Summary of the lesson on the topic "cell - the basis of the structure and growth of living organisms." Summary of the lesson "the cell is the basis of the structure of a living organism" The cell is the basis of the structure and growth of living organisms
LESSON SUMMARY
1 (CONVERTERDEVELOPMENT OF INFORMATION)
In front of you is a height gauge. Indicate with an asterisk your height when you were born. Now indicate your height at the current moment. Make a conclusion. And now let's work with the scale scheme. On which thicket would you place yourself with the weight that you had at birth? And at the moment? Why?
2. Determining the topic of the lesson. Knowledge update. What questions could you formulate on these findings? What can help us answer these questions? We can find out the main "culprit" of changes in our height and weight by solving a crossword puzzle:
1. I am a hindrance protector
At the egg and at the nut. FROM To ORLUPA
CYP L YONOC
3. What a white blanket
Did the inside of the egg stick to the shell? B E LOC
4. For protein - you look -
What is there inside? VC T OK
5. Breathes more than any of us
Every moment and every hour?
Without what is nature dead?
That's right, without... To ISLORODA
6. To be healthy, gaining knowledge,
It's very important to be right... PET BUT NIE
Read the keyword. What cell can be discussed in this lesson? So, the topic of the lesson is "The cell is the basis of the structure and growth of a living organism."
3. Discovery of new knowledge by children.(INFORMATION EXTRACTION) Now study the new material, working in a group - read the text of the textbook pp. 20-21. In front of you is a microscope, a slice of orange. All this will be useful to you in your work.
4. Primary consolidation, application of new knowledge in practice. (PRIMARY INFORMATION PROCESSING)
1. Then do the test - circle the letter with the correct answer.
TEST
1. All living organisms consist of
K) lobules L) parts of M) cells
2. The main part of the cell
A) center O) nucleus D) brain
3. Thick liquid filling the cell
K) protein L) cytoplasm M) yolk
4. Cell border, its protective layer
O) shell C) shell K) skin
5. The device, thanks to which they saw the cell
C) magnifying glass D) telescope E) microscope
6. Living organisms are composed
F) from one cell X) from many cells C) it happens in different ways
7. Cells have a function
I) multiplication S) division E) addition
Check: Did you get a word from the circled letters? Which? So you answered all the questions correctly! Let's check your answers!
2. Working with a drawing - page 22
What types of cells are there? What is common in their structure? How would you explain the differences in their structure? Think in a group: 1 gr. - about bone cells, 2 - about nerve cells. 3 - about muscle cells. 4 - about epithelial cells. (INFORMATION CONVERSION)
Version listening.
And where can you get reliable knowledge about this? (PLANNING INFORMATION SEARCH) At home, prepare a group message on the topic.
3 . Work with text. Finish reading the text (pp. 22-23) and restore parts of the "broken" phrases. (INFORMATION EXTRACTION)
"in sick and inactive people"
“The more work falls to the lot of cells…”
“the more nutrients and oxygen they get”
“The less cells work…”
“the less food and oxygen they get”
"Muscles get bigger and stronger..."
"Athletes and physically working people"
"Muscles Weaken..."
4. Reflection of activity.(INFORMATION CONVERSION)
Solving the crossword puzzle at the beginning of the lesson, you called the answer words: shell, chicken, protein, yolk, oxygen, nutrition. How do these words relate to the topic of our lesson?
Let's check how each of you learned the topic of the lesson - individually answer the questions of the same test. Peer review (work in pairs).
Which saying about health would you choose as the epigraph of this lesson?
"A smile promises us an extension of the century, and malice only ages a person"
"Don't open your mouth in the cold autumn once again"
"Move More, Live Longer"
"Moderate food is always healthy"
"The harder you chew, the longer you live"
"Sleep is better than any medicine"
"Whoever makes people angry for nothing, everything hurts"
5. D.Z. Group task. Prepare a report on the topic "Types of cells." Make a plan for the message.
Primary school teacher Fayzullina O.V.
So the cage seems small
But look through the microscope:
After all, this is a whole country ...
Lesson type: a lesson in the formation and improvement of knowledge.
The purpose of the lesson:
promotion of a healthy lifestyle based on interdisciplinary connections in a modern school and using interactive equipment.
Tasks:
educational:
Create conditions for the formation in children of ideas about the structure of the cell; to acquaint with the distinguishing features of plant and animal cells;
Generalize and consolidate knowledge about the structure and functions of the main parts and organelles of the cell
To trace the interdisciplinary connections of biology with literature and physical culture on the issues of a healthy lifestyle;
Create conditions for the formation of the ability to see, compare, generalize and draw conclusions;
Developing:
To develop cognitive interest in the world around us by attracting entertaining material, creating problem situations;
Develop logical thinking, imagination, perception, speech;
Develop the observational ability and creativity of students.
Educational:
To form the communication skills of students, the culture of dialogue communication;
Promote a healthy lifestyle;
To cultivate interest in the world around us, the desire to learn and make discoveries.
Personal UUD:
The internal position of the student;
Educational and cognitive interest in new educational material;
Orientation to understanding the reasons for success in educational activities;
Self-analysis and self-control of the result;
The ability to self-assessment based on the criteria for the success of educational activities.
Cognitive UUD:
Search and selection of necessary information;
Application of information retrieval methods;
The ability and ability of students to perform simple logical actions (analysis, comparison).
Communicative UUD:
The skills to explain your choice, build phrases, answer the question posed, argue;
Ability to work in pairs, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.
Regulatory UUD:
Control in the form of comparison of the method of action and its result with a given standard;
Correction;
Grade.
Methods:
verbal - a conversation based on the knowledge of students;
visual - demonstration of video films, visual aids, additional literature, presentations;
practical - work with interactive simulators;
research - the search for the right answers to the questions posed, from ignorance to knowledge;
Methodical methods:
logical - identifying common features, differences, formulating conclusions;
organizational - frontal, group, individual work of students;
technical - the use of visibility, interactive equipment.
Equipment : computer, microscopes, multimedia projector, eqrun
During the classes:
Stages of the lesson, goal
Hello, have a seat. On the tables you have: a textbook, school supplies, a microscope, a lesson route sheet. So, ... The bell rang, the lesson begins. I smile at you, and you smile at each other. We are kind and welcoming. We are all healthy. Take a deep breath and exhale. Exhale yesterday's resentment, anxiety. Breathe in the freshness of a winter day. I wish you good mood and respect for each other. Join hands and repeat:We are smart!We are friendly!We are careful!We are diligent!We are great at learning!Everything will work out for us!2. Setting the goal and topic of the lesson Target:organize and direct the cognitive activity of students to the goal
3.Motivation. Creation of a problem situation. Prepare students for the active and conscious assimilation of new material.
II . Knowledge update. Purpose: to repeat and summarize the knowledge of students on the topic covered.
1. Introduction of new knowledge based on the experience of children. Purpose: to identify the level of knowledge on the topic under study Learning new material:Introduction to the topic.Dive into the topic.
III .Fizminutka (3min) IV .Primary fixing of new material.
V .Work according to the textbook
VI . Anchoring Purpose: to repeat and consolidate the studied material.
VII. Lesson summary
1. Reflection. (1 minute)
2. Homework
In a distant foggy rainy country - England lived - there was a great scientist. His name was Robert Hooke. He was engaged in a very interesting and important business - research. To do this, he came up with a marvel - an apparatus that magnifies and helps to see: what small organisms are built from - a microscope. Somehow, on a warm winter evening, Robert Hooke decided to examine under a microscope …………………………………… …………………… He adjusted the microscope for a long time, sat down comfortably and looked into the eyepiece. There he saw many, many balls. Robert enlarged the image to see what parts these balls are made of.Today I invite you to become explorers.Organizes and directs the activities of students to the active and conscious assimilation of new material.
(
There is an inscription on the board: A CELL is a living brick of the body.)
- Read what is written on the blackboard? What do bricks and cages have in common? (Buildings are built with bricks, and organisms are built with cells.)The cell is the basis of any organism.slide
- What would you like to know about the cage? (Students: find out the structure of the cell, find out what work it does in the body?)
Teacher: Now look at the slide and compare if our lesson goals matched?1. Learn the structure and functions of an animal cell.2. Determine the role of each organoid in the life of the cell.3. Learn to recognize organelles by their appearance.
Now we can clearly see that our goals coincided and therefore.Forward to "JOURNEY IN THE CAGE
»!!!
Why do you need to know the structure of the cell. (Student answers)
It is in the cells that changes begin to develop, leading to diseases. Therefore, physicians often need a very detailed study of the cells of a sick person, their structure, shape, chemical composition, and metabolism. Ideas about the structure and development of cells are widely used in genetics - the science of heredity and variability of organisms. Sometimes knowledge of cell theory helps forensic scientists to detect a criminal, establish paternity, and reveal much more - exciting, mysterious, unknown.
Every self-respecting traveler should check how well he is going on the road. What can we take with us on the journey of knowledge?
(Students: - equipment (microscope, textbook, additional material).)Teacher: right, but we still have to take with us one of the most important things - the knowledge base that we have accumulated in previous lessons.
Game "Complete the offer"
When they say that the human body works like a clock, they mean that the nervous system, simultaneously controlling the vital activity of all systems, allows the body to perform all the necessary movements with the help ofmusculoskeletal apparatus that a person has a healthyheart, which ensures the movement of blood through the body, and goodlungs - gas exchange. At the same time, the digestive system providesdigestion food, and the urinary organs and digestive organs togetherwithdraw waste products of metabolism from the body. Each organ system is necessary for the life and activity of the human body.
Man relates to the natural world Let's go on a trip....
So, write down the topic of the lesson in the route sheets.
Consider what the tissues of different human organs look like
We saw a lot of balls that are shaped like a cage
Having done the work, you mark the structure of the cell in the route sheets and draw a conclusion.
Student performances
Despite its tiny size, the cell is unusually complex. Every cell is constantly undergoing thousands of different chemical reactions. No wonder it is compared to a chemical plant. Let's get acquainted with the amazing and complex structure of the cell.Every cage is covered on the outsideshell ./ membrane/ The membrane separates the contents of the cell and the cell from the external environment. It has holes– pores . The pores in the cell membrane are necessary for the exchange of substances with the environment, through them water and other substances enter and leave the cell.Inside the cell, all its space is occupied by a colorless viscous substance. itcytoplasm . It moves slowly - this is one of the properties of a living cell. This fluid carries nutrients. With strong heating and freezing, it is destroyed, and then the cell dies.
Located in the cytoplasmnucleus.Nucleus – the main organelle of the cell, it controls all life processes. It contains special bodies - chromosomes, which store all the information about the cell, which, without dying, will be transmitted from cell to cell, from generation to generation, carefully carrying the baton of Life.
Metachondria are located in the cytoplasm of cells. Their form is different. They can be oval, rod-shaped, filiform. They participate in the exchange of oxygen, they are called "energy stations" of the cell.
Endoplasmic reticulum – The endoplasmic reticulum connects the main organelles of the cell.Represents a systemtubules and cavities. This is where nutrients are produced.Lysosomes are small bubbles.With their help, intracellular digestion is carried out.Their main role is the removal of waste food from cellsMicrofilaments -this isvery thin protein filaments with a diameter of 5-7 nm.They help the cell moveAlmost all animal cells contain hollow cylindrical unbranched organelles calledmicrotubules . They help the cell keep its shape.Conclusion : cells of any human organ, interconnected by intercellular substance, formthe cloth of this organ / nerve cells form nervous tissue, fat cells - fat, muscle cells - muscle tissue /Like organ systems, cells work in concert with their neighbors.
Insert missing wordAll cells are separated from each other by a cellular (plasma) ... - a dense transparent membrane.The living content of the cell is represented by a colorless viscous translucent substance - ....The cytoplasm contains numerous...The most important cell organoid is ...., which stores hereditary information.The energy center of the cell ... .Terms: cytoplasm, mitochondrion, cell, membrane, nucleus, organellesWrite out the main functions of cells
- Provide the body with oxygen Protect against microbes Help to move Forms a moist protective layer
Independent work Test
1. Who is the discoverer of cells?A. M. LomonosovB. J. BrunoV. R. Guk2. What is the name of the device for monitoring living cells?A. BinocularsB. MicroscopeB. Telescope3. What organisms are made up of cells?A. Only plantsB. Only animalsB. All living organisms4.Set match:
1 Core
5. What causes the growth of any organism?
A. Cell nutrition
B. Cell respiration
B. Cell division /promotes the growth of a person, his bones, the healing of wounds, cuts, damaged muscles, the fusion of broken bones./
6. How many types of cells are there in the human body?
A. 100
B. 200
W. 300
Unfortunately, it's time for us to return. The journey has come to an end.
Conclusion: a cell is a living brick of the body, we can call it not only a brick - a “particle” of our body, but also a whole country in which its citizens live, each of which performs its own, necessary for this country, work. Like organ systems, cells work in concert with their neighbors.
…So the cell seems to be small,
But look through the microscope:
After all, this is a whole country ...
In the route sheets, evaluate the work in the lesson by highlighting the desired emoticon.
Grading
1. Page 12-13, textbook T.s.4-5
2. Prepare a message about the opening of the cell
3. Compose a fairy tale about the adventures of cell organelles.
Lesson over, THANK YOU!
Gileva Galina Vladimirovna,
primary school teacher
MBOU Abakan "Lyceum"
Subject: World around
Grade: Grade 4
Topic "The cell is the basis of the structure and growth of living organisms"
Lesson type: Discovery of new knowledge (technology of the activity method)
UMC: "The system of developing education L.V. Zankov"
Routing
Topic | « The cell is the basis of the structure and growth of living organisms. » |
Goal, tasks | Development of cognitive activity, creative abilities in the process of educational and research activities. Educational:To form the concept of "cell" among students, to introduce the structure of the cell, to clarify and systematize students' knowledge of the meaning of the cell as the basis of the structure and growth of living organisms. Bring up culture of behavior during frontal work, individual work, work in groups. Form UUD: Personal: awareness of the importance of the role of "researcher", evaluation of one's work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding the knowledge of students about the possibilities of water, practical work. - Regulatory UUD:the ability to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action;express your guess. - Communicative UUD: skill express your point of view, correctly formulate the statement; cooperate with other members of the group, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others. - Cognitive UUD: skill navigate your knowledge system:to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions based on your life experience and information received in the lesson. |
Planned result | Subject: Assimilation of the concept of "Cell". The ability to name and show the components of the cell structure; talk about the meaning of the cell, how the life of the cell is connected with the way of life of a person, determine the causes and effects; understand and name types of tissues Personal: Metasubject: Be able to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action at the level of an adequate retrospective assessment;plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made;make one's guess(Regulatory UUD). Be able to formulate your thoughts orally;correctly formulate the statement; cooperate with other members of the group, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others. (Communicative UUD). Be able to navigate your system of knowledge:to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using your life experience and information received in the lesson; conduct observations on a given basis; formulate your thoughts in oral and written speech, draw up your conclusions in a table (Cognitive UUD) |
Basic concepts | Cell, nucleus, cytoplasm. Bone cell, nerve cell, muscle cell, epithelial cell |
Intersubject communications | The world around (Anatomy, biology, chemistry) |
Resources: Main Additional | Dmitrieva N.Ya., Kazakov A.N. The world. Textbook for the 4th grade. Part 1. Page 19-23 Dmitrieva N.Ya., Kazakov A.N. Workbook for the textbook "The World Around", Grade 2. Pages 22-23 No. 57,58 Researcher's sheet Presentation "Cage" For the teacher: laptop, media projector, experiment kit, microscope, onion cage demonstration material For students: research sheet, textbook, notebook, cell research kit, explanatory dictionaries |
Space organization | front shape Individual work Group work |
Lesson stage | Activity students | Activity teachers | Time |
1. The stage of motivation (self-determination) for learning activities. Target: development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities. | They name what scientists do, what qualities they need, repeat the rules of conduct in the classroom. | Psychological mood. Moments of harmony. Creating a favorable environment in the classroom. - Good afternoon my nature lovers. Welcome to the science lab. In the lesson, I suggest you be scientists. What are scientists doing? There are four scientific groups in our laboratory. Each group has: | 1 minute. |
2. The stage of updating and fixing the difficulty in the trial action. Target: repetition of the studied material necessary for the "discovery of new knowledge" | Recall the learning material. They answer questions. Determine the topic of the lesson Fix an individual difficulty (I don't know). | "Brainstorming" - work in groups Man lives in the world around him. He is part of this world, part of nature. Prove it. He breathes, eats, grows, moves, he has children, he dies. And now I ask you to think: have you changed a lot since you were born? Yes. How? We have grown. Why do you think?This will be the first problematic question of the lesson. Hypotheses. What will we talk about in class? Lesson topic: Cell -the basis of the structure and growth of living organisms. What would you like to know about this topic? What is a cell? How is the cell arranged? What kind of cells are there? What kind of work do they do? ….. How many types of cells are there? How might they differ and why? | 3 min. |
3. The stage of identifying the place and cause of the difficulty. Target: to organize an analysis by students of the situation that has arisen and, on this basis, to identify the places and causes of the difficulty. | Discussion of a problematic situation. | Why couldn't they answer the questions? Not enough knowledge. | 1 minute. |
4. Building a project to get out of the difficulty (goal, theme, plan, method, means). Target: setting the goals of educational activities and on this basis - the choice of the method and means of their implementation. | Formulate the purpose of the lesson. Name the steps of the learning activity. Get acquainted with the sheet of the researcher. | What is your goal for the lesson? The purpose of the lesson: Learn the structure, meaning of the cell How do you work in the classroom when you discover new knowledge?(We must take two steps: to understand what we do not yet know, and to find out for ourselves.) How will we reach our goal?(Textbook, notebook, additional sources of information, experiments, own knowledge, teacher) And our today's assistant will be the researcher's sheet, where you will record the knowledge gained, evaluate your work. | 1 minute. |
5. Stage of implementation of the constructed project. Target: construction by students of a new method of action and the formation of skills to apply it both in solving a problem that caused difficulty, and in solving problems of this class or type in general. | Listen to the teacher's story Working with a plan. Group work. Children examine the contents of the plates. Find the necessary information in the textbook, additional sources. Individual work with the sheet of the researcher Formulate conclusions. Perform and share their knowledge. Children's Assumptions | All living organisms are made up of cells. Man and plants, cat and frog, microbe and algae. Englishman Robert Hooke in 1665looking at a microscope designed by him, a thin section of cork tree bark, counted 125 million cells in 1 square inch (2.5 cm). He called them cells. Anthony van Leeuwenhoek, a Dutch naturalist in the 17th century, invented a microscope with a magnification of 200 times, discovered the world of microorganisms. Peter 1 brought the first microscope to Russia Plan
For our laboratory to work successfully, we need to remember the rules by which scientists work. IT IS FORBIDDEN: Taste any substances, take them in hand. Consider substances with caution. Plan work. 1) Work in groups. Groups receive an additional task: Group 1 - What is the core? Kernel value. Group 2 - What is the cytoplasm? Meaning. Group 3 - What is a shell? Meaning. Group 4: additional material about cells. (There are plates with a set of different products on the table. Be sure to cover them so that the children do not see them.) Take on desks on a plate. Consider the contents on the plates: an orange slice, a slice of watermelon, a tomato, fish caviar, a chicken egg. How do you think they relate to the topic of the lesson? Examination. Presentation by group representatives. What is the main part of the cell? What is cytoplasm? What role does the shell play? Conclusion: the main parts of the cell are the membrane, cytoplasm and nucleus How did such a big carrot come about? (or some other representative) (A carrot and a seed that is being planted are shown) In nature, there are living organisms, consisting of only one cell, and multicellular. Most organisms are multicellular. How many cells does our body consist of? A person develops from one cell. Can we conclude that the cell is alive? Let's think. Conclusion : cells grow, breathe, feed, multiply, die. 2) We have considered plant cells. On page 22 of the textbook, consider the types of human cells Name them. (Bone, nerve, muscle, epithelial cell) What is common in their structure? What are the differences? How would you explain them? There are several types of cells in our body and, of course, all have a certain job. (looking at pictures of cells in various tissues) What do nerve cells look like? / on the …. they have rays / - it is precisely through these “rays” that signals from organs to the brain pass and vice versa. Without these cells, we would not be able to feel, speak, move, etc. What is the backbone of our body? (skeleton, bones) these cells look like this... Thanks to the work of muscle cells, we can move. These cells are elongated, very strong, they can stretch and contract, thanks to which we make movements. Cells are very interesting. This process is called bisection . Before division, the nucleus increases, stretches, a constriction is formed in the middle, which “breaks” it. New nuclei diverge in different directions, and a constriction from the shell begins to form between them. The cytoplasm spreads over the compartments, and the cells gradually break away from each other. Young cells grow and divide again - as a result, the whole organism grows. Additional material. cell life span. How long do cells live? (As long as a person or animal lives) Muscle and nerve cells are long-lived. They work continuously throughout a person's life. But skin cells are renewed in 1-2 weeks. The life of epithelial cells covering the inner walls of the intestine is short - only 1-2 days. Dead cells are constantly being replaced by new ones. But for this a person must eat, breathe, move. | 20 minutes. |
6. The stage of primary consolidation with pronunciation in external speech. Target: assimilation by students of a new mode of action in solving typical problems. | Speaking of acquired knowledge. Answer questions based on the table. | Think about the topic of our lesson. What questions do we want to find answers to? What have we learned about the cell? Complete the sentences: All living things have ... .. cellular structure. The main parts of the cell are: ………..sheath, cytoplasm and nucleus. Living cells……… breathe, feed, grow and multiply. Cells differ in…….. in size, shape and function. A microscope is a device for studying ……….. small objects. So why are we growing? | 4min |
7. The stage of inclusion in the system of knowledge and repetition. Target: repetition and consolidation of what was previously studied and preparation for the study of the following sections of the course, identifying the limits of applicability of new knowledge and teaching how to use it in the system of previously studied knowledge, repeating the educational content necessary to ensure meaningful continuity, including a new way of acting in the knowledge system. | Based on the knowledge gained, the children answer the test questions | Test. Mikhail Vasilievich Lomonosov Robert Hooke Anthony Van Leeuwenhoek Binoculars Microscope Telescope Only plants Only animals all living organisms 4. Match shell semi-liquid mass Cell nutrition Cell respiration cell division | 3 min. |
9. The stage of reflection of educational activity in the lesson. Target : students' self-assessment of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action. | The guys speak in one sentence, choosing the beginning of the phrase from the reflective screen on the board. Self-assessment. They listen to information about homework, instructions on how to complete it. | Today I found out... It was interesting… I have been doing assignments... I purchased... I was surprised... I wanted… I want to know … Create a cell model (application or plasticine). (Information about homework, briefing on its implementation). Retelling pp. 20-23 Thank you for the lesson. I liked that you were active, inquisitive. You are little explorers! | 3 min. |
Nucleus is the most important part of the cell. In a cell, the nucleus is usually in the center. The nucleus stores hereditary information about the cell and the organism as a whole. For example, what size the organism should be, what color its hair and eyes will be, who the future organism will look like - like dad or mom, and it happens that the future organism can look like a grandmother or grandfather.
The cytoplasm is for the cell's internal environment. Consists of a viscous semi-liquid substance similar to jelly. In addition, it is permeated with numerous threads. Organelles (ribosomes, chloroplasts, etc.) live in the cytoplasm. Cytoplasm exists in both plant and animal cells. It is in constant motion, so many of the substances necessary for the cell move through the cytoplasm, and they are sent exactly to the part of the cell that is needed. In addition, the cytoplasm binds organelles together, and many chemical reactions take place in it.If the movement of the cytoplasm stops, the cell dies, since only being in constant motion can it perform its functions. Thus, the functions of the cytoplasm: the movement of substances around the cell and the binding together of all parts of the cell.
Shell . In both plant and animal cells, it is a kind of fence that surrounds the cell from the outside. The main job is protection. After all, the cell, like any other living organism, has its enemies. Therefore, the shell protects the cell from the effects of the external environment. For example, so that harmful microorganisms, metabolic products, etc. do not penetrate into the cell. Various outgrowths and folds can be seen on the surface of the shell. Thanks to them, the cells are firmly connected to each other. This helps them communicate with each other. In addition, the surface is riddled with tiny holes called pores. Through these pores, the contents of one cell are connected to the contents of other neighboring cells, some substances move.
F.I.
Plan
- Find and examine the cell, determine the structure, draw the cell on the researcher's sheet.
- Determine the value of the cell.
- Determine the types of cells
Cell structure
Test
1. Who is the discoverer of cells?
a) Mikhail Vasilyevich Lomonosov;
b) Robert Hooke;
c) Anthony Van Leeuwenhoek.
2. What is the name of the device for monitoring cells?
a) binoculars;
b) microscope;
c) a telescope.
3. What organisms are made up of cells?
a) only plants
b) only animals;
c) all living organisms.
4. Match
nucleus small body located in the interior of the cell
cytoplasm outer shell of the cell
shell semi-liquid mass
5. What causes the growth of any organism?
a) nutrition of the cell;
b) cell respiration;
c) cell division.
Lesson summary on the topic: “The cell is the basis of the structure and growth of living organisms.»
Subject: The world
Class: 4th grade
Lesson type: Discovery of new knowledge (technology of the activity method)
UMC:“The system of developing education L.V. Zankov"
Educational: To form the concept of "cell" among students, to introduce the structure of the cell, to clarify and systematize students' knowledge of the meaning of the cell as the basis of the structure and growth of living organisms.
Bring up culture of behavior during frontal work, individual work, work in groups.
Form UUD:
-Personal: awareness of the importance of the role of "researcher", evaluation of one's work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding the knowledge of students about the possibilities of water, practical work.
- Regulatory UUD: the ability to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; express your guess.
- Communicative UUD: skill express your point of view, correctly formulate the statement; cooperate with other members of the group, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others.
Goals, tasks:- Cognitive UUD: ability to navigate in your knowledge system: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions based on your life experience and information received in the lesson.
Planned results:
Subject:
Personal:
Know how to self-assess
based on the criterion of success of educational activities.
Metasubject:
Regulatory UUD: Be able to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action at the level of an adequate retrospective assessment; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; express your guess.
Communicative UUD: Be able to formulate your thoughts orally; correctly formulate the statement; cooperate with other group members, agree on a sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others ; to formulate their thoughts in oral speech and in writing, to draw up their conclusions in the table.
Cognitive UUD: Be able to navigate your system of knowledge: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using your life experience and information received in the lesson; conduct observations on a given basis;
Basic concepts: cell, nucleus, cytoplasm. Bone cell, nerve cell, muscle cell, epithelial cell.| Lesson stage | Activity in the lesson |
| 1. The stage of motivation (self-determination) for learning activities. | slide1 Good afternoon. slide 2 Welcome to the science lab. Today at the lesson I suggest you become scientists-researchers. What are scientists doing? slide3 Three scientific groups will work in our laboratory. Each group has: |
| 2. Knowledge update | slide4 Group work: Man lives in the world around him. He is part of this world, part of nature. Prove it. (He breathes, eats, grows, moves, he has children, he dies). And now I ask you to think: have you changed a lot since you were born? We have grown. Why do you think? Hypotheses of children are put forward. slide5 What do you think we will talk about in class? Lesson topic: "Cage - the basis of the structure and growth of living organisms. |
| 3. Statement of the learning task | slide6 So that we can learn on this topic? Setting the objectives of the lesson: (children's answers) What is a cell? How is the cell arranged? What kind of cells are there? What kind of work do they do? ….. How many types of cells are there? How might they differ and why? What is your goal for the lesson? The purpose of the lesson: Learn the structure, meaning of the cell How do you work in the classroom when you discover new knowledge? (We must take two steps: to understand what we do not yet know, and to find out for ourselves.) How will we reach our goal? (Textbook, notebook, additional sources of information, experiments, own knowledge, teacher) And our today's assistant will be the researcher's sheet, where you will record the knowledge gained, evaluate your work. |
| 4. Assimilation of new knowledge and ways of action | slide7 Teacher's story: All living organisms are made up of cells. Man and plants, cat and frog, microbe and algae. slide8 Englishman Robert Hooke in 1665 looking at a microscope designed by him, a thin section of cork tree bark, counted 125 million cells in 1 square inch (2.5 cm). He called them cells. Anthony van Leeuwenhoek, a Dutch naturalist in the 17th century, invented a microscope with a magnification of 200 times, discovered the world of microorganisms. Peter 1 brought the first microscope to Russia slide9 Let's plan our study: Plan Find and examine the cell, determine the structure, draw the cell on the researcher's sheet. (work with a microscope, work with a textbook p. 20) Determine the value of the cell (work with the textbook p. 21) Cell types For our laboratory to work successfully, we need to remember the rules by which scientists work. IT IS FORBIDDEN: Taste any substances, take them in hand. Consider substances with caution. On the desks is a microscope. Children are invited to examine and draw the cells of onion peel Plan work. 1) Work in groups. Groups receive an additional task: Group 1 - What is the core? Kernel value. Group 2 - What is the cytoplasm? Meaning. Group 3 - What is a shell? Meaning. What conclusion can we draw about the structure of the cell? Conclusion: the main parts of the cell are the membrane, cytoplasm and nucleus In nature, there are living organisms, consisting of only one cell, and multicellular. Most organisms are multicellular. How many cells does our body consist of? A person develops from one cell. Can we conclude that the cell is alive? Let's think. Conclusion : cells grow, breathe, feed, multiply, die. Slide 10 2) We have considered plant cells. On page 22 of the textbook, consider the types of human cells Name them. (Bone, nerve, muscle, epithelial cell) What is common in their structure? What are the differences? How would you explain them? There are several types of cells in our body and, of course, all have a certain job. (looking at pictures of cells in various tissues) What do nerve cells look like? / on the …. they have rays / - it is precisely through these “rays” that signals from organs to the brain pass and vice versa. Without these cells, we would not be able to feel, speak, move, etc. What is the backbone of our body? (skeleton, bones) these cells look like this... Thanks to the work of muscle cells, we can move. These cells are elongated, very strong, they can stretch and contract, thanks to which we make movements. slide11 Cells are very interesting. This process is called bisection. Before division, the nucleus increases, stretches, a constriction is formed in the middle, which “breaks” it. New nuclei diverge in different directions, and a constriction from the shell begins to form between them. The cytoplasm spreads over the compartments, and the cells gradually break away from each other. Young cells grow and divide again - as a result, the whole organism grows. Additional material. cell life span. How long do cells live? (As long as a person or animal lives) Muscle and nerve cells are long-lived. They work continuously throughout a person's life. But skin cells are renewed in 1-2 weeks. The life of epithelial cells covering the inner walls of the intestine is short - only 1-2 days. Dead cells are constantly being replaced by new ones. But for this a person must eat, breathe, move. |
| 5. Consolidation of knowledge and methods of action | Think about the topic of our lesson. What questions do we want to find answers to? What have we learned about the cell? slide12 Complete the sentences: All living things have ... .. (cellular structure). The main parts of the cell are: ………..(sheath, cytoplasm and nucleus). Living cells……… (breathe, feed, grow and multiply). Cells differ in…….. (in size, shape and function). A microscope is a device for studying ……….. (small objects). So why are we growing? |
| 6. Summing up the lesson. Reflection. Homework | Let's summarize the lesson. Complete the sentences: slide13 Today I found out... It was interesting… I have been doing assignments... I purchased... I was surprised... I wanted… I want to know … Homework: Prepare a crossword puzzle on the topic “The cell is the basis of the structure and growth of living organisms. Retelling pp. 20-23 |
Application:
Researcher's sheet
Cell structure
Draw the structure of an onion peel cell. Label the main parts of the cell.
"The cell is the basis of the structure and growth of living organisms"
Goals, tasks:
Educational: To form the concept of "cell" among students, to introduce the structure of the cell, to clarify and systematize students' knowledge of the meaning of the cell as the basis of the structure and growth of living organisms.
To cultivate a culture of behavior in frontal work, individual work, work in groups.
Form UUD:
Personal: awareness of the importance of the role of "researcher", evaluation of one's work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding the knowledge of students about the possibilities of water, practical work.
Regulatory UUD: the ability to determine and formulate a goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; express your guess.
Communicative UUD: the ability to express one's point of view, to correctly formulate a statement; cooperate with other members of the group, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others.
Cognitive UUD: the ability to navigate in your knowledge system: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions based on your life experience and information received in the lesson.
Planned results:
Subject:
Assimilation of the concept of "Cell". The ability to name and show the components of the cell structure; talk about the meaning of the cell, how the life of the cell is connected with the way of life of a person, determine the causes and effects; understand and name types of tissues
Personal:
Be able to conduct self-assessment based on the criterion of success of educational activities.
Metasubject:
Regulatory UUD: Be able to define and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective plan; evaluate the correctness of the action at the level of an adequate retrospective assessment; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made; express your guess.
Communicative UUD: To be able to formulate their thoughts orally; correctly formulate the statement; cooperate with other members of the group, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others; to formulate their thoughts in oral speech and in writing, to draw up their conclusions in the table.
Cognitive UUD: To be able to navigate in their knowledge system: to distinguish the new from the already known with the help of a teacher; acquire new knowledge: find answers to questions using your life experience and information received in the lesson; conduct observations on a given basis;
Basic concepts: cell, nucleus, cytoplasm. Bone cell, nerve cell, muscle cell, epithelial cell.
What cells can we see without a microscope?
Meaning of cells: _________________________________________________________________
__________________________________________________________________________________
What types of cells are found in the human body?
__________________ _________________ __________________ __________________
Prove that the cell is alive.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Goals:
1. Form an idea of the cellular structure of living organisms.
2. To develop in students the ability to compare, analyze, draw conclusions, expand vocabulary.
3. Cultivate interest in the subject, curiosity, observation, analytical skills.
Equipment: textbook “The world around us Grade 3” by L.M. Tsvetova, a workbook on the world around us, a presentation of a microscope with a preparation, a bag, a pea, a lesson dictionary: microorganisms, cell, unicellular, microscope (new words are hung on the board).
During the classes
1. Adaptation stage.
In the lessons of the world around us, we talk about living organisms.
What applies to them? (Slide 3. Presentation)
What characteristics of living organisms do you know? (Slide 4)
What other property unites all living organisms? (Slide 5)
What will we study today in the lesson? (Slide 6)
2. Main stage.
Review the drawings. (Slide 7)
What do they show?
Can we say that these are living organisms?
What group do they belong to?
Is our knowledge sufficient to answer these questions?
Where can we get them?
Open the textbook on page 9 and look for the additional information icon.
Read to the frame.
So what is shown in the picture?
What are these organisms?
Why are they called that?
What device can be used to see them?
What living things are micro-organisms?
Are all animals, plants and fungi micro-organisms?
Which of them?
You have drawings on the tables. Consider them. (Slide 8)
Compare in size, shape, color. Make a conclusion.
Scientists called this structure a cell.
Why the cell will find out later.
Organisms that consist of one cell are called unicellular.
Why do you think they are called that?
What is unicellular microorganisms?
Are all plants, animals and fungi unicellular?
Which of them?
Let's see what other organisms are made of. For this we need a microscope. We will examine the pieces of onion. Remember the rules for using a microscope.
Now consider what an onion is made of.
Sketch. (on leaves)
Compare with slide. (Slide 9)
Are these building blocks similar to the cages we looked at at the beginning?
This structure is called a cell.
What will we conclude?
How many of these cells?
Can we say that they are unicellular?
What are their names? Why?
Look at the structure of the cell. (Slide 10) After long observations, scientists found out that it consists of a shell, inside there is a liquid and a core. (Slide 11)
Not all components of the cell are labeled here. We are just starting to study it, and we are talking 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 the notebook.
Fizkultminutka. (Slide 12)
Have we seen the slides?
Are our eyes tired?
Let's close them tight first!
Then open wide
Then follow the tip of the pointer,
Wherever he moves
Eyes follow him.
Now let's wink a little first with the right eye
Left then.
Is it possible to observe a cell of a living organism without a microscope?
It turns out you can. For this we need bags and peas. Put the peas in a bag and inflate it. Does it look like a cage?
Is there a shell? Nucleus? What replaces air?
And how else can you observe the structure of a cell without a microscope, you will learn by completing task No. 3 at home.
3. Creative stage.
Using the information from the textbook, fill in the table that is on your tables.
List the living organisms that are made up of cells.
What did you see when filling out the table?
What did you write in the first column?
And in the second?
We do not yet know the names of single-celled organisms. What they are called, you will study in biology lessons.
Are there any other groups of organisms that are not labeled?
Make a conclusion.
We've already learned a lot. And how much, you remember well, will show the model that you have to make.
The scheme must indicate all the known signs of living organisms.
Let's check. What signs did you know? (Slide 13)
What other property unites all living organisms?
After studying today's material, what did you write in the empty square? (Slide 14)
What did we study today in the lesson?
Do you remember the problem that was set at the beginning of the lesson?
How will you answer this question now?
Is it really a common property for all living organisms?
Have you completed the task?
Let's turn to the vocabulary of the lesson. Name the main terms. Expand their meaning.
At home, you will do practical work in notebooks No. 2, 3.
In the next lesson, we will look at the cells of various organisms.
