Presentation on the topic "Structure of seeds of dicotyledonous and monocotyledonous plants" in biology in powerpoint format. The presentation for schoolchildren examines the structural features of seeds of monocotyledonous and dicotyledonous plants. Author of the presentation: Maria Aleksandrovna Kraeva.
Fragments from the presentation
Lesson objectives:
- Get to know the structure of a seed.
- Reveal the structural features of seeds of monocotyledonous and dicotyledonous plants.
- Develop the ability to work with natural objects and compare them.
- To develop practical skills in seed recognition and seed identification.
- Carry out environmental education using the lesson material as an example.
Angiosperms:
- They have a seed reproductive organ - a flower.
- After flowering, a fruit containing seeds is formed.
- The seeds develop inside the fruit, meaning they are protected (covered).
- The conductive system is well developed, which ensures the rapid movement of substances in the plant.
Municipal state educational institution
Secondary school No. 7 in the village of Velichaevskoye
Levokumsky district, Stavropol Territory
Biology lesson notes
in 6th grade
“Structure of seeds of dicotyledonous and monocotyledonous plants”
prepared
biology teacher
Kraeva Maria Alexandrovna
Velichaevskoe 2012
Subject: The structure of seeds of dicotyledonous and monocotyledonous plants.
Target: To introduce students to the structural features of seeds of monocotyledonous and dicotyledonous plants.
Lesson type: combined.
Tasks:
reveal the structural features of seeds of monocotyledonous and dicotyledonous plants;
develop the ability to work with natural objects and compare them;
develop practical skills in recognizing and identifying seeds;
develop the ability to work with a textbook.
develop logical thinking through the ability to analyze, summarize materials, draw conclusions, and compare;
develop students' observation and speech skills.
continue the formation of a scientific worldview.
carry out environmental and environmental education using the lesson material as an example.
Educational:
Educational:
Educational:
During the classes
- Organizing time.
Updating students' knowledge.
What plants are called angiosperms and why did they receive this name? (which produces a flower, angiosperms, since the seed is protected, that is, it develops inside the fruit)(slide No. 2)
What life forms of plants do you know?(trees, shrubs, herbs) (slide No. 3)
What is the importance of angiosperms in nature and human life?(slide No. 4)
Studying a new topic.
All angiosperms, despite their diversity, have a common structural plan. Their organs are divided into vegetative and reproductive. Vegetative (from the Latin word “vegetativus” - plant) organs make up the body of the plant and carry out its main functions, including vegetative propagation. These include the root and shoot. Reproductive, or generative (from the Latin word “generare” - to produce), organs associated with the sexual reproduction of plants. These include flower, fruit and seed.(slide No. 5)
What will we talk about in this lesson?(about seeds)
I have my future life in my hand
Future shoot and mighty root.
Together they will grow deep and high,
Only rainwater will water the entire earth.
In the meantime, autumn is in the yard,
In the meantime, the winter howls like a blizzard
Life sleeps and breathes in my hand.
Future shoot and mighty root.(slide No. 6)
Teacher: Where is the future shoot and the mighty root?
Students: In the seeds.
Teacher: That's right in the seeds. Why is it said about the seed?what is this future life?
Student: Because a new plant appears from seeds.
How do young plants appear? In the spring, when the ground is cleared of snow, many people rush to quickly sow various vegetable crops and flowers in the beds and flower beds. What are they sowing? Of course, seeds.
A dry, small (and sometimes very tiny) seed is buried into the ground at a shallow depth. Usually, after 2-3 weeks, in the place where the seed was located under the layer of soil, a small green plant - a seedling - appears. Miracle? No. It turns out that every seed contains a future plant.
(slide No. 7) – topic of the lesson
(slide No. 8) – lesson objectives
Today we will talk about the seed from which the plant grows. The topic of our lesson is “Structure of seeds of dicotyledonous and monocotyledonous plants.” We will look inside the seed and get acquainted with its structure, find out how the seeds of dicotyledonous and monocotyledonous plants differ in structure, and do laboratory work.
Guys, what do you know about seeds?(advanced task for students)
1. The largest bilobed seeds are found in palm trees.
Originally from the Seychelles. Their length is 30-45 cm, weight up to 15 kg, 30 million times heavier than that of birch. The seed matures within 7-10 years, and germinates within 1-1.5 years. The young plant receives nutrients from it for 3-5 years. Typically, seeds do not have a dormant period and quickly lose their viability during storage.(slide No. 9)
2. The smallest, less than mm, seeds are found in orchids; 50,000 of these seeds weigh 0.1 g. Belozer has very small seeds(individual seed weighs 0.00003 g) , in aspen - 50,000 seeds weigh - 4 g. Such seeds as specks of dust are picked up and carried by the wind. But small seeds also have a small embryo - in orchids it consists of 30 cells, has few reserve nutrients, and therefore requires ideal conditions for germination and quickly loses germination.
Thus, wintergreen and orchid seeds germinate only with the help of mycorrhizal fungi, while aspen and poplar seeds lose their germination capacity within a few hours.(slide No. 10)
3. In the vast majority of flowering plants, ripe seeds are not able to germinate immediately. They are in a state of so-called rest. A common case of forced dormancy is dry seeds.
In some plants, dry seeds remain viable for several years, and sometimes for tens or even hundreds of years.
If dried seeds are stored in hermetically sealed conditions, at temperatures close to absolute zero they remain viable almost indefinitely.
4.The greatest durability is characteristic of “hard seeds”. This is how it was possible to germinate lotus seeds that had lain in the peat bog of Manzhuria for more than 1000 years. Lupine seeds extracted from ice discovered to have even greater longevity(brought in with soil) Alaskans are 10,000 years old.(slide No. 11)
5. There are medicinal seeds.(slide No. 12)
a) Wheat seeds are rich in vitamins – B 1 , IN 2 , PP, and wheat sprouts contain vitamin E, which is essential for the body.
Sprouted wheat seeds carry a charge of vigor and energy; they regulate carbohydrate metabolism, protein metabolism, and the formation of fatty acids.
b) Crushed flaxseed is used for intestinal diseases.
c) Dill seed is used for cholelithiasis.
d) An infusion of dill seeds is used not only for liver diseases, but also to stimulate appetite, as a diuretic for cramps, shortness of breath and as a sedative.
e) Parsley seeds have a diuretic effect, expel salts from the body. strengthen the tone of the muscles of the intestines and bladder.
6. Seeds can also be a standard of weight, for example, jewelry, diamonds - carats. The word "carat" comes from the name of the seed of the ceratonia plant. With the help of these seeds, people in ancient times checked scales. Ceratonia seeds are small and indistinguishable from each other in weight. One carat is equivalent to 0.2g.(slide No. 13)
Well done! Interesting information. Today we must find out what structure a seed has? Do all seeds have the same structure or are they different in some way?
To do this, you will go to laboratories where you will conduct research work.
We divide into groups, each group has on the tables everything necessary to complete the work: tasks, supporting diagrams and drawings, the necessary set of seeds. After completing the assignments and completing them, one representative from each group will make presentations.
Performing laboratory work “Studying the structure of seeds of dicotyledonous and monocotyledonous plants.” (slide No. 14)
Fizminutka (slide No. 15)
Once again we have a physical education session,
Let's bend over, come on, come on!
Straightened up, stretched,
And now they’ve bent over backwards.
We stretch our arms, shoulders,
To make it easier for us to sit,
To write, read, count
Speech by representatives from each group:
Group 1 – the structure of the bean seed.(slide No. 16)
Group 2 – structure of the wheat grain.(slide No. 17)
Group 3 - What are the structural features of seeds of other monocotyledonous and dicotyledonous plants.(slide No. 18,19)
Discussion:
Now, guys, let's compare the studied seeds.(slide number 20) So what do they have in common? (The general structure of seeds is that seeds have a seed coat, a supply of nutrients and an embryo).
How are they different? (They differ: in the seed of beans, peas there are two cotyledons, in which reserve nutrients are located, and in the seed of wheat, corn there is one cotyledon, and the nutrients are in the endosperm, the peel fuses with the pericarp, so it cannot be separated).
Those plants that have one cotyledon in the embryo are called monocots. For example – wheat, onion, lily. Those plants that have two cotyledons in the embryo are called dicotyledons. For example - apple, cucumber, plum, tomato.(slide No. 21)
So, we found out that:(slide No. 22)
The seed consists of: the seed coat, the embryo and contains a supply of nutrients.
An embryo is the rudiment of a future plant. It consists of: germinal root, stalk, bud and cotyledon.
Cotyledons are the first leaves of the plant embryo.
Plants that have one cotyledon in the seed embryo are called monocots - these are wheat, corn, oats, onions, etc.
Plants that have two cotyledons in the embryo are called dicotyledons - these are beans, cabbage, apple trees, peas, and tomatoes.
Fixing the material.
Work with a diagram of the structure of a bean seed and a grain of wheat (label the parts of the seed on magnets).
Carrying out the “Believe it or not” test, followed by mutual verification.(slide No. 23,24)
Homework: study §18, complete tasks and answer questions after the paragraph, complete laboratory work in notebooks.(slide No. 26)
Bibliography:
Biology. Bacteria. Mushrooms. Plants. Grade 6: Lesson plans based on the textbook by V.V. Beekeeper / author-comp. N.I. Galushkova. – Volgograd: Teacher, 2005.
Pasechnik V.V. Biology. 6th grade. Bacteria, fungi, plants: Textbook. for general education institutions. – M.: Bustard, 2009. Pasechnik V.V. Biology: bacteria, fungi, plants. 6th grade: workbook / V.V. Pasechnik, T.A. Snisarenko - M.: Bustard, 2005.
Biology: Botany: 6th grade: A book for teachers.-M.: “First of September”, 2002 (I’m going to class).
Biology. 6-9 grades. Lesson notes: seminars. Conferences, development of key competencies /auto-comp. I.N. Fasevich et al. - Volgograd: Teacher, 2009.
Biology. Living organism: supporting notes, M.: Classics Style, 2003.
Biology in tables and diagrams. Edition 2 St. Petersburg, Victoria Plus LLC, 2004.
Biology. Bacteria, fungi, plants. Grade 6: Thematic and lesson planning For the textbook by V.V. Pasechnik "Biology. Bacteria, fungi, plants": A manual for teachers / N.V. Dubinina, V.V. Pasechnik, - M.: Bustard, 2002.
L.r. No. 4 The structure of seeds of dicotyledonous and monocotyledonous plants."
The purpose of the lesson:
- to develop students’ knowledge about the internal and external structure of seeds;
- introduce students to the structural features of seeds of dicotyledonous and monocotyledonous plants;
- continue to work on developing observation skills through working with visual material;
- continue to develop skills to work with natural objects;
- develop personal qualities: the ability to independently work with laboratory equipment, the ability to work quickly and accurately;
- to cultivate internal motivation for learning through an interesting, educational selection of educational material content.
Equipment: tables: “Structure of seeds of dicotyledonous and monocotyledonous plants”, “Seed germination”, seed collections, magnifying glass, dissecting needle, swollen bean seeds, safety instructions, black box, lesson presentation, interactive whiteboard.
Lesson Plan
During the classes
2. I’ll start today’s lesson with a riddle: there’s a black box in front of you, try to guess what’s in it using the descriptions? (slide (see presentation))
- This is a plant organ that is vital for it.
- This organ appears at a certain period in the life of the plant.
- With its help, plants can spread throughout the Earth.
This is the seed. (slide)
So, today in class we begin to study seeds. Our first lesson will be devoted primarily to the structure of seeds, in addition, we will learn what happens when seeds germinate.
(y Students write down the date and topic in their notebooks.) (slide)
A flowering plant begins its life from a seed. If the seed finds itself in favorable conditions, it begins to germinate. The root appears first, and then a small shoot. This small plant is called sprout . After some time, the young plant begins to develop leaves, flowers, fruits and, of course, seeds. Seed considered an organ of sexual reproduction and dispersal of plants. (slide)
(question to students)
What type of plant reproduction other than sexual do you know? (vegetative)
The shape, size, and color of seeds of various plants are very diverse. (textbook page 39-40). (slide) Usually the seed is covered on the outside with an outer shell - peel . Its thickness, hardness, and color vary among the seeds of different plants. The surface is also heterogeneous; it can be smooth or have irregularities in the form of spines and hairs. (You can invite students to answer the question themselves: What is the role of these modifications in the structure of the shell?). All these devices serve for better distribution and dispersal of seeds.
There is a small spot on the seed coat - hem , this is the site of attachment of the immature seed to the wall of the fruit. Next to the scar there is a tiny hole - seminal entrance . Water penetrates into the seed through the seed entrance, after which the seed swells and germinates. Under the skin is embryo , which gives rise to a new plant.
The embryo has two main parts: germ shoot And germinal root . In turn, the embryonic shoot consists of: germinal bud , embryonic stalk And cotyledons . The seed embryo may contain one or two cotyledons (slide). Flowering plants that have a seed embryo with one cotyledon are called monocots (wheat, corn, tulip), and with two dicotyledonous (apple tree, beans, peas).
Seeds can remain dormant for up to 3-5 years, and sometimes more. When a seed is exposed to favorable conditions (moist soil, a certain temperature, sufficient air), it can germinate. Germination is preceded by swelling, because Water enters the seed through the seed entrance. All seeds swell, but only those with a living embryo can germinate. The result of seed germination is a small plant, which, as we already know, is called sprout (sprout demonstration) (slide). The first to emerge from the seed, as I have already said, is the embryonic root.
(question for students)
Why the spine? (fixes the plant in the soil).
Then an embryonic shoot appears.
If you remove the cotyledons from a bean sprout, it will die. The cause of death will be a lack of nutrients. Consequently, the cotyledons perform the functions of an organ that stores nutrients that initially feed the germinating embryo. But in some seeds, reserve nutrients are not located in the cotyledons, but are located in a special tissue - endosperm , which surrounds the embryo .
(physical minute)
Now you have to do laboratory work to study the structure of a bean seed. You have the necessary equipment on your tables, instructions for performing the work are in the textbook on page 44 and on your tables in special forms ( attached). You enter the results of your work on this form. But, before we get to work, let's remember TB ( see safety form).
Safety instructions
when performing laboratory work (on each student’s desk)(slide).
- You should work at the table carefully.
- Do not make sudden movements.
- Use caution when using a piercing instrument (needle). Hold the object with your fingers so as not to prick yourself.
- Keep your work area tidy and do not throw objects around.
- After completing the work, tidy up the work area.
Laboratory work No. 4 (slide).
Topic: Study of the structure of bean seeds.
Equipment: magnifying glass, dissecting needle, swollen bean seeds, napkin.
PROGRESS (slide)
- Find the hilum and the spermatic opening.
- Conclusion.
3. So, today we became acquainted with the concept of a seed, we learned what structure it has. You yourself were able to study the structure of the seed in practice.
Well, now, let’s check how you have learned today’s lesson - let’s play the “believe it or not believe it” game: after reading the sentences, determine whether it is correct or not. If the sentence is correct, then put “+” on the card; if it is incorrect, put “-”.
“I believe it or not” (slide)
Now, exchange jobs with a neighbor, check and rate: (each “+” is worth 1 point).
Show the parts of a bean seed ( a game) (slide) .
- Embryonic root.
- Peel.
- Cotyledons.
- Germinal stalk.
Summing up the work: ( compiling a syncwine) (slide) .
Example of syncwine:
Grading.
5. Homework: (slide)
Laboratory work No. 4.
Studying the structure of bean seeds .Study the external and internal structure of the seed of a dicotyledonous plant.
Equipment:
magnifying glass, dissecting needle, swollen bean seeds, napkin.PROGRESS
- Consider the appearance of the bean seed and note its shape.
- Find the hilum and the spermatic opening.
- Using a dissecting needle, remove the skin from the seed (pre-wet the seed so that it swells).
- Find the embryo of the seed. Study its structure. Consider the parts of the embryo: two cotyledons, an embryonic root, a stem, a bud.
- Determine which part of the bean seed contains the reserve nutrients.
- Draw a picture of the seed and label its parts.
- Conclusion.
Angiosperms: 1.Have a seed reproduction organ - a flower. 2.After flowering, a fruit containing seeds is formed. 3.The seeds develop inside the fruit, that is, they are protected (covered). 4. The conductive system is well developed, which ensures the rapid movement of substances in the plant.
Lesson objectives: 1. To become familiar with the structure of a seed. 2. Reveal the structural features of seeds of monocotyledonous and dicotyledonous plants. 3.Develop the ability to work with natural objects and compare them. 4. To develop practical skills in recognizing seeds and identifying seeds. 5.Carry out environmental education using the lesson material as an example.
We have a physical education session again, we bent down, come on, come on! They straightened up, stretched, and now they bent back. We stretch our arms and shoulders, To make it easier for us to sit, To write, read, count, And not get tired at all. My head is tired too. So let's help her! Right and left, one and two. Think, think, head. Although the exercise is short, we rested a little.
Conclusions: 1. The seed consists of: the seed coat, the embryo, and contains a supply of nutrients. 2. Embryo – the rudiment of a future plant. It consists of: germinal root, stalk, bud and cotyledon. 3.Cotyledons are the first leaves of the plant embryo. 4. Plants that have one cotyledon in the seed embryo are called monocotyledons - these are wheat, corn, oats, onions, etc. 5. Plants that have two cotyledons in the seed embryo are called dicotyledons - these are beans, cabbage, apple trees, peas, etc.
Test “Believe it or not” Last name, first name: “+” OR “-” 1. All seeds have two cotyledons and an endosperm. 2. Plant seeds that have one cotyledon are called dicotyledonous. 3. Water penetrates into the seed through the seed entrance. 4. The outside of the seed is covered with bark. 5. The supply of nutrients may be in the endosperm. 6. The seed of dicotyledonous plants has two cotyledons. 7. Cotyledons are part of the embryo. 8. Storage nutrients are located in the stem 9. The seeds of monocotyledonous plants contain one cotyledon. 10. In bean seeds, the cotyledons have the largest mass. The task was checked: Score: Last name, first name: "+" or "-" 1. The seed coat plays a protective role. 2. Plants of the dicotyledonous class have one cotyledon. 3. The seed coat is part of the embryo 4. The seed of a dicotyledonous plant consists of the seed coat and the embryo 5. In the wheat grain, reserve nutrients are located in the endosperm. 6. The grain embryo contains two cotyledons. 7. The embryo of a dicotyledonous plant seed contains 2 cotyledons, a root, a stalk, and a bud. 8. The bean seed contains nutrients in the embryo. 9. The seed coat of the wheat grain is easily removed. 10. A seed is the germ of a plant. Task checked: Evaluation: After reading the sentences, determine whether the statement is correct or not. If correct, then put "+", if not correct, then put "-" I option II option _ _ + _ _ _ _ _ _
Score: “5” – no errors “4” errors “3” – 3-5 errors
Questionnaire “Rate the lesson” 1. Was it interesting? 2.Did you learn something new? 3.Was the material studied available? 4.Did you understand it? 5.What difficulties arose (what was not understood)? 6.Your wishes. (answer “no” - 0 points; answer “yes” - 1 point; answer questions 5 and 6 in full)
References: snc6/196329_ _ _362783_ _n.jpghttp://a5.sphotos.ak.fbcdn.net/hphotos-ak-snc6/196329_ _ _362783_ _n.jpg 32.
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