Goals:

1. Determine the conditions for germination and development of a plant from a seed as a result of practical work.
2. Teach students various methods to solve a problem or gain new knowledge (experiments, information search, computer, encyclopedia, etc. sources) and practically apply the acquired knowledge and experience in life.
3. Develop educational and cognitive interest; cultivate curiosity, the need for new knowledge, and an inquisitive mind.
4. To cultivate love for one’s land, a value-based attitude towards the life of people, plants, animals; to cultivate a successful student in oneself, to strengthen the concept of a “good student” model.

Equipment:

1. Textbook, notebook.
2. Scheme-drawing “Development of a plant from a seed.” (Look application to the lesson)
3. Test"Development of a plant from a seed."
4. Equipment for practical work (bean seeds, sprouted bean seeds, napkins, test cups, etc.)
5. Tables, cards, drawings depicting the stage-by-stage development of a plant from a seed.
6. Video film “Seasons”, “Spring”, “April”.
7. Audio recording of music for relaxation “Music of rain”, “Sounds of the forest”.

During the classes

I. Organizing time

Including children in activities. Selection of content area. Organization of student self-determination regarding the known norm of activity in the lesson.

II. Updating knowledge

1) updating of knowledge, sufficient for the “discovery of new knowledge”

No beginning, no end
No back of the head, no face.
Everyone knows: both young and old,
That she is a huge ball.
(planet Earth)

Teacher Questions:

– Why is there life on Earth? (Special conditions have arisen: water, soil, air.)

– What would happen on Earth if it flew around the Sun in a different orbit? (The celestial bodies that are more distant from the Sun receive too little solar heat, they are very cooled, and those that are closer to the Sun are too hot for living beings.)

– What is the main condition for the emergence and development of life on Earth? (The Earth has an air and water shell. Air and water became the main conditions for the emergence and development of life on Earth.)

– What do all living things on Earth need? (In heat, light, water and air.)

– What is the name of the science that studies living nature? (Biology - “BIOS” - life, “LOGOS” - teaching.)

– How did the science of plants – botany – appear? (Ancient people, collecting plants, accumulated knowledge about them.)

III. Formulation of the problem

SPRING is the sun,
SPRING is joy
Spring is life.
The evil blizzard has passed away,
The night became shorter than the day.
A warm wind blows from the south,
The drops are falling, ringing...
Lay down in the snowstorm fields
In your white beds.
And SPRING is coming everywhere,
Drives winter out of the yard.
(G. Ladonshchikova)

WATCHING THE FILM “Awakening of Nature from Winter Sleep”, “Thawed Lands”.

Breathes, grows,
But he can’t walk.
(Plant)

IV. “Children’s discovery of new knowledge”

1) involving children in the situation of choosing a method for solving a problem.

– We decided that it would be clearer if we ourselves observed what happened to the seed under different conditions and determined all the conditions for the germination and development of a plant from a seed. (Method – practical research work).

2) Children solving problems using the chosen method.

PRACTICAL WORK

• "Conditions for the germination of a plant from a seed"
• “Conditions for the development of a plant from a seed”

Goal: to determine under what conditions a seed germinates and under what conditions it does not. (Workbook, p. 34, No. 76, 77.)

Table No. 76. Observations were carried out over 5 days. The table was filled out daily.

1. The seed in a dry napkin did not germinate, no changes.
2. The seeds, in a damp cloth and in the warmth, swelled and a root appeared.
3. The seeds in a glass of water are swollen and have not sprouted.
4. Seeds in the refrigerator in a damp cloth (slightly swollen, not sprouted)

Table No. 77. Observations were carried out for more than 2 weeks. The table was filled out during the “World around us” lessons, observations were made daily.

1. The seed with the root was planted in the soil in cups. The soil is always moist.
2. A sprout appeared on the 3rd day, the sprout breaks through the shell and grows upward.
3. The plant sheds its seed coat.
4. The first leaves appear on the new plant.
5. The grown plant in the closet is yellow and frail.

Students talk about personal experiences, observations, show drawings, photographs, and sprouted plants.

3) Fixing a new algorithm for a concept (“discovery” of new knowledge)

Filling out the diagram - drawing by students individually and by the teacher on the board.

CONCLUSION: For the germination and development of a plant from a seed, MOISTURE, HEAT, AIR, LIGHT, MINERALS are needed.

PUZZLES

I crawled out of the little barrel,
It took root and grew up. (Rostock)

He has no arms
He has no legs
I was able to break out of the ground. (Rostock)

The cramped house split into two halves,
And beads - pellets - fell into the palms.
(Seeds of peas, beans, beans, acacia, colza, radish, turnip...)

HOW DO SEEDS GROW?

Each seed contains a tiny plant embryo inside its tough outer shell. In order for it to grow, each seed contains a supply of nutrients. The most important thing that is necessary for the germination of the embryo is water and warmth. Therefore, the young shoot always heads towards the sunlight. And the root grows down into the soil.

The growth of a seed begins like this: water penetrates into the seed shell, and it swells. The root breaks through the shell first and begins to grow downwards. Then a sprout shoots up. The root grows thin, hair-like shoots that draw water and minerals from the soil. After the sprout makes its way to the surface of the soil, green leaves appear on it.

V. Primary consolidation. CLUB Whychek

"I am a researcher."

1. Children's independent solution of typical tasks.
2. Speaking out loud how to solve a problem.

1) Defense of the research work “How do plants grow and why do they grow upward?” –

SOURCES OF OBTAINING INFORMATION (BOOK, COMPUTER, ADULTS, ENCYCLOPEDIA, ETC.)

2) Defense of the research work “Pomelo. What kind of plant is this? How to grow it? –

(The plant is grown from the seed of a pomelo, the fruit of a citrus plant is a pomelo).

VI. Creating a Success Situation

Additionally:

Test “Development of a plant from a seed” (It is possible to test in the next lesson)

1) Children’s independent solution of standard tasks.

Self-test.

2) Creating a situation (The girl’s tangerine shoot died, she forgot to water it);

Self-esteem. The children are happy with the work.

– What did you like most?

– Now children will be able to properly plant flower seedlings during a technology lesson for a school flower bed.

VII. Lesson summary

1. Today we were researchers, we achieved success, we drew the right conclusions. (The necessary conditions for the germination and development of a plant are water, heat, light, oxygen, minerals).
2. Who defended what project topics?

How did you solve the problem of finding information? What research methods were used? Who helped? (The joy of success, pleasure from the work done)

HOMEWORK:

– Tell parents about the work done; about lesson conclusions on the topic; that you liked that you can now plant any plant yourself.

– In the next lesson we will talk about plants again – about early flowering plants. Look for material for this lesson.

ADDITIONALLY:

A lesson in kindness.

ECOLOGICAL MINUTE: “The importance of plants and animals in human life”

Tree, flower, grass and bird
They don't always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.

Irina Kulichkova, Maria Kovaleva, Svetlana Konopelko

Project name: “Development of a plant from a seed”

Project Manager: Zarembo Marina Nikolaevna

Objective of the project: watch how new plants grow from seeds.

Project objectives:

· Select project participants

· Prepare the necessary equipment for the project

· Create individual conditions for plant germination for each project participant.

· Grow your chosen plant from seed yourself

· Record your observations in a diary

· Draw conclusions on this project

Activities:

· search engine- work with literature and Internet resources about various plants

· creative- developing interest and broadening the horizons of students

· research– monitoring the plants being grown

Object of study: tangerine, tomato

Subject of study: plant growth conditions

Practical output of the project: creation of a collective project

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Tver region

Vyshnevolotsky district

MOBU "Krasnomayskaya Secondary School"

Project

year 2012

Project name: “Development of a plant from a seed”

Project Manager: Zarembo Marina Nikolaevna

Objective of the project : watch how new plants grow from seeds.

Project objectives:

1. Select project participants
2. Prepare the necessary equipment for the project
3. Individually create conditions for plant germination for each project participant.
4. Grow your own plant from seed
5. Record your observations in a diary
6. Draw conclusions on this project

Activities:

1. search engine - work with literature and Internet resources about various plants
2. creative - developing interest and broadening the horizons of students
3. research– monitoring the plants being grown

Object of study:tangerine, tomato

Subject of study:plant growth conditions

Practical output of the project:creation of a collective project

Project implementation timeframe: December 23, 2011 – February 21, 2012

Relevance

The world of plants is amazing and diverse. Every attentive observer and thoughtful researcher can discover something new in it. In the “World around us” lessons we learned about plant growing and the development of plants from seeds. This served as the basis for the creation of our project. In our class, several students expressed a desire to grow their own plant and watch it develop.

Hypothesis

Among the wide variety of plants, there are those that are not so demanding on the length of daylight hours and can grow in artificial conditions. Therefore, we assumed that both tangerine and tomato seeds can be germinated at home.

Project Implementation Plan

1. Clarify the growth conditions of tangerine and tomato.
2. Sprout the seeds and place them in the soil.
3. Observe the development of sprouts.
4. Monitor compliance with conditions.
5. Keep an observation diary.
6. Get the final result.
7. Draw a conclusion.

Expected results

It is expected that as a result of the work a project will be created.

4th grade students will show interest and take an active part in searching for materials about plants in order to further develop the project.

The implementation of the project will solve the problems of nurturing an active life position in children and developing a sense of responsibility.

Project implementation

"Development of a plant from a seed"

The project, which was carried out from December 23, 2011 to February 21, 2012, can be described as research. 3 4th grade students took part in the project.

Project implementation stages:

1. introduction to the project (December 23, 2011)
2. individual work in the project (December 23, 2011 – February 10, 2012)
3. registration and presentation of observations in the form of observation diaries (February 16, 2012)
4. creation of a collective project (February 21, 2012)

At the first stage The topic of the project was chosen, after discussing the situation, a hypothesis was identified, and project participants were selected.

At the second stage Project participants worked independently on their individual tasks. To find the necessary information, Internet resources and library collections were used.

At the third stage The results of their observations are presented in the form of observation diaries. Project participants shared their observations with the class.

Observation diary of Maria Kovaleva:

Diary of observations of Irina Kulichkova:

Observation diary of Svetlana Konopelko:

On final stageThe main attention was paid to the collective analysis of completed cases and the creation of a project.

Project results

Our research has proven that plants, such as tangerine or tomato, are not so demanding on daylight hours and can grow in artificial conditions.

Goals:

1. Determine the conditions for germination and development of a plant from a seed as a result of practical work.
2. Teach students various methods to solve a problem or gain new knowledge (experiments, information search, computer, encyclopedia, etc. sources) and practically apply the acquired knowledge and experience in life.
3. Develop educational and cognitive interest; cultivate curiosity, the need for new knowledge, and an inquisitive mind.
4. To cultivate love for one’s land, a value-based attitude towards the life of people, plants, animals; to cultivate a successful student in oneself, to strengthen the concept of a “good student” model.

Equipment:

1. Textbook, notebook.
2. Scheme-drawing “Development of a plant from a seed.” (Look application to the lesson)
3. Test"Development of a plant from a seed."
4. Equipment for practical work (bean seeds, sprouted bean seeds, napkins, test cups, etc.)
5. Tables, cards, drawings depicting the stage-by-stage development of a plant from a seed.
6. Video film “Seasons”, “Spring”, “April”.
7. Audio recording of music for relaxation “Music of rain”, “Sounds of the forest”.

During the classes

I. Organizing time

Including children in activities. Selection of content area. Organization of student self-determination regarding the known norm of activity in the lesson.

II. Updating knowledge

1) updating of knowledge, sufficient for the “discovery of new knowledge”

No beginning, no end
No back of the head, no face.
Everyone knows: both young and old,
That she is a huge ball.
(planet Earth)

Teacher Questions:

– Why is there life on Earth? (Special conditions have arisen: water, soil, air.)

– What would happen on Earth if it flew around the Sun in a different orbit? (The celestial bodies that are more distant from the Sun receive too little solar heat, they are very cooled, and those that are closer to the Sun are too hot for living beings.)

– What is the main condition for the emergence and development of life on Earth? (The Earth has an air and water shell. Air and water became the main conditions for the emergence and development of life on Earth.)

– What do all living things on Earth need? (In heat, light, water and air.)

– What is the name of the science that studies living nature? (Biology - “BIOS” - life, “LOGOS” - teaching.)

– How did the science of plants – botany – appear? (Ancient people, collecting plants, accumulated knowledge about them.)

III. Formulation of the problem

SPRING is the sun,
SPRING is joy
Spring is life.
The evil blizzard has passed away,
The night became shorter than the day.
A warm wind blows from the south,
The drops are falling, ringing...
Lay down in the snowstorm fields
In your white beds.
And SPRING is coming everywhere,
Drives winter out of the yard.
(G. Ladonshchikova)

WATCHING THE FILM “Awakening of Nature from Winter Sleep”, “Thawed Lands”.

Breathes, grows,
But he can’t walk.
(Plant)

IV. “Children’s discovery of new knowledge”

1) involving children in the situation of choosing a method for solving a problem.

– We decided that it would be clearer if we ourselves observed what happened to the seed under different conditions and determined all the conditions for the germination and development of a plant from a seed. (Method – practical research work).

2) Children solving problems using the chosen method.

PRACTICAL WORK

• "Conditions for the germination of a plant from a seed"
• “Conditions for the development of a plant from a seed”

Goal: to determine under what conditions a seed germinates and under what conditions it does not. (Workbook, p. 34, No. 76, 77.)

Table No. 76. Observations were carried out over 5 days. The table was filled out daily.

1. The seed in a dry napkin did not germinate, no changes.
2. The seeds, in a damp cloth and in the warmth, swelled and a root appeared.
3. The seeds in a glass of water are swollen and have not sprouted.
4. Seeds in the refrigerator in a damp cloth (slightly swollen, not sprouted)

Table No. 77. Observations were carried out for more than 2 weeks. The table was filled out during the “World around us” lessons, observations were made daily.

1. The seed with the root was planted in the soil in cups. The soil is always moist.
2. A sprout appeared on the 3rd day, the sprout breaks through the shell and grows upward.
3. The plant sheds its seed coat.
4. The first leaves appear on the new plant.
5. The grown plant in the closet is yellow and frail.

Students talk about personal experiences, observations, show drawings, photographs, and sprouted plants.

3) Fixing a new algorithm for a concept (“discovery” of new knowledge)

Filling out the diagram - drawing by students individually and by the teacher on the board.

CONCLUSION: For the germination and development of a plant from a seed, MOISTURE, HEAT, AIR, LIGHT, MINERALS are needed.

PUZZLES

I crawled out of the little barrel,
It took root and grew up. (Rostock)

He has no arms
He has no legs
I was able to break out of the ground. (Rostock)

The cramped house split into two halves,
And beads - pellets - fell into the palms.
(Seeds of peas, beans, beans, acacia, colza, radish, turnip...)

HOW DO SEEDS GROW?

Each seed contains a tiny plant embryo inside its tough outer shell. In order for it to grow, each seed contains a supply of nutrients. The most important thing that is necessary for the germination of the embryo is water and warmth. Therefore, the young shoot always heads towards the sunlight. And the root grows down into the soil.

The growth of a seed begins like this: water penetrates into the seed shell, and it swells. The root breaks through the shell first and begins to grow downwards. Then a sprout shoots up. The root grows thin, hair-like shoots that draw water and minerals from the soil. After the sprout makes its way to the surface of the soil, green leaves appear on it.

V. Primary consolidation. CLUB Whychek

"I am a researcher."

1. Children's independent solution of typical tasks.
2. Speaking out loud how to solve a problem.

1) Defense of the research work “How do plants grow and why do they grow upward?” –

SOURCES OF OBTAINING INFORMATION (BOOK, COMPUTER, ADULTS, ENCYCLOPEDIA, ETC.)

2) Defense of the research work “Pomelo. What kind of plant is this? How to grow it? –

(The plant is grown from the seed of a pomelo, the fruit of a citrus plant is a pomelo).

VI. Creating a Success Situation

Additionally:

Test “Development of a plant from a seed” (It is possible to test in the next lesson)

1) Children’s independent solution of standard tasks.

Self-test.

2) Creating a situation (The girl’s tangerine shoot died, she forgot to water it);

Self-esteem. The children are happy with the work.

– What did you like most?

– Now children will be able to properly plant flower seedlings during a technology lesson for a school flower bed.

VII. Lesson summary

1. Today we were researchers, we achieved success, we drew the right conclusions. (The necessary conditions for the germination and development of a plant are water, heat, light, oxygen, minerals).
2. Who defended what project topics?

How did you solve the problem of finding information? What research methods were used? Who helped? (The joy of success, pleasure from the work done)

HOMEWORK:

– Tell parents about the work done; about lesson conclusions on the topic; that you liked that you can now plant any plant yourself.

– In the next lesson we will talk about plants again – about early flowering plants. Look for material for this lesson.

ADDITIONALLY:

A lesson in kindness.

ECOLOGICAL MINUTE: “The importance of plants and animals in human life”

Tree, flower, grass and bird
They don't always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.

Plants are different, beautiful and not very beautiful, small and large, with and without flowers, and even invisible to the naked eye. Forest, meadow, field, any body of water, deserts and steppes are a diverse and very interesting plant world. Not all plants reproduce by seeds. The largest division of the plant world is the flowering or angiosperm plants. They differ from all other higher plants, with the exception of gymnosperms, in the formation of seeds.

In nature, every spring you can see how a plant develops from a seed. Germination is the name given to the process by which an adult plant grows. When a seed falls into a favorable environment, and this should be warm, moist soil, it first swells, the shell bursts and a primary root appears. It draws in water and minerals, the embryonic stalk quickly begins to grow upward and brings the cotyledons to the surface. The plant straightens up and real leaves begin to grow. Now it provides itself with food as a result of photosynthesis. Plants growing in deserts and steppes can tolerate dehydration and heat.

How did plants adapt in the steppe? Steppe vegetation is mainly grasses. They have a well-developed root system, thin, hard leaves, with a waxy coating or pubescence on them. This allows you to extract water from deep layers of the earth and use it economically. When dehydrated, plant cells shrink and dry out; in drought-resistant plants, the cytoplasm is more elastic and adapted to withstand compression and loss of moisture. But when it rains, the steppes bloom, many insects fly, and plants rush to continue their lineage.

How does fertilization occur in plants? In order for a seed to originate and develop, and then to form a new plant, the female and male cells must unite. The process of joining is called fertilization. Pollen must be transferred to the female parts of the flower, that is, pollination must occur. Pollen is carried by birds, wind, water and insects. Pollen, falling on the stigma, fertilizes the ovule, which turns into a seed, and the fruit surrounding the seed develops from the ovary. Good fruit growth is ensured by fertile soil. There is a mutual influence of soil on the growth of plants and plants on its fertility. How do plants affect the soil? Plants receive mineral nutrition from the soil, accumulate organic substances, die, they decompose, and humus forms in the soil, this is the most fertile layer in which plants, in turn, will develop again.

Plants do not have organs of vision or hearing, they cannot move from place to place, but, nevertheless, they react to various stimuli and know how to defend themselves from enemies. How do plants protect themselves? Thorns, thorns, needles, poisonous juice, resin - all this is protection from being eaten. Some plants are not eaten because they are difficult to digest and are not nutritious. Many contain alkaloids that have a negative effect on insects and animals just as they do on people. Some plants secrete substances that destroy insect DNA. There are plants that produce electricity when branches break off. And with the help of smells, they call for help from their defenders, who destroy pests. Vast spaces on the ground are occupied by plants, which suggests that they know how to defend themselves.

year 2014

Project name: “Development of a plant from a seed”

Project Manager: Vyzhelevskaya Alla Petrovna

Objective of the project : watch how new plants grow from seeds.

Project objectives:

• Select project participants
• Prepare the necessary equipment for the project
• Individually create conditions for plant germination for each project participant.
• Grow your own plant from seed
• Record your observations in a diary
• Draw conclusions on this project

Activities:

• search engine - work with literature and Internet resources about various plants
• creative - developing interest and broadening the horizons of students
• research– monitoring the plants being grown

Object of study:tangerine, tomato

Subject of study:plant growth conditions

Practical output of the project:creation of a collective project

Project implementation timeframe: December 23, 2013 – February 21, 2014

Relevance

The world of plants is amazing and diverse. Every attentive observer and thoughtful researcher can discover something new in it. In the “World around us” lessons we learned about plant growing and the development of plants from seeds. This served as the basis for the creation of our project. In our class, several students expressed a desire to grow their own plant and watch it develop.

Hypothesis

Among the wide variety of plants, there are those that are not so demanding on the length of daylight hours and can grow in artificial conditions. Therefore, we assumed that both tangerine and tomato seeds can be germinated at home.

Project Implementation Plan

1. Clarify the growth conditions of tangerine and tomato.
2. Sprout the seeds and place them in the soil.
3. Observe the development of sprouts.
4. Monitor compliance with conditions.
5. Keep an observation diary.
6. Get the final result.
7. Draw a conclusion.

Expected results

It is expected that as a result of the work a project will be created.

4th grade students will show interest and take an active part in searching for materials about plants in order to further develop the project.

The implementation of the project will solve the problems of nurturing an active life position in children and developing a sense of responsibility.

Project implementation

"Development of a plant from a seed"

The project, which was carried out from December 23, 2011 to February 21, 2012, can be described as research. 3 4th grade students took part in the project.

Project implementation stages:

• introduction to the project (December 23, 2013)
• individual work in the project (December 23, 2013 – February 10, 2014)
• registration and presentation of observations in the form of observation diaries (February 16, 20124)
• creation of a collective project (February 21, 2014)

At the first stage The topic of the project was chosen, after discussing the situation, a hypothesis was identified, and project participants were selected.

At the second stage Project participants worked independently on their individual tasks. To find the necessary information, Internet resources and library collections were used.

At the third stage The results of their observations are presented in the form of observation diaries. Project participants shared their observations with the class.

Observation diary of Maria Kovaleva:

Diary of observations of Irina Kulichkova:

Observation diary of Svetlana Konopelko:

On final stageThe main attention was paid to the collective analysis of completed cases and the creation of a project.

Project results

Our research has proven that plants, such as tangerine or tomato, are not so demanding on daylight hours and can grow in artificial conditions.

Sources

Literature: