Introduction

ecological synanthropic plant

In conditions of increasing technogenic loads, the sanitary and hygienic role of city spaces covered with vegetation is a powerful means of neutralizing the harmful effects of technogenic pollution for the urban population. Natural, green areas, as well as water areas, affect the microclimatic characteristics of the urban environment, including retaining tens of tons of dust, concentrating heavy metals in leaves, participating in the formation of temperature and humidity conditions, chemical composition air: biotransform and disperse hundreds of thousands of tons of pollutants, enrich the air with oxygen. They affect the speed of air flow, the level of insolation of surfaces at ground level, buildings and structures, and also reduce noise pollution from cars and other sources.

In the flora of any city, one can distinguish species that were formed in the process of long evolution in a given region - local (aboriginal) and allochthonous species, i.e. who came to this territory from other regions of the globe. If this happened relatively recently, then such species are called adventive, or newcomers, new settlers, newcomers. The ratio of native (local) and adventive (adventive) species in cities is with a clear advantage in favor of the latter. Indeed, most autochthonous plant species are expelled from the flora already during the establishment of cities - during deforestation, clearing territories for settlement, etc. Subsequently, it is difficult for them to return to cities - urban conditions are too different from those familiar to the local flora. Adventive species flow into cities in wide streams, since it is here that the intersections of the main routes of anthropochorous distribution of plants are concentrated.

Vegetation on city streets (mainly woody) is usually considered from the point of view of improving the urban environment for humans, both hygienically and aesthetically. To successfully grow plants in the city and make full use of them beneficial features, it is necessary to know well their characteristic living conditions.

Specifics of plant habitat conditions in the city

In an urbanized area, the habitat of plants differs significantly from the natural one. The most important features of the urban environment for plants:

* severe air pollution in cities;

* formation of a specific “city wind”;

* a slight decrease in the intensity of solar radiation in the city;

* change in the light regime of plants due to night lighting;

* an increase in average air temperature, the formation of a kind of “heat dome” over the city;

* weakening of frosts and lengthening of the period with positive temperatures;

* a decrease in absolute and relative air humidity, which is likely a consequence of the appearance of a “heat dome”;

* transformation of urban soils that are mixed, covered with a “cultural layer”, compacted, dried out, enriched with salts and heavy metals, herbicides, pesticides, have high acidity, etc.;

* changes in the thermal and dynamic regimes of ground and surface waters;

* the formation of “anthropogenic relief” (buildings, structures), as a result of which the quantitative characteristics of a number of other environmental factors change and even specific plant habitats are created;

* increased intensity of electromagnetic fields, vibration and the action of some other physical factors;

* direct human impact on the composition and condition of vegetation.

The formation of flora and vegetation in urban areas occurs mainly spontaneously. However, knowledge of the mechanisms and patterns of urban florogenesis can be used for the systematic formation and, accordingly, improvement of the urban environment.

The urban flora (urban flora) can be divided into two groups:

* natural flora - develops according to patterns natural selection, is not exposed to humans or is subject to spontaneous, unintentional impact; representatives of this group live in natural communities preserved within the city, as well as in various types of synanthropic (created or modified as a result of human activity) habitats;

artificial flora - simulated by humans and subjected to artificial selection(flora of cultivated plants that are able to develop normally only with human intervention).

“Natural” urban floras (NUF) are currently the subject of numerous studies. Their study allows us to identify a number of specific features.

One of the most important characteristics of the EHF is the indicator of species richness. The absolute value of this indicator largely depends on the location of the city, its age and the size of the territory it occupies. For Kazan, for example, there are 1003 species, for Izhevsk - 1099, for Vyatka (Kirov) 899 species, etc. It is interesting that a comparison of the richness indicators of the EHF with the floras of natural territories corresponding in area indicates that urban floras turn out to be richer than the calculated values ​​​​obtained using mathematical tools and taking into account botanical and geographical patterns (Ilminskikh 1984, 1993). Growth of floristic richness of urban areas

has several reasons. 1) The position of ancient cities in relation to physical-geographical regions, as a rule, turns out to be borderline (i.e. at the junction of 2, 3, and sometimes more plant, soil, climatic and other zones). This was objectively determined by the need for a convenient location of cities for the implementation of two important functions - defense and trade and crafts. This border area, called an ecotone, is a mosaic of conditions corresponding to the contact zones, so the biodiversity here will be much higher than in each individual zone. A classic example is Tsaritsyn-Volgograd, which was created and is now located at the junction of several physical-geographical regions and phytochores.

2) Human activity is important in the formation of the flora of urbanized areas, which leads not only to the destruction of natural ecosystems, but also to the creation of new types of habitats that were not previously found in the area. Such habitats, as well as the flora and vegetation formed under these conditions, are called synanthropic (from “syn” - together, “anthropos” - person).

Synanthropic vegetation- these are secondary types of vegetation, representing human-created communities or various stages of restorative successions associated with human activity.

The synanthropic vegetation includes the following variants of plant communities:

* Pasquale vegetation (from the Latin “pascularis” - pasture) vegetation of pastures and intensively trampled areas

plots. Indicator species of such communities: Canadian small petal, knotweed, great plantain, etc.

* Segetal vegetation (from the Latin “segetalis” - growing among grains) - a set of populations of segetal weed species. In urban conditions, these plants are common inhabitants of flower beds, front gardens and other areas occupied by green spaces. Segetal communities are largely autonomous from culture due to a seed bank and a bank of vegetative primordia.

According to the type of life strategy, segetal species are, as a rule, false explerents. They are distinguished by high seed productivity, and often also by intensive vegetative propagation, but have weak competitive ability and do not differentiate niches. False explorers, unlike true ones, are not wandering plants that inhabit disturbed habitats, but are preserved in the soil in the form of a seed bank and under different crops they change only the quantitative ratio, sometimes in the absence of competition they give an outbreak of numbers. Characteristic species: shiritsa (upturned, zhmindovidny, white), black henbane, datura, purslane, chicken millet, bristles, types of oxalis, etc.

* Ruderal vegetation (from the Latin “rudus” - crushed plant debris) - communities of regularly or periodically disturbed habitats, usually of anthropic origin (landfills, urban wastelands, abandoned construction sites, etc.). Traditionally, ruderal vegetation includes communities of the first stages of succession with dominance of representatives of the family. Chenopoaceae, Compositae, Cruciferous, some grasses. Ruderal vegetation is characterized by the predominance of species with wide ecological amplitudes (eurytopes) and large areas covering several continents (cosmopolitan species, or ubiquists). In the modern urban landscape, ruderal vegetation plays an important role, opening up the processes of self-healing of vegetation, preventing the development of erosion. The ruderal vegetation contains many valuable medicinal plants and honey plants, as well as species that provide a high number of entomophagous insects (eryngium, chicory, curly thistle, motherwort five-lobed, Tartary lettuce, etc.). Characteristic species: cyclachena cocklebur, cockleburs, numerous species of the genera pigweed and quinoa, Tatarian molokan, etc.

3) The processes of extinction of some taxa associated with anthropic disturbance of their habitats are compensated by immigration. Among the adventitious plants of our cities, species of American origin predominate (about a third of the species); a significant part of the species comes from the Mediterranean, Southern Europe, Asia Minor, Iran, and India (Burda, 1991).

The proportion of immigrant plants (adventitious plants) in the composition of urban flora is constantly growing and can reach several tens of percent, and the rate and scale of adventitization often significantly exceeds the rate of extinction of local species.

The gain of taxa significantly prevails over the loss, and, consequently, the diversity of urban flora increases. Over 50-70 years, the species composition of urban floras has been renewed by 40-50%. The composition of endangered and immigrating species in different cities is different, and the similarity of urban floras does not increase as a result of these processes.

Adventitious plants not only become competitors of local plants in the use of environmental resources, but also influence the microevolution of plants in an urbanized area. Alien plants interbreed with native species, forming hybrids with dominance, as a rule, of alien characteristics. A classic example of such relationships between an adventitious species: brittle willow with the local species white willow, which led to the emergence of widespread hybrid forms.

4) An important factor in increasing the richness of urban and anthropogenic floras in general are micro- and macroevolutionary changes. In technogenic landscapes characterized by air pollution, abnormal soil composition and other characteristics, there is a strong direct impact on the genetic apparatus of plants, which leads to the appearance of numerous teratas (morphological deviations). Modern evolutionary theory considers teratas as promising macromutations based on abnormal growth, aggregations and fusions of organs. It is obvious that it is much easier for macromutants to survive in human-disturbed habitats in conditions of reduced competition or in the absence of it. There is even a known hypothesis that the entire history of angiosperms began precisely with macromutants that survived as part of pioneer vegetation.

5) Introduction has now become a very powerful factor in “urban” florogenesis. More precisely, recently the consequences of introduction measures, which sometimes began at very distant times, have become obvious. Many exotic plants, superior in decorative qualities or other economic characteristics to local species, are now propagated in large quantities and in a wide range. Having “established themselves” in the beds of introduction nurseries or in flower beds, these plants eventually go beyond the boundaries of cultivated lands and spread across different types of disturbed habitats. Some introduced plants exist in these conditions in a suppressed state for many generations, until finally forms adapted to the conditions of this area are developed. This may be followed by a sudden invasion of the introduced species into the local flora, displacing a number of its species. It is becoming apparent that introduced species can become dangerous weeds. In the conditions of the city of Volgograd, some actively cultivated trees and shrubs of American origin behave this way; American maple, lanceolate ash, fruticose amorpha, as well as small-leaved elm, which is native to East Asia.

In general, the following main patterns can be identified in the formation of the EHF:

1. Urban floras, as they transform, acquire increasingly pronounced thermoxeric features to the detriment of their zonal characteristics. City floras are saturated with species more southern regions, this seems to correspond to their movement in latitude by 5-10 degrees in a southern direction (50-100 km), which is quite consistent with the thermoxeric nature of the urban environment.

2. The number of species of flowering plants increases, while the number of spore and gymnosperm species decreases. The number of species in the thermoxerophilic families (Legusaceae, Chenopoaceae, Buckwheat) increases and decreases in the thermophobic ones (Sedgeaceae, Cloveaceae, Norichaceae, Ranunculaceae, Roseaceae, Willowaceae).

3. The value in the composition of the flora increases 10 most

species-rich families, i.e. Most of the urban flora species belong to fewer families than the zonal flora. This feature is an indicator of deteriorating environmental quality.

4. The increasing role of adventitious plants occurs mainly due to immigrants from the American continent, East Asia, the Mediterranean and more continental regions of Eurasia; the proportion of plants from cosmopolitan and European areas is much smaller.

5. There is a decrease in the positions of hemicryptophytes, chamephytes and hygrophytes, and an increase in the positions of therophytes and phanerophytes.

6. Entomophilous species are reducing their role due to the strengthening of the positions of auto- and anemophilous species.

The total result of all florogenetic processes occurring within the EHF is the emergence of completely new formations in place of native floristic complexes, including the remains of transformed native floras, migrants from other floristic areas, and species of anthropogenic origin. In their extreme expression, these formations are called anthropogenic complexes. But more often there are transitional formations from indigenous floras to anthropogenic complexes.

"Artificial" flora, including cultivated plants, are formed in accordance with human needs and are influenced by many subjective factors, however, zonal physical-geographical and specific urban conditions cannot but affect the composition of this group.

The study of “artificial” floras of the city of Volgograd, especially ornamental plants, has not yet been completed. More or less detailed data have been published only on the dendrological collection of VNIALMI (Trees and shrubs... 1984). This collection in some years reached 600 species and varieties.

However, in widespread urban landscaping, despite the existing recommendations of scientists (Recommendations... 1987), a significantly smaller number of species and forms are used. According to our data, there are about 90 species, among which 13 are coniferous species, and the rest are deciduous angiosperms. Representatives of the family dominate among flowering trees. Rosaceae (28 species and 17 genera) and Legumes (7 species and 6 genera), including many beautifully flowering plants. However, in terms of the number of individuals of one species in urban plantings (including in the central part of the city), the small-leaved elm almost absolutely dominates. So, on the boulevard along V.I. Lenin, almost 50% of individuals belong to this plant, which clearly indicates that urban landscaping has not been well thought out, which must not only meet high aesthetic standards, but also fully fulfill its sanitary and hygienic purpose.

Evgenia Safonova
"Adaptation of organisms to their environment." Abstract open class V senior group

Subject:

Visual modeling of qualification relations between external environment residence and appearance of the animal.

Program content:

Target classes:

1. Introduce children to what the main habitat exist and how many are there?

2. Create conditions for the effective acquisition of knowledge about.

Tasks:

Educational –

Form a concept adaptability of organisms to their environment;

Introduce the species devices in plants and animals;

Reveal relative character devices;

Draw conclusions about the natural causes of formation devices.

Expand children's horizons.

Developmental

Develop intellectual sphere: attention, memory, speech, thinking;

- emotional sphere: self confidence;

- motivational sphere: pursuit achieve success;

- communication sphere: pair work skills.

Educational

Develop a holistic perception of the world;

Shape cognitive interest to nature.

Equipment: multimedia presentation, postcards, pictures of animals and plants.

Vocabulary work: habitat, devices, camouflage, evolution.

Preliminary work: View pictures of animals and plants. Conversation with children about animals and their life in nature. Watching a film about animals and their a habitat.

1. Conversation: « Habitat animals and plants".

2. Physical minute: "Zveerobika".

3. Game "Define everything habitat animals and plants".

4. View a slide show « Adaptations animals for survival".

5. Summing up (Question answer).

6. Surprise moment.

Introduction

Take care of these waters, these lands.

Loving even a small blade of grass,

Take care of all animals within nature,

Kill only the beasts within yourself...

I. Move classes

Educator:

On planet Earth in the process of evolution (gradual life and development in this living thing). Alive organisms mastered four basic habitat:

1) water;

2) ground - air.

3) soil;

4) air;

1. Water living environment.

All aquatic inhabitants, despite differences in lifestyle, there must be adapted to the main features of its environment. Living in water, - fish, dolphins, walruses ( mammals: they can breathe both in water and on land, they feed their young with milk).

For example: Walrus

In nature, walruses are the largest pinnipeds in their habitat.

Appearance

A large sea animal with very thick skin, (To withstand the cold, helps under the skin).

The upper fangs are extremely developed, elongated and directed downwards (he needs them for protection and obtaining food,

The very wide muzzle is lined with numerous thick, hard, flattened whisker bristles.

There are no external ears (he lives in aquatic environments, where water can get into the ears and eyes, which is why his eyes are small.

Limbs more adapted for movement on land and water.

One of the difficulties of aquatic life inhabitants- limited amount of oxygen (this is why many animals need to emerge from the water for oxygen from time to time).

Example: Dolphins

Features of the structure of the ideal dolphin adaptability to its environment and lifestyle is facilitated by body shape. The torpedo-shaped body shape avoids the formation of turbulence in the water flowing around the dolphin.

Adaptive features of the structure, body color and behavior of animals.

In animals body shape is adaptive. The appearance of the dolphin is well known. His movements are easy and precise. Their independent speed in water is very high; they can even overtake ships.

Let's look at the fish.

What helps her move in water? (tail, fins, movable skeleton, body shape)

What do fish breathe? (gills)

What animals in the pond use their tail as a rudder? (fish, beaver, newt - these animals live in water.

Marine species cannot live in fresh waters, and freshwater species cannot live in seas due to disruption of cell function.

2. Ground-air living environment.

Animals in ground-air environment move through the soil or through the air (birds, insects, and plants take root in the soil. In this regard,

Animals have lungs (so they can breathe air)

And in plants - organs, which land inhabitants planets absorb oxygen directly from the air (these are leaves and roots). Seeds in plants (trees, flowers) the wind, plucking the seeds and transporting them to different distances. Where they fall, they will grow. But it depends habitats how they will take root, or they will disappear.

In birds, the streamlined body shape contributes to the rapid movement of animals and in the air. environment. The flight and contour feathers covering the bird's body completely smooth out its shape. Birds do not have protruding ears; they usually retract their legs in flight. As a result, birds are much faster than all other animals.

For example:

1) Birds of parks and gardens live near human habitation, destroying harmful insects (tits, sparrows, swallows).

2) Birds of meadows and fields nest and feed on the ground (larks, wagtails).

3) Birds of deserts and steppes - inhabitants of vast open spaces with sparse vegetation. It is difficult to find shelter here, and therefore many birds living in the steppes and deserts have long legs and necks. This allows them to scan the area far away and see approaching predators in advance. Birds of the steppes and deserts find their food on the ground, among the vegetation. They have to walk a lot in search of food, and therefore the legs of these birds are usually well developed

4) Birds of swamps and coasts obtain food from the surface of the earth, from the bottom or wet soil, and therefore some of them have ankle legs and thin, unwebbed fingers (herons and storks).

Example: Heron

The heron is a bird that can patch. The heron feeds on fish, tadpoles, and insects. To get food, the Heron stands in shallow water for a long time, waiting for its prey. For this reason, she needs a long beak and long legs. Yes and the heron adapts to life.

5) Birds of the forest are the most numerous group. Its representatives have various forms of communication with the forest environment.

Example: Woodpecker

The woodpecker lives in foxes or where there are a lot of trees. Why? Yes, because the Woodpecker feeds on insects, larvae and their eggs that are found under the bark of trees, as well as nuts and berries. That's why the Woodpecker needs a strong beak to get its food. And wings for flying from tree to tree.

Having chosen a suitable trunk, the bird hits it hard with its beak, and a loud knock echoes through the forest. This is how the male lets you know that the territory is already busy.

3. On land inhabitants have very diverse adaptations related to providing oneself with water.

In plants, this is a powerful root system, a waterproof layer on the surface of leaves and stems, and the ability to regulate water evaporation.

In animals, these are also different features of the structure of the body and integument, but, in addition, maintaining water balance.

Some animals can live their entire lives on dry food.

In this case, the water required body, occurs due to oxidation components food.

In the life of the ground organisms Many other environmental factors, air composition, winds, and the topography of the earth’s surface also play an important role. Weather and climate are especially important. Inhabitants of the ground-air environment must be adapted to the climate of the part of the Earth where they live, and tolerate variability in weather conditions.

For example: squirrel is a forest animal. The squirrel's habitat is:

– trees and large branches growing at some distance from each other;

- miscellaneous (depending on the season) state trees: with foliage, seeds, fruits - in summer, naked and in snow - in winter;

- plants that serve as food for animals (hazel nuts, spruce seeds, mushrooms, etc.);

The squirrel has good fitness which allows you to survive in this habitat. TO adaptive external signs of the structure and behavior of proteins include following:

– sharp curved claws that allow you to cling, hold and move well on wood;

– strong and longer hind legs than the front ones, which enable the squirrel to make large jumps;

– a long and fluffy tail that acts like a parachute when jumping and warms her in the nest during the cold season;

– sharp, self-sharpening teeth, which allows you to gnaw hard food;

– shedding of fur, which helps the squirrel not freeze in winter and feel lighter in summer, and also provides a change in camouflage color.

These adaptive features allow the squirrel to easily move through trees in all directions, find food and eat it, and escape from enemies. In this way, the protein interacts with habitat.

For example: Camel

They live in the desert where there is little water, for this they need to store water. Camels' humps are made of fatty tissue.

When the animal is well-fed and healthy, the hump is high and strong; if the camel is exhausted or sick, the hump becomes flabby and may almost disappear (when fat reserves are depleted).

The camel has a long neck, which gives it the ability to reach grass and other low-growing plants that make up its food.

The body is covered with shaggy hair, which becomes long and thick in winter and in cold areas. The nostrils are slit-like, overgrown with hair inside, and can be almost completely closed with them, which makes it possible to filter dust and sand from the air during desert storms. A double row of long, thick eyelashes protects the eye from flying particles. The ears are small, almost invisible.

Camels, like all artiodactyls, have two toes on their feet, but their soles are thick, leathery and there are no horny hooves. This is the structure of the legs adapted for walking on loose sand and soft snow.

Camels are famous for their ability to survive without water. However, this is not explained by the water supply in the humps, but by adaptive features.

Firstly, in conditions of water shortage, the camel secretes very concentrated urine, retaining moisture in the tissues.

The second adaptation concerns the regulation of body temperature.

II. St. John's wort. (Phys. minute)

III. A game: "Define everything habitat animals and plants".

IV. View slide show « Adaptations animals for survival".

V. Summing up (Question answer).

Questions to reinforce the material. Questions (children)

1. How do animals move in water? (swim)

2. What do animals use to dig holes and passages? (front paws - rake).

3. What animals can we attribute to the water element?

4. And what element would you classify these animals in? (ground)

5. Where is the home of these animals? (the soil).

6. Will we take these animals? (air)

7. Why does a giraffe have a long neck? (to get food).

8. What do fish breathe? (gills).

9. Which ones do you know? plant adaptations that protect them from being eaten by animals?

10. What devices Do plants and animals have life in water?

11. Plants have roots, animals have legs.

VI. Surprise moment.

(Guess the riddle and get a prize).

Habitat (ecological niche)- a set of specific abiotic and biotic conditions in which a given individual, population or species lives, a part of nature that surrounds living organisms and has a direct or indirect impact on them. Habitat (ecological niche), often overlaps with the term "area" - the geographical distribution of a biological species. For example, a brown bear. Habitat (ecological niche) - forests. The habitat is wherever there are such forests (Europe, Asia, North America). From the environment, organisms receive everything they need for life and release metabolic products into it. The term is often considered a synonym environment. The environment of each organism is composed of many elements of inorganic and organic nature and elements introduced by man and his production activities. Moreover, some elements may be partially or completely indifferent to the body, others are necessary, and others have a negative effect.

There are natural and artificial (man-made) habitats. Natural environments Habitats are mainly divided into terrestrial-air, soil, aquatic and intraorganismal. Individual properties and elements of the environment that affect organisms are called environmental factors. All environmental factors can be divided into three large groups:

It is also possible to distinguish the following components of the habitat: natural bodies of the habitat, hydroenvironment, air space of the environment, anthropogenic bodies, radiation and gravitational fields of the environment.

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Lesson on understanding the world for grade 3 “Plant habitat”

The Republic of Kazakhstan. Zhambyl region, Kordai district

village of Sortobe, high school № 48

teacher primary classes Machinchin Sofiyan Iskharovna

Subject : Plant habitat

Goals : deepen the concept of the diversity of plants, teach to distinguish between them; explain the structural features of plants and their adaptations to the environment in different parts of the Earth, develop cognitive interest, observation, attention, promote cooperation, independence, responsible attitude for behavior in nature, love for the Motherland.

Type lesson: lesson on complex application of knowledge

View lesson: lesson - research

Methods : verbal, practical, visual, self-organization, reproductive

Equipment : plant samples, lesson presentation, support diagrams

Move lesson:

1. Org. moment

Hello guys!

What's your mood?In

Is everyone of this opinion?All without exception.

Maybe you're already tired?We didn't take these with us!

- Maybe we can lie down and rest?We better start the lesson!

Everyone sat down at their desks together

They looked at each other

Looked at the guests

They smiled quickly.

2. Communicate the topic and purpose

Collect the word that has crumbled - RESAD (The word “WEDnesday” appears on the board)

What associations arise?

How can the word “Environment” be related to the section “Plant Diversity”?

Today we have a lesson - research. The topic of our lesson is “Plant Habitat”» (slide) + a topic opens on the board

Object of study (support diagram)is what is being considered.

What are we covering in this section?

Our object of study will be plants,

Subject of study (support diagram) - a problem that we must study in class

And the subject of today’s lesson is “Plant habitat”. We are exploring how plants adapt to their habitat,with the characteristics of plants depending on their habitat

Pulls out when examininghypothesis: (support diagram)- assumption: How the habitat affects the structural features of plants

3. Check homework

We are finishing the section “Plant Diversity”. What new did you learn from this section?

IN screening test Questions from covered topics are included.

1. Test according to options (different levels)

Option 1 (low motivation)

Plant Diversity Test

1. Which group lists only trees?

a) lilac, poplar, pine

b) birch, maple, oak

c) clover, aspen, spruce

2. Choose a moisture-loving plant from the list listed.:

a) saxaul b) fireweed c) spurge

3. Which of the following plants is an annual?

a) pine b) carrots c) wheat

4. A light-loving plant is:

a) spruce b) pine c) lily of the valley

5. Larch is a plant:

a) flowering b) fern c) coniferous

Option 2 (high motivation)

Plant Diversity Test

1. What are the simplest plants in structure?

2. The most complex plants in their structure:

a) ferns b) algae c) flowering plants d) mosses

3. What are the names of plants that are not adapted to exist without human intervention?

a) cultivated b) perennial c) wild d) noble

4. Tomato, pepper, cucumber, eggplant are plants:

a) cold-resistant b) drought-resistant c) heat-loving d) shade-tolerant

5. What unites this group of plants: oak, birch, spruce?

a) these are shrubs b) these are trees c) these are all light-loving plants d) these are biennials

Oral test

2. Frontal survey

What groups of plants do you know? (Algae, mosses, ferns, conifers, flowering plants)

Tell us about these groups of plants.

Seaweed. The word algae comes from two words: water and grow. So algae are basically aquatic plants. There are a lot of algae on Earth. Among them there are also giants up to 40 meters long. They live in seas and oceans. The color of algae is green, blue-green, brown and red. They enrich the water with oxygen and purify it of putrefactive bacteria. Algae is also used for medicinal purposes. Iodine and potassium are obtained from them and tablets are produced. (slide)

Mosses. Mosses appeared on Earth more than 350 million years ago. These are low-growing plants, no more than a few centimeters in height. They have small root-like endings (not true roots) that spread along the ground. Most mosses prefer moist, shady places. Many mosses look like real sponges. They know how to absorb water. If you pick up moss and squeeze it, a lot of water will flow out of it. Peat is obtained from mosses that form in swamps - a very valuable fertilizer and fuel. (slide)

Ferns. Ferns are among the most ancient plants. They spread throughout the globe. But most of them are in humid forests. They can grow both on the soil and on tree trunks. Some ferns grow high in the mountains. Others cling to cracks in the rocks. Even in deserts there are ferns. Ferns never bloom. Ferns do not have seeds. They reproduce by spores. You can also grow ferns at home. Fern is a moisture-loving and shade-tolerant plant. Regular watering and frequent misting will produce a beautiful indoor plant. (slide)

Conifers. Spruce, pine, fir, cedar, juniper, larch are coniferous plants, seeds are formed in cones. The seeds of coniferous plants are contained in cones that protect them. On one of the dry days, the scales of the cones open, releasing ripened seeds. Conifers are evergreen trees. They retain needles even in winter. Pine needles last for 2-3 years, while spruce needles last from five to seven years. Among conifers, there is only one tree that sheds its needles in the winter and forms new ones in the spring. This is larch. Coniferous plants have needles instead of leaves. (slide)

Flowering. The most common plants on Earth are flowering plants.They have a root, a stem, leaves, flowers, and a fruit with seeds. Flowering plants- the most extensive department of the plant world. Botanists count more than 250 thousand plant species. The importance of flowering plants for humans is significant. All cultivated plants bred by humans are representatives of this department. They grow everywhere - in the forest, in the meadow, in the pond, in the desert, in the mountains. (slide)

How can you divide plants based on their appearance? (Trees, shrubs, herbs)

Why can't plants live without sunlight? (Because the sun is a source of energy. It gives warmth to all living things.)

What types of plants do you know based on their growing conditions? (Moisture-loving and water-loving, drought-resistant, heat-loving, cold-resistant, light-loving, shade-tolerant.)

3. PHYSICAL MINUTE

We'll take a little rest

Let's stand up and take a deep breath.

Children walked through the forest

Nature was observed.

We looked up at the sun,

And the rays warmed them all.

Miracles in our world -

The children have become small,

And then everyone stood up together -

You have become giants.

Let's clap and stamp our feet!

Well we had a walk

Let's get down to business together again!

4. Work on the topic

Today we will continue to talk about plants, about the habitat of plants.

The topic of our lesson is “Plant Habitat”(slide) - already open

Updating knowledge

Plants are part of what nature? (alive)

Prove that plants are part of living nature?) (slide)

What do plants give us?(slide)

How can you call this in one word?(flora - slide)

Where can plants live?(slide)

Derive the definition of “habitat”

Habitat - this is the place where they live, i.e. grow, plants. The environment influences plants.

Name the necessary conditions for plant life? (slide)

Tell me in which places on Earth plants do not live (children's answers)

Why don't plants live there? (eternal cold)

reading the text in the textbook page 118

CONCLUSION:Watch the video "Plant habitat"

Plants are found everywhere on Earth, they form forests and meadows, which is why plants are called “the green clothing of the Earth.” Indeed, green attire adorns our planet. Plants can be divided into 3 habitats.

3 PLANT HABITAT

WATER GROUND-AIR soil

Water environment a habitat associated with bodies of water: oceans, seas, rivers, lakes and others. The waters in them are different, somewhere stagnant, somewhere with fairly strong currents, salty and fresh. Many waters have little oxygen and sunlight. With depth comes twilight, and after 200 meters of depth there is no light at all. Therefore, plants in water can grow only at shallow depths, where light still penetrates. Most aquatic plants are algae. However, among aquatic plants there are also higher plants. (slide)

In the ground-air habitat The vast majority of plants and almost all higher plants grow. Land plants form forests and meadows, steppes and tundras and other plant communities. Features of the land-air environment are a large amount of air and light, the presence of wind, and in many places strong fluctuations in temperature and humidity depending on the time of year and day. The ground and air environment is very diverse. Plants are adapted to certain environmental conditions. Some grow in well-lit areas, others in shaded areas. Some plants cannot tolerate cold and live only in warm places, while others are adapted to seasonal temperature fluctuations.

The soil - This is the surface fertile layer of the earth. This environment was formed from a mixture of mineral substances during the decay of humus rocks as a result of the decomposition of plant and animal remains. Numerous tiny algae live here, seeds and spores of various plants are found, and the roots of land plants are located.

Plants are able to live in the environment to which they are adapted.

What does “aquatic, soil, terrestrial and air habitat” mean?(for children there are reminders on the tables)

How do plants that live in aquatic environments differ from plants that live in soil? (in aquatic plants the roots are thin, small, the leaves are wide, so that moisture evaporates well. In plants whose habitat is soil - the root system is more powerful, the leaves are narrower, so that, on the contrary, moisture does not evaporate)

Now you have to work in pairs to create a project. You will examine the plant and create a passport for this plant.

Who can tell what a passport is?

What is it for?

What information is indicated in a person’s passport?

What do you think can be reflected in a plant passport?

Plant passport (on children's tables)

1.Name

2. External description

3. Lifespan

4. Habitat

5. Threat of extinction

Your object of study: (slide show)

1st row – lotus2nd row - water lily 3rd row - lily of the valley

Work in rows (work in pairs - filling out a plant passport) - students read the text.

Nut lotus (slide) Large bright pink flower. The lotus grows in shallow, fresh, warm waters of ponds and lakes. Perennial. Propagated by seeds that remain viable for more than a thousand years! The roots are used as food. They are used to make flour, starch and even butter. The seeds and roots are also used as medicine. Perennial. Propagated by seeds and pieces of rhizomes.Threat of death: collecting beautiful flowers, polluting water bodies.

White water lily. (slide)
Grows in bodies of water with standing or slowly flowing water. Its star-shaped white flowers can predict the weather: they always close before rain. They appear on the surface every morning and submerge in the water at night. The seeds are adapted to life in an aquatic environment - they have air sacs, so they can float on the surface. Lives 3-5 years. Propagated by seeds, pieces of rhizomes.
The threat of death is posed by humans and water pollution.

May lily of the valley (slide)
Grows in moist soils, loves shade. Bell-shaped flowers bloom for 10-15 days. A perennial plant that reproduces by cuttings of rhizomes. At the end of flowering, red berries are formed in place of the flowers, which are very poisonous, and the plant itself is used as medicine.
The threat of death is posed by humans and livestock grazing.

Protection of the project - plant passport - reading the text.

Which of these plants live in our region? (in natural conditions - water lily, lily of the valley; in artificial conditions - lotus)

The Plant Kingdom is amazingly diverse. It unites more than 350 thousand species of plants and is represented by a wide variety of forms - from a single-celled plant, which can only be seen with a microscope, to trees - groves, occupying an area of ​​tens of square meters.

Game "Understand Me" (use the external description to guess what plant we are talking about)

This cold-resistant herbaceous plant is the first to greet spring, even before the snow has melted. Soil habitat. Listed in the Red Book of the Republic of Kazakhstan

- Why do you think this plant is listed in the Red Book?(snowdrop slide)

The habitat of this plant is soil. This thorny perennial shrub got its name for its sharp thorns, which will cause trouble to anyone who thoughtlessly wants to get acquainted with this beauty. At the beginning of summer it is decorated with fragrant flowers that resemble a rose.(rosehip slide)

- What else do you know about this plant?(useful medicinal plant)

- Tall perennial plant.Aquatic habitat. Blooms like a panicle. Once used in construction as a cheap material. Plants are actively growing, which clogs water bodies and leads to their shallowing. Dried plants often cause fires.(reed slide)

Do you think there are any benefits from this plant?(Many animals of the reservoir breed there and hide from enemies for some time)

5. Homework: read additional material, prepare a retelling message

Option 1 “Desert Plants”

Option 2: “Plants of the steppes”

6. Consolidation. Lesson summary

What object was explored in the lesson?

The subject of our research?

What is the habitat of plants?

How does the structure of a plant depend on its habitat?

The life of a plant, like any other living organism, is a complex set of interrelated processes; The most significant of them, as is known, is the exchange of substances with the environment. The environment is the source from which the plant draws food materials, then processes them in its body, creating the same substances as those that make up the plant’s body - the assimilation of substances drawn from the environment takes place, their assimilation. Simultaneously with this process, the destruction of the constituent parts of the body occurs in the body; breaking them down into simpler ones. This opposite process is called dissimilation. Assimilation, dissimilation, the inextricably linked supply of substances from the environment and the release into the environment of unnecessary, waste substances - all this is metabolism. Consequently, metabolic phenomena closely connect the plant organism with the environment. This connection is twofold. Firstly, the plant turns out to be dependent on the environment. The environment must contain all the materials necessary for plant life. A shortage, especially the absence of one or another category of food materials, should lead to a slowdown or even cessation of life phenomena, to death. Secondly, by absorbing nutrients from the environment and releasing products of its vital activity into the environment (for example, in the form of falling leaves, dead surface layers of bark, etc.), the plant changes its environment. Consequently, not only does the plant depend on the environment, but the environment always depends to some extent on the plants.

Changes in the environment by plants are associated not only with the introduction of metabolic products into it, but also with the physical work performed by the plant. When a plant's roots penetrate the soil, they produce mechanical work destruction or local compaction of the substrate. The work performed by the plant is not limited to mechanical action on the substrate. In essence, all physiological functions of a plant represent certain forms of work. This leads to the idea of ​​the connections between plants and the environment in another way: all work involves the expenditure of energy. But energy, as we know, “does not disappear and is not created again.” Therefore, if a plant expends energy, then, obviously, it must receive it from somewhere.

The source of energy for plants containing chlorophyll is the radiant energy of light, due to which the plant builds organic matter containing, as it were, conserved energy. In plants that do not have chlorophyll, for example mushrooms, the source of energy is organic food, that is, either the organic substance itself created by the green plant, or the same, but in a form already modified by other organisms.

Energy entering plants in one form or another undergoes complex changes in them, ultimately being released into environment. We can say that the connection between the plant and the environment is not limited to the exchange and transformation of substances - in parallel with this, energy exchange also takes place.

The living environment of a plant is heterogeneous; it contains many components that are closely related to each other. Each element of the environment that affects the body is called an environmental factor. The variety of environmental factors can be grouped into two categories: biotic factors and abiotic factors.