | Formulate the purpose of the lesson. Call steps of training activities. Get acquainted with the leaflet of the researcher. | What purpose do you put in front of yourself in class? The purpose of the lesson: learn the structure, the value of the cell How do you work in the lesson when you open a new knowledge?(We have to take two steps: understand that we still do not know, and you yourself know.) Will it reach the goal?(Textbook, notebook, additional sources of information, experiments, your knowledge, teacher) And our today's assistant will be a leaflet of a researcher, where the victims will fix the knowledge gained, evaluate their work. | 1 min. |
5. The sale of the built project. Purpose: Building students of a new method of action and the formation of the skills to apply both when solving the problem that caused the difficulty and in solving problems of this class or type at all. | Listen to the story of the teacher Working with a plan. Work in groups. Children view the contents of the plates. Find the necessary information in the textbook, additional sources. Individual work with a leaflet of the researcher Formulate conclusions. Speakers share the knowledge gained. Assumptions of children | All living organisms consist of cells. Man and plants, cat and frog, microbe and algae. Englishman Robert Guk in 1665, Considering into the microscope constructed by them, the thin cut of the cork of the cork tree, counted125 million cells in the 1-cadst inch (2.5 cm). He called themcells. Antoni Van Levenguk - Dutch naturalist in the 17th century invented a microscope with an increase in 200 times, opened the world of microorganisms. Peter 1 brought the first microscope to Russia Plan
So that our laboratory worked successfully, we need to recall the rules on which scientists work. Do not: Trying to taste any substances, take them in hand. Caution to consider substances. Work according to plan. 1) Work in groups. Groups get an additional task: 1 group - What is the kernel? The kernel value. 2 Group - What is a cytoplasm? Value. 3 Group - What is the shell? Value. 4 Group: Additional material about cells. (There are plates on the table with a set of different products. Be sure to be covered so that the children do not see them.) Take on desks on a plate. Consider the contents on the plates: Orange Solka, Watermelon Slice, Tomato, Fish Caviar, Chicken Egg. What do you think do they relate to the topic of the lesson? Check. Speech by representatives from groups. What is the main part of the cell? What is a cytoplasm? What role does the shell play? Output: Main parts of the cell - shell, cytoplasm and kernel How did such a big carrot appear? (or any other representative) (Shows carrot and seaw, which is planting) In nature, there are living organisms, as soon as from the same cell, and multicellular. Most organisms are multicellular. How many cells is our body? And the person develops from one cell. And we can conclude that the cell is alive? Let's think. Output : Cells grow, breathe, feed on, multiply, die. 2) We looked at the plant cells. On page 22 of the textbook, consider the types of human cells Name them. (Bone, nervous, muscular, epithelium cell) What is common in their structure? What are the differences? How would you explain them? In our body there are several types of cells and, of course, everyone has a certain job. (Viewing drawings of cells of various fabrics) What are nervous cells similar to? / on …. They have rays / - just on these "rays" there are signals from organs to the brain and vice versa. If there were no these cells, we could not feel, talk, move, etc. What is the support of our body? (skeleton, bone) These cells look like this ... Thanks to the work of muscular cells, we can move. These elongated shape cells are very durable, can stretch and shrink, thanks to which we make movements. Cells are very interesting. This process is calledbisection . Before dividing the core increases, it is stretched, a hauling is formed in the middle, which "breaks" it. New cores are diverted in different directions, and between the shell begins to form between them. The cytoplasm spreads along the compartments, and the cells are gradually separated from each other. Young cells grow and share again - the whole body grows as a result. Additional material. Duration of cell life. And how many cells live? (As much as a person or animal lives) Muscular and nervous cells long-livers. They work continuously throughout the human life. But skin cells are updated after 1-2 weeks. Progress Life in epithelial cells covering the inner walls of the intestines is only 1-2 days. Pulling cells are constantly replaced by new ones. But for this, a person must eat, breathe, move. | 20 minutes. |
6. The input of primary consolidation with progress in external speech. Purpose: mastering the student of a new way to solve typical tasks. | Prophoving the knowledge gained. Answer questions based on a table. | Remember what the topic of our lesson. What questions did we want to find answers? What did we know about the cage? Complete the sentences: All living has ... .. Cellular structure. The main parts of the cell are: ......... .. Malochka, cytoplasm and core. Live cells ......... breathe, eat, grow and breed. Cells are different ...... .. in size, form and executable functions. Microscope - a device for studying ......... .. Little objects. So why are we growing? | 4min. |
7. Inclusion in the knowledge and repetition system. Purpose: Repetition and consolidation of previously studied and preparation for the study of the following sections of the course, identifying the limits of applicability of a new knowledge and teach it to use it in the system of previously studied knowledge, repeat the learning content necessary to ensure substantive continuity, the inclusion of a new way of action to the knowledge system. | Based on the knowledge gained, children respond to test questions | Test. Mikhail Vasilyevich Lomonosov Robert Guk Anthony Van Levenguk Binoculars Microscope Telescope Only plants Only animals all living organisms 4. Install the match sheath Semi-winged mass Nutrition cells Breathing cells cell division | 3 min. |
9. Entrance reflection of educational activities in the lesson. purpose : self-assessment by students of the results of their training activities, awareness of the construction and boundaries of the application of a new method of action. | The guys are expressed by one sentence, choosing the beginning of the phrase from the reflective screen on the board. Self-standard. Listen to the information about the homework, instructing it. | Today I learned ... It was interesting… I performed tasks ... I purchased ... I was surprised ... I wanted… I want to know … Create a cell model (applique or plasticine). (Information about the homework, instruction on its execution). Retelling pp. 20-23 Thank you for the lesson. I liked that you were active, inquisitive. You are small researchers! | 3 min. |
Core - The most important part of the cell. The core is usually in the center. The kernel stores hereditary information about the cell and the body as a whole. For example, what size should be the body, what color it will have hair and eyes, to whom the future body will be like - on dad or mom, and it happens that the future organism can be like a grandparents.
Cytoplasm is For cell internal medium. It consists of a viscous semi-liquid substance similar to Kisel. In addition, it is permeated with numerous threads. In cytoplasm live organides (ribosomes, chloroplasts, etc.). There is also a cytoplasm in plant, and in an animal cell. It is in constant movement, so the cytoplasm moves many necessary for the cell substance, and they are sent to that part of the cell to which you need. In addition, cytoplasma binds the organoids among themselves, and many chemical reactions go in it.If the cytoplasm movement stops, the cell dies, since, just being in constant motion, it can perform its functions. Thus, cytoplasm functions: moving substances by cell and binding to all parts of the cell.
Shell . And in plant, and in animal cells is a kind of fence that surrounds the cage outside. Main work - protection. After all, the cell, like any other living organism, has its own enemies. Therefore, the shell protects the cell from the effects of the external environment. For example, that harmful microorganisms do not penetrate the cell, exchange products, etc. On the surface of the shell, you can see various growing and folds. Thanks to them, the cells are firmly connected to each other. It helps them communicate with each other. In addition, the surface is permeated with the smallest holes, which are called pores. After these pores, the contents of one cell are connected to the contents of other neighboring cells, some substances are moved.
F.I.
Plan
- Find and consider the cell, determine the structure, draw the cell in the leaf of the researcher.
- Determine the value of the cell.
- Determine the types of cells
Cell structure
Test
1. Who is the cell recorder?
a) Mikhail Vasilyevich Lomonosov;
b) Robert Guk;
c) Antoni Van Levenguk.
2. What is the name of the device for monitoring cells?
a) binoculars;
b) microscope;
c) telescope.
3. What organisms consist of cells?
a) only plants;
b) only animals;
c) all living organisms.
4. Install the match
the core is a small body located in the inside of the cell
cytoplasm External Cell Sheath
sheath Semi-winged mass
5. What is the cause of the growth of any body?
a) power cells;
b) cell breathing;
c) cell division.
The lesson of the surrounding world in the 4th gradeUMK System L.V. Zankova
Teacher Titova Svetlana Anatolyevna MBOU "Stepovskaya Sosh"
Theme lesson . The cell is the basis of the structure and growth of living organisms.
Purpose. Organize the work of students with text to obtain the following results:
subject: 1. Calls the cell components; 2. Calls of cells and types of fabrics; 3. establishes causal relationships; 4. Talks about the vital cells of the cell; 5. Talks about the life expectancy of cells;
metaPered
cognitive:
Finds the necessary information to solve the didactic task using the textbook;
- records ( fixation) information in the form of a table, schemes;
2. Communicative:
- distributes functions, roles in joint activities, given the interests and opportunities of partners;
3. Regulatory:
Plans actions in accordance with the task;
Conducts control by results.
During the classes.
1. The organizational moment2. Checking homework. Introduction to the subject of the lesson.
What tasks did you perform at home?
Work in the group.
Show your photos, your records.
What can be concluded?
Why did you grow up?
They measured their weight, growth and recorded in the workbook. With the help of parents, they recorded growth and weight at birth. Compare photos (I am a preschooler, I am currently).
Children share impressions in groups.
We grabbed, our appearance changed, the weight changed ....
Children's assumptions: all living organisms grow; bones have become more; We are made of cells, and they grow ....
3. Goaling.
Guys, you made a lot of assumptions about why a person grows. But, the truth is always alone. What purpose can you put on the lesson?
Children formulate purpose:
Learn the cause of human growth.
4. Work on the subject of the lesson.
1. Work in the group (Fig. On page 20 "The structure of the cell", the cell of the chicken egg in the saucer and rice. "Lowful husk cell" (magnification under the microscope).
Compare drawings and chicken egg. According to the results of observations, fill in the "Cage Building" scheme
What conclusions can be done?
Imagine your schemes, tell me from what parts the cell consists.
2. Working with the text. Converting information to the scheme, table. Children get packages with harvested tables, schemes, ready-made words and expressions. You need using the textbook text, fill out the tables and complete the scheme (p. 21-23).
Table for gr. № 1.
Scheme for gr. № 2.
The length of life cells
Table for gr. Number 3.
Table for gr. № 4.
Vital activity of cells
3. Representation of the results of the Group.
Children compare chicken egg and drawing, fill the scheme
Cell structure
core cytoplasm shell
Conclusion 1: Chicken Egg is a cell.
Conclusion 2: Cells are invisible to the eye and such that can be seen without a microscope.
Children tell about the structure of the cell, demonstrating the scheme.
With the help of text, children fill the tables and make up the scheme.
Children demonstrate results: c. № 1.
tab Title
example
bone
bone tissue
bones of legs, bones
epithelium
epithelial fabric
leather
nervous
nervous fabric
nerve eyes
muscular
muscle
muscles hands
c. № 2.
The length of life cells
long short
muscular cell epithelium cell
nervous cell (updated after 1-2 days -
in the intestines; Updated
after 1-2 weeks - skin cells
Table for gr. Number 3.
Causal - Investigative Communications
corollary
cells work a lot
cells receive a lot of nutrients, oxygen
cells work little
cells receive little nutrients, oxygen
the athlete is constantly engaged in physical work.
increase and strut muscles
muscles are weakening
man needs extraneous assistance, walks with difficulty
a man is ill for a long time, lies in bed
muscles weaken
c. № 4.
Vital activity of cells
proof, condition, examples, consequence
cell-living organism
breathes, feeds, breeds, grows, dies
cell skirt
no oxygen, no food
cage grows and shares
there is breathing, eat food
cells work
some substances turn into other
5. Reflection.
So why is the person growing?
Show cell division process using the schema. Each group has a hint. But you can cope with the task without it.
Scheme "Cell division process"
hint:
The human body consists of cells. Cells - living organisms. They grow, share, they are getting bigger, and we grow.
Children demonstrate schemes:
6. Homework
- № 9 p. 5 (Workbook)
Plan Abstract Lesson on the World Class for Grade 4
on the topic: "Cell - the basis of the structure and growth of living organisms"
Objectives:
Establish the relationships and interdependence of the forms and functions of the organs;
To acquaint the structure of the cell - the main structure and growth of living organisms - and the types of cells.
Equipment: Table "Human organism", microscope, leather onions, cards with a task for working in groups.
During the classes
1. Check assimilation of the previous topic.
At home, you filled out the table on page 2 How did the means of movement of an ancient person from the means of movement of a modern person? Why?
What kind of inventions did you prepare messages additionally? (Listened posts of students).
Outcome.
What, in your opinion, the invention is the most important? (Countaining children, bring to the conclusion that the inventions are important for human life, but the invention of the wheel is considered the most significant invention of humanity.)
2. Heating a new material.
1. Entering the subject of the lesson.
A man lives in his world around. He is part of this world. Is it possible to consider a person part of nature? Prove.
As a part of nature itself, a person creates conditions for himself in which he feels comfortable, he invents him in order to facilitate his work. A person seeks to improve the world around himself and himself in the world.
Man always sought to know himself and his body.
What do you think for what? (Listen to students' options.)
What kind of human organs do you know? (Consider the "human body" poster and solve the crossword.
The teacher shows a poster organs, students fill the crossword.
1. Izdotka.2.Serdz.3. Lights. 4.Lez.5.Jen.6.Phom.7.Zor.8. Mozg.
Keyword -Organism.
How do you understand what is the human body?
During the reasoning, children we conclude: Organism This is a system of organs interrelated and forming a single whole - human body.
Write down the concept of "My Dictionary and Reference" (Notebook p.35.)
People from ancient times have tried to study their organism. In the history of science there is such an example. Three hundred sixty years ago English Medic Student William Garvey arrived in Italy to finish education. There he began to study the inner structure of a person, open the corpses. In those days, the deceased was considered a terrible crime. The one who decided on it, threatened the execution: he was burned on a fire as a sorcerer. Gavreu secretly had to pull the corpses on the cemetery and, hiding from witnesses, open them in the basement of the abandoned house.
So, risking with our own lives, people studied their body.
Do you think whether your height changed and weight from the moment of birth?
Why did you grow up? (Because our body consists of cells.)
2. Add a lesson theme.
The theme of today's lesson "Cell - the basis of the structure and growth of living organisms."
What do you think will be the main thing in the lesson? (Cell study.)
All our bodies are compiled from countless many smallest particles - cells.
3.Practition under the guidance of the teacher.
Demonstration under the microscope of the drug "Skin Luke".
What do you see under a microscope? (Cells are so small that they do not see them by an armed eye.)
For the first time, the Cell of the living organism saw in the 17th century the scientist Antoni Wang Levenguk, who became the inventor of the first microscope.
What is the structure of the cell? Look at the scheme in the textbook on page 14
What major parts are the cell? (Core, cytoplasma, shell.)
Teacher distributes card cards.
Group 1: Are all cells have very small sizes?
If not, prove your answer examples.
2nd group: Prove that the cell is the body.
3rd group: What do you think is a chicken egg.
4th Group: Does all the cells are the same?
The 5th group: On average, the person lives for 70 years, is it true that the age of the cell is the same as a person?
Group 6: Why do you need to lead a moving lifestyle, doing physical exercises?
Check.
5. Like lesson.
Reflection.
What was the main thing in the lesson?
Did we fulfill the class tasks?
What discoveries did you create today?
What would you like to tell your parents?
Homework
Notebook page 3.№4,5,6
Objectives:
1. To form an idea of \u200b\u200bthe cellular structure of living organisms.
2. Develop the skill among students to compare, analyze, draw conclusions, expand the vocabulary.
3. To educate interest in the subject, curiosity, observation, analytical abilities.
Equipment: Textbook "World War Grade 3" by L.M. Tsvetova, workbook on the world around the world, presentation Microscope with a drug, package, pea, dictionary of lesson: microorganisms, cell, unicellular, microscope (new words are hung on the board).
During the classes
1. Adaptation stage.
In the lessons of the surrounding world, we are talking about living organisms.
What applies to them? (Slide 3. Presentation)
What signs of living organisms do you know? (Slide 4)
And what else does the property combines all living organisms? (Slide 5)
What will we study today at the lesson? (Slide 6)
2. The main stage.
Consider drawings. (Slide 7)
What is depicted on them?
Is it possible to say that these are living organisms?
What group do they relate to?
Are our knowledge enough to answer these questions?
Where can we get them?
Open the tutorial on page 9 and locate the additional information icon.
Read the framework.
So, what is shown in the picture?
What are these organisms?
Why are they so called?
With what device can they consider them?
What live creatures relate to microorganisms?
Are there any animals, plants and mushrooms are microorganisms?
Which of them?
You have pictures on your tables. Consider them. (Slide 8)
Compare in size, form, color. Take output.
This structure of scientists called the cell.
Why the cell will find out later.
Organisms that consist of one cell are called unicellular.
What do you think they are so called?
What applies to unicellular microorganisms?
Are all plants, animals and mushrooms unicellular?
Which of them?
Let's see what other organisms consist of. For this we need a microscope. We will explore the pieces of the onions. Remember the rules for using the microscope.
And now consider what bowl is.
Draw. (On leaves)
Compare with a slide. (Slide 9)
Are these bricks on the cells that we considered at the beginning?
Here is a building and called the cage.
What make a conclusion?
Only these cells how much?
Is it possible to say that they are unicellular?
What are their names? Why?
Look at the structure of the cell. (Slide 10) Scientists after long observations found out that it consists of a shell, inside there is a liquid and a kernel. (Slide 11)
Not all cell components are indicated here. We are just starting to study it, and talk about the main parts, and in more detail you will learn about the structure of the cell in high school.
At home you will draw the structure of the cell and write its main parts. Task number 2 in notebook.
Fizkultminutka. (Slide 12)
We looked slides?
Our eyes are tired?
First, close them tightly!
Then open widespread,
Then after the taillight of the pointer to Post,
Wherever he moved
Eyes watching him.
Now I will come a little later with the right eye
Left then.
Is it possible to observe the cell of a living organism without a microscope?
It turns out. For this we will need packages and peas. Put the peas in the bag and inflate it. Looks like a building on a cage?
Is there a shell? Core? What replaces the air?
And how else can you observe the structure of the cell without a microscope, you will learn by following the homes of the task number 3.
3. Creative stage.
Using the textbook information, fill in the table that lies with you on the tables.
List alive organisms in it, which consist of cells.
What did you see by filling the table?
What was written in the first column?
And in the second?
The names of single-cell organisms we do not yet know. As they are called, you will be studied in the lessons of biology.
Are there any other groups of organisms that are not indicated?
Take output.
We have already learned a lot. And how good you remember, will show the model you have to do.
The scheme needs to specify all the well-known signs of living organisms.
Check. What signs knew? (Slide 13)
What other property combines all living organisms?
After examining today's material, what did you write in an empty square? (Slide 14)
What did we explore today in the lesson?
Remember the task that put at the beginning of the lesson?
How do you answer this question now?
Is it really a common property for all living organisms?
Could cope with the task?
Let us turn to the dictionary of the lesson. Name the main terms. Open their value.
At home you perform practical work in Tetradi No. 2, 3.
In the next lesson, we will look at the cells of various organisms.
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Is it possible to make a pregnant cherry?
Cesarean without indications possible operation?
Cesarean section: from preparation for surgery before extracting from the maternity hospital What you need to make caesarean section
Menstrual-like bleeding in the middle of the cycle