Cellular structure of the body. Repetition. Summary of the lesson "cell - the basis of the structure of a living organism" So the cell seems small

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 of - a microscope. Somehow, on a warm winter evening, Robert Hook decided to consider ............................................................................................................................................................................................................................................... There he saw many, many balls.

Robert zoomed in 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 board? 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 1

What would you like to know about the cell? (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. slide 2

Now we can clearly see that our goals coincided and therefore.

Forward to " JOURNEY IN THE CAGE»!!! slide 3

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). slide 4

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.

So the cage seems small

But look through the microscope:

After all, this is a whole country ... These words will become our motto.

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 of musculoskeletal apparatus that a person has a healthy heart, which ensures the movement of blood through the body, and good lungs- gas exchange. At the same time, the digestive system provides digestion food, and the urinary organs and digestive organs together withdraw 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 many, many 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. slide 6

Every cage is covered on the outside shell./ 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. Slide 7

Inside the cell, all its space is occupied by a colorless viscous substance. it cytoplasm. 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.

The nucleus is located in the cytoplasm. 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. Slide 8

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 system tubules 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 cells

Microfilaments-this is very thin protein filaments with a diameter of 5-7 nm. They help the cell move

Almost 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 clothof this organ / nerve cells form nervous tissue, fat cells - fat, muscle cells - muscle tissue /

Like organ systems, cells work in concert with their neighbors.Slide 9

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.

UMK system L.V. Zankov

Teacher Titova Svetlana Anatolyevna MBOU "Stepnovskaya secondary school"

Lesson topic . The cell is the basis of the structure and growth of living organisms.

Target. Organize the work of students with the text to obtain the following results:

subject: 1. names the constituent cells; 2. names the types of cells and types of tissues; 3. establishes causal relationships; 4. talks about the life of the cell; 5. talks about the lifespan of cells;

metasubject

cognitive:

Finds the necessary information to solve a didactic problem with the help of a textbook;

- records ( fixation) information in the form of a table, scheme;

2. communicative:

- distributes functions, roles in joint activities, taking into account the interests and capabilities of partners;

3. Regulatory:

Plans actions in accordance with the task;

Controls the result.

During the classes.

2. Checking homework. Introduction to the topic of the lesson.

What tasks did you do at home?

Group work.

Show each other your photos, your notes.

What can be the conclusion?

Why did you grow up?

They measured their weight, height and recorded in a workbook. With the help of parents, height and weight at birth were recorded. Compared photos (I'm a preschooler, I'm currently).

Children share their impressions in groups.

We have grown up, our appearance has changed, our weight has changed ....

Assumptions of children: all living organisms grow; the bones got bigger; We are made up of cells, and they grow....

3. Goal setting.

Guys, you made a lot of assumptions about why a person grows. But, the truth is always the same. What is the goal for the lesson?

Children formulate a goal:

Find out the cause of human growth.

4. Work on the topic of the lesson.

1. Work in a group (fig. on page 20 “Cell structure”, chicken egg cell in a saucer and fig. “Onion peel cell” (magnification under a microscope).

Compare the drawings and the chicken egg. Based on the results of the observations, fill in the diagram "Structure of the cell"

What conclusions can be drawn?

Present your schemes, tell what parts the cell consists of.

2. Working with text. Converting information into a diagram, table. Children receive packages with prepared tables, diagrams, ready-made words and expressions. It is necessary, using the text of the textbook, to fill in the tables and complete the diagram (pp. 21-23).

Table for gr. No. 1.

Scheme for gr. No. 2

cell life span

Table for gr. Number 3.

Table for gr. No. 4.

cell vitality

3. Presentation of the result of the work of the groups.

Children compare a chicken egg and a drawing, fill out the diagram

Cell structure

nucleus cytoplasm membrane

CONCLUSION 1: a chicken egg is a cell.

CONCLUSION 2: cells are invisible to the eye and those that can be seen without a microscope.

Children talk about the structure of the cell, demonstrating the scheme.

With the help of the text, children fill in the tables and draw up a diagram.

Children show results:gr. No. 1.

fabric name

example

bone

bone tissue, cartilage

leg bones, arm bones

epithelium

epithelial tissue

leather

nervous

nervous tissue

eye nerve

muscular

muscle

arm muscles

gr. No. 2

cell life span

long short

muscle cell epithelial cell

nerve cell (updated after 1-2 days -

in the intestines; updated

after 1-2 weeks - skin cells

Table for gr. Number 3.

Cause-and-effect relationships

consequence

cells work hard

cells receive a lot of nutrients, oxygen

cells don't work

cells receive little nutrients, oxygen

the athlete is constantly engaged in physical work

enlarge and strengthen muscles

muscles weaken

a person needs outside help, walks with difficulty

a person is sick for a long time, lies in bed

muscles weaken

gr. No. 4.

cell vitality

proof, condition, examples, consequence

cell is a living organism

breathes, eats, reproduces, grows, dies

the cell dies

no oxygen, no food

cell grows and divides

have breath, have food

cells work

one substance is transformed into another

5. Reflection.

So why does a person grow?

Show the process of cell division using a diagram. Each group has a hint. But, you can do the job without it.

Scheme "The process of cell division"

prompt:

The human body is made up of cells. Cells are living organisms. They grow, divide, there are more of them, and we grow.

Children demonstrate diagrams:

6. Homework

- No. 9 p. 5 (workbook)

Lesson development (lesson notes)

Presentations for lessons

Basic general education

Line UMK VV Pasechnik. Biology (5-9)

Attention! The site administration site is not responsible for the content of methodological developments, as well as for the compliance of the development of the Federal State Educational Standard.

Winner of the competition "Electronic textbook in the classroom".

Target: generalize and systematize knowledge about the structure of the plant cell and the vital processes occurring in it.

Planned results:

• personal: the formation of communicative competence in communication with students and the teacher in the process of educational activities;
• meta-subject: the ability to correlate their actions with the planned results, control their activities, evaluate the results of activities;
• communicative: ability to work in a group;
• regulatory: the ability to make an assumption and prove it;
• cognitive: choose the grounds for comparison, building a logical chain
• subject: identifying the distinctive features of fungi, comparing biological objects, the ability to draw conclusions.

Type of lesson: summary lesson.

Lesson equipment: tables “Plant cell”, “Mitosis”, envelopes with assignments, microscopes, Petri dishes with pieces of onion, slides and coverslips, dissecting needles, pipettes, glasses of water, napkins. Tasks in envelopes.

EFU used in the lesson: electronic supplement to the textbook Biology. Bacteria, fungi, plants VV Pasechnik Drofa Publishing House.

Type of ICT tools used in the lesson: computer, projector, screen. laptop for teachers, laptops for students (20 pcs). Headphones (for working with sound sources of information). multimedia presentation.

The classroom is prepared for the work of students in three groups. Grouping occurs independently. Tokens of three colors according to the number of students. Students draw a token of a certain color and unite by color, forming three groups.

During the classes

organizational stage. Greetings

Formulation of the problem

W: After solving the puzzle, you will know the topic of the lesson.

COP PRO NZV VLT BSO ICR LAE YUDN GHI TNE

Knowledge update

At: The cell is the structural and functional unit of all living organisms. In addition, the cell itself is alive. All living organisms are either one free-living cell, or an association of a certain number of cells. Slide #2

?: What properties do all living organisms have?

O: Nutrition, respiration, excretion, growth and development, metabolism and energy, etc.

At: The cell is actually a self-replicating chemical system. It is physically separated from its environment, but it has the ability to exchange with this environment, that is, it is able to absorb substances that it needs as “food” and bring out the accumulated “waste”. Cells can reproduce by dividing.

?: Set a goal for the lesson

O: Repeat, consolidate the knowledge gained in the study of the topic: “The cellular structure of organisms”.

W: What questions should we repeat?

O: The structure of the cell, the processes of life in the cell.

Main stage. Generalization and systematization

At: You are divided into three groups. Choose a captain in your group. Captains are invited to receive envelopes with assignments. Preparation lasts for 7 minutes.

Student activities: within each group, roles are assigned to complete the task and protect their project. They study the material, analyze the information, make notes in notebooks. Prepare a group work report.

• I group"Structure of the plant cell". Using the information of the electronic textbook and using the interactive mode, create a “portrait of a cell” (interactive content p. 36; Fig. 20 “Structure of a plant cell”).

1. Systematize knowledge about the structure and function of organelles; for this, move the mouse over the name of each of the elements of its structure and click the mouse.
2. Prepare a micropreparation of the skin of onion scales and examine it under a microscope. Slide #3

• II group“The device of a microscope and the rules for working with it” (interactive content, p. 32-33; Fig. 17 “Light microscope”).

1. Drag and drop the names of the elements of the structure of the light microscope with the mouse.
2. Drag with the mouse the magnification that gives the corresponding combination “Lens - eyepiece”. Slide #4

• III group“The vital activity of the cell. Cell division and growth” (interactive content p. 44; Fig. 24 “Interaction of neighboring cells”).

1. Using the interactive mode, generalize knowledge about the significance of the movement of the cytoplasm in the cell.
2. Using interactive mode, generalize knowledge about cell division. Slide #5

Each group, completing the task, uses different sources of information: an electronic supplement to the textbook, text and drawings of the textbook, a presentation for the lesson. Forms: frontal, group, individual. Methods: verbal (story, conversation); visual (demonstration of tables and slides); practical (search for information from different sources, mini-project); deductive (analysis, generalization). At the end of the work, students present the results of the work of the group.

After answering the questions, students receive other assignments. The teacher offers the most active students to move to another table. They get a more difficult task - to read the text, title it and insert the missing words (in the text they are now in italics).

Tasks of increased difficulty

Fill in the missing terms:

... is a structural and functional unit of all living organisms. All cells are separated from each other by a cell.... On the outside, which is a special dense shell, consisting of.... .The living contents of the cell are represented by.... - a colorless viscous translucent substance. Numerous are located in the cytoplasm .... The most important organelle of the cell is .... It stores hereditary information, regulates metabolic processes within the cell. The nucleus contains one or more ... . There are three types of plant cells... ... are green, ... red, and ... white. In old cells, cavities containing cell sap are clearly visible. These entities are called... .

Correct answer:Cell - the structural and functional unit of all living organisms. All cells cells are separated from each other shell. On the outer side, which is a special dense shell, consisting of fiber. The living content of the cell is represented cytoplasm – colorless viscous translucent substance. The cytoplasm contains numerous organelles. The most important organelle of the cell is nucleus. It stores hereditary information, regulates metabolic processes within the cell. The nucleus contains one or more nucleoli. There are three types in the plant cell plastid. Chloroplasts are green in color chromoplasts red, and leucoplasts - white. In old cells, cavities containing cell sap are clearly visible. These formations are called vacuoles).

The rest of the students draw a general diagram of the structure of the cell, indicating all its parts, using colored pencils.

W: Unfortunately, cells, like all living things, die. Our bodies are also made up of cells. Tobacco smoking and alcohol consumption are especially destructive to the cells of the body.

Tobacco smoke contains toxic substances, such as nicotine, benzopyrene, which destroy cells and promote the development of malignant tumors.

Summarizing

Today we have repeated with you the features of the structure and vital activity of a plant cell. What conclusion can be drawn at the end of our lesson? Slide #6

O: A cell is an elementary living system, the basis of the structure and life of all living organisms. Despite the great diversity of plant and animal cells, all cells have the same parts of the cell membrane, cytoplasm and nucleus. In all cells, similar life processes take place: nutrition, respiration, growth, development, reproduction, metabolism. Slide number 7

Students come up with tokens and get grades.

Homework of the student's choice:

• Create a plant cell model using different materials (plasticine, colored paper, etc.)
• Write a story about the life of a plant cell
• Prepare a message about the discovery of R. Hooke
• Visit the school laboratory and prepare R. Hooke's "historical" preparation*

Used Books:

• A.A. Kalinina. Pourochnye developments in biology. 6 (7) class. - M .: Wako, 2005.

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.