Sinkwine about the root of the plant. Sinkwine in biology material on biology on the topic

Sinkwine in biology

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

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

Synquains are presented for different classes:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Glands.

Important, regulating.

Secrete, manage, provide.

Endocrine glands secrete biologically active substances - hormones.

1Organism

Organism

Sophisticated,organized

Works, provides, saves

A set of organs as a single efficient system

Body
2LIFE

Alive, flowing

Reproduce, develop, exist

The way of being of entities

Fatal hereditary sexually transmitted disease
3cytology

studying, cellular

examines, establishes, diagnoses

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

cell biology
4Anatomy

ancient, scientific

examines, examines, examines

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

group of scientific branches

5 Sinkwine on biology
Biology

Relevant, interesting

Develops, teaches, describes

Explores all aspects of life

6 Sinkwine on the topic of the brain
Brain

Chief, sensitive

Controls, splits, organizes

The least studied organ

7 Cinquain on a cage theme
Cell

Structural, functional

Breathes, feeds, reproduces

Basic element of living matter

8 Cinquain on a plant theme
Plants

Alive, green

Grow, provide, decorate

There are lungs of our planet

Autotrophs

9 Sinkwine on the topic of genetics
Genetics

Interesting, progressive

Develops, opens, reveals

Studies heredity and variability

10 Squirrel themed cinquain
Squirrels

Structural, most valuable

Protect, build, transport

Provide self-regulation of body processes

Bricks

11 Sinkwine on the topic of living organisms
Organisms

Grow, develop, self-reproduce

Systems built from biopolymers

12 Cinquain on the theme of leather
Leather

Elastic, renewing

Breathes, removes, covers

The most important organ of the body's defense

Shell

13 Sinkwine on the topic of ecology
Ecology

Versatile, developed

Develops, protects, formulates

Finds ways to rationally use natural resources

14 Cinquain on the theme of plant roots
Root

Core, lobe

Absorbs, conducts, holds

The most important organ that ensures plant life

Organ
15.LIVING MATTER-

hidden, unknown.

It is born, grows, develops.

Doesn't fit into a short definition.

LIFE!
16. LIVE!

Protein, cellular.

Irritated, eats, breathes,

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

Evolution!
17. Life-

complex, multifaceted.

Self-renewing, reborn.

Closes with a single code.

DNA!
18 Living creature -

open, systemic.

Moves, breathes, eats.

Darwinists call it living matter.

Materialism!

THUS:

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

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

Line 2 – two adjectives.

Line 3 – three verbs.

Line 4 is a phrase that carries a certain meaning.

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

Municipal budgetary educational institution

basic secondary school No. 19

municipal formation Kanevsky district

Biology lesson for 6th grade

“Types of roots, types of root systems ».

Biology teacher

MBOU secondary school No. 19

Migulya E.V.

During the classes.

Lesson stage

Equipment

Formation of universal educational actions.

Lesson stage time

1. Organizational moment.

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

1.2 Creating a figurative-emotional pedagogical situation

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

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

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

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

Interactive board.

Slide1

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

4min

2.Call

(updating students’ basic knowledge)

3. Conception stage. Learning new information

2.1Work in groups .

Tasks for group 1 (Appendix3)

1.Fill out the diagram on the interactive whiteboard.

2. Orally define the terms.

Tasks for group 2 .(Appendix 4)

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

Tasks for group 3. (Appendix 5)

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

Listening to group responses and discussing them.

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

teacher.

We collected hot poppies in a bouquet,

Lots of blue forget-me-nots.

And then we felt sorry for the flowers,

They were planted in the ground again.

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

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

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

Teacher. Right.

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

“No matter how subtle, inconspicuous

There's a root underground

But he can't live in the world

Any flower without it!”

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

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

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

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

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

Know the meaning of the root

Name and show types of roots

Recognize types of root systems

Teacher.

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

The box contains the plant organ.

This is a vegetative organ.

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

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

teacher.

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

root functions:

a) fixation in the soil;

d) water absorption and

minerals

b) stock accumulation

nutrients

B) conduction of substances

teacher.

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

Students offer

Root functions:

root- anchor, (fixes in the soil),

pump, hoses - conducts substances,

storage, warehouse - stores nutrients

The heart absorbs nutrients all the time.

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

3.1.Self-immersion . Accepting insert.

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

Individual independent work with the textbook, paragraph 13 page 52

workbook

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

Table 1

exercise

main root

Subordinate

root

Lateral root

Root hair

Write a definition

Table 2

Exercise

Fibrous root system

Tap root system

Write a definition

Make a drawing

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

3.3 Organization of students' research activities.

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

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

Fill the table.

Plant name

Root system type

Features of the structure of the root system

Discussion of the research results.

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

Laboratory work (Appendix 6)

Subject: Root structure of bean and wheat sprouts.

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

Task cards.

Interactive board.

Slide 2

Slide3

board

Black box, stem

interactive board

Interactive board

Slide 4-9

Interactive whiteboard (check - curtain effect).

notebook,

music.

herbariums

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

microscope, microspecimen “Root cap”

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

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

Method of working with insufficient information.

The association method allows you to remember the material

This task helps to develop the skills to highlight the main points, generalize and establish analogies.

Element of health-saving technology.

Development of students' research activities.

8min

20 minutes

4.Reflection

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

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

Individual cards

Slide10

Checking the assimilation of the studied information

8min

5. Summing up.

5.1Have you achieved the lesson objectives?Student statements.

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

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

5.3 Self-reflection of students

Filling out the form (Appendix 8)

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

Music.

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

3 min

V. Homework

1.Paragraph “13, RT No.

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

make a crossword;

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

prepare a herbarium of plants with different types of root systems

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

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

Slide 11

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

2 minutes

Biology lesson on topic

"Root"

Fedotova Natalya Nikolaevna,

biology teacher of the highest category

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

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

Lesson objectives:

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

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

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

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

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

To cultivate artistic taste, discipline, and responsibility.

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

During the classes

Learning new material.

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

Lots of blue forget-me-nots.

They were planted in the ground again...

Predict further events, what will happen to these plants?

Students express different opinions:

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

The plants will grow new roots; etc.

Teacher:

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

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

What is the root for?

Root dimensions

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

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

main root;

Lateral root

Adventitious root.

And from what organs do these roots develop?

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

Root length and root width:

Cabbage - 1.5 m. 1.2 m.

Wheat – 2 m. 1.2 m.

Corn – 2.5 – 4 m. to 2 m.

Sow - 6 m. 4 m.

Alfalfa – 12 m. 1.5 m.

Apple tree – 2 – 6 m. to 15 m.

Cactus - up to 15 m.

Laboratory work:“Structure of root systems”

Performed on issued cards to save time.

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

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

Progress:

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

Select plants with tap root systems

Select plants with fibrous root systems.

Fill the table:

Root system name

Conclusion _______________________________________________________________

Laboratory work was performed by: ___________________________________

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

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

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

The teacher reads the poem by V. Jacques in full:

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

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Without roots they will not grow and live!

No matter how subtle, inconspicuous

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