Laboratory work on the topic flower. Building and variety of flowers. Types of inflorescence. Educational and methodological material on biology (grade 7) on the topic. What are flowers? Why they are called

Chapter 2. The variety of floral world

Flower - A modified shortened escape that serves for seed reproduction. Flowers are developing both on the top of the stem and the sinuses of the leaves. Like every escape, the flower develops from the kidney. The stalking part of the flower is represented by a flowerball and a color, and a cup, a whitewash, stamens and pestles are formed by modified leaves.

Flower structure

No matter how much the variety of flowers around the surrounding PAS terminat, the similarity can be detected in their strothuses (Fig. 57). Pestik and stamens - The main parts of the flower. Each stitch has a boot, inside which the pollen matures. The boot is located on the stitching thread. The pestle has a stall, columns and marking. Pestik is formed by one or more modified leaflets - feens. On the inner walls of the entrance is one or more of the segments of which seeds are developing. Around the stamens and pestle there is a perianth. Most plants have a perianth consisting of two types of sheets. Internal leaves are petals constituting venchik. Exterior leaflets - Chashelistic - form cashechka.

Some plants (apple tree, cabbage) The flower curler consists of unreleased petals. Others (clarity, introduced), the petals grow on the bottom into the tube. Therefore, the whiskers are distinguished and agricultural and precious. Some plants (carnation) of the chashelistic, the bottom parts grow into the tube. Others (geranium) are not afraid of sewers.

Thin stalk, on which the majority of plants sits a flower, called drawclockand its upper, extended part, which can take various shapes - talk.

Porcelier consisting of a cup and a whin is called double. Such a perianth has an apple tree, rose and many other plants. Some plants are mainly in monocoons (lily, tulip), all the leaflets of the perianth are more or less identical. Such a perianth is called simple. In some plants, the sheet of simple perianth is large and bright, for example, the tulip, and others, for example, at the sitney, are inevitable. Flowers willows, ash does not have a perianth. They are called naked.

Donetsk Aya. general educationand I School I-III Steps No. 83 named after G.I. Balanova

Development of a lesson on the topic: sexual reproduction. Building and variety of flowers. Laboratory work number 9 "Building and a variety of flowers", in grade 7.

Developed a biology teacher

Shtz T Aityan with Ergeevna

Lesson number 20.

Subject: Sexual reproduction. Building and variety of flowers. Laboratory work number 9 "Building and a variety of flowers."

Purpose: Acquaint students with the structure of the generative bodies in plants. Variety and classification of flowers and plants depending on the structure of the flower; Symmetry of flowers.Develop attentiveness, ability to generalize and analyze, allocate the main thing, compare. Bring up careful attitude towards nature; The recording culture when performing the practical part of the work.

Basic concepts and terms:generating bodies, flower, blossom, flowerwater, perianth, cup, wreath, stamen, pestle.

Concept: Let the flower definition. Pay attention to the fact that the flower is practically a modified escape. Consider the structure of the flower and the functions of individual elements. To form the concept of rim and separation flowers, as well as about single-bed and downtar plants. Consider various forms of flowers and pay attention to the type of symmetry.

Type of lesson: Interactive.

LESSON STRUCTURE:

I. Organizational moment.

II. Actualization of reference knowledge.

Before moving to the new topic, students are invited to recall the previously studied biological concepts.

Conversation:

What is reproduction? Name the main types of reproduction.
Name all known synonyms for the definition of "sexual reproduction".
Do you think why the sexual reproduction is called the generative?
Does all plants have a flower? Name the plants that do not have flowers.
What is the flower from?

III. Motivation of educational activities.

The appearance of the first slide on the multimedia boardSubject: sexual reproduction. Building and variety of flowers. Laboratory work number 9 "Building and a variety of flowers."
Message to students that during the lesson they will get acquainted with the material according to the following plan, (it is written on the board):

FLOWER

4 Symmetry

1 modified

escape 2 Flower Build 3 Classification of Flowers (Plants)

In parallel with explanations of the topic on the board, the teacher records new terms, concepts as a dictionary.

IV. Studying a new material.

Story with interview elements, using problem situations.

Demonstration of slides - photos depicting plants during flowering period. Classical music sounds. The teacher reads the poem.

Flowers, flowers ... How many of them

And pink and blue

Like moths on thin skeners.

Flowers, flowers ... Everywhere, everywhere

I smile all day

Live rainbow hesitory ...

Flowers, flowers ... And there and here

They laugh and bloom.

Discussion of seen material. Aesthetic value of colors.

Study of the cherry flower. Slide "Flowering Vishni Branch", "Longitudinal cut of a cherry flower."

Students are invited to comment on this scheme (problem situation). Slide - Appendix No. 1.

The teacher fills in the dictionary: Pestik, stitch, petal, cup, color, flower maker.

Using the slide - Applications No. 2. "The morphological structure of the flower".

The teacher talks about such education as:

Went (threatening, free-glade).
A cup (compensation, free-oscillate).
Picker: Double, simple (weden, cup).

Slide demonstration - Appendix No. 3 "Tulip flower".

The teacher fills in the dictionary: a whisk, a cup, a perianth. The supervisor suggests returning to the study of the main parts of the flower.

The teacher reads the poem.

Flower prepared honey all night

Bee - Sweetheart waiting for a visit.

Take, they say, but as a friend,

I have a service

Dust flour this transfer neighbor ...

Bee carries her, and here -

The flower faded and ripes the fruit.

Problem situation. Students are invited to discuss the process occurring in a flower. And answer the question why pestle and stamens are the main parts of the flower.

Demonstration of Slide - Appendix No. 4 "Microscopic Structure of Stamens and Pestley".

The teacher fills the dictionary: male and women's gametes.

Problem situation. Students are invited to sum up 2 points of the lesson plan.

Flowers classification:

Oboy.
Same-sex.

Plants with same-sex flowers are divided into:

One-bedroom.
Dwoom.

The teacher fills in the dictionary: Obroat, same-sex, single-dollar, dowomular.

Demonstration of Slide - Appendix No. 5 "Corn during flowering"

Problem situation. Students are invited to summarize the 3 points of the lesson plan.

Symmetry of flowers:

Actinorphic (cherry, apple tree ...).
Sigomorphic (peas, beans ...).
Asymmetric (chestnut, gladiolus).

The teacher fills in the dictionary: Actinorphic, Sigomorphic, asymmetric.

Summing up 4 points of the lesson plan.

V. Performance of laboratory work.

Appendix No. 6 "Instructive Card" for laboratory work.

Vi. Generalization, systematization, knowledge control, skills, students' skills.

Chamomile game (check yourself).

On the reverse side of the petals, the terms are recorded, the concepts studied in the lesson. Students are invited to tear the petal and disclose the term studied in the lesson or the concept (from the dictionary filled in the lesson).

VII. Homework.

Paragraph 27 to learn, to questions 1-7 with 115 answer orally. Prepare interesting facts about flowers.

Laboratory work number 9

SUBJECT: Building and variety of flowers.

TARGET: Having studied the structure of the flower of the plant proposed to you, prove that it is a reproduction organ.

EQUIPMENT AND MATERIALS: Slide image of a flower on a multimedia chalkboard, herbaric collections of flowering plants, flower of indoor and ornamental plants, tutorial.

PROGRESS:

Consider a flower. Find a flower mark, a blossom, a picker, the main parts of the flower.
Calculate the number of cups, petals, stamens, pestles.
Determine the type of perianth, cup, whisk.
With the help of drawings 97.98 in the textbook, study the microscopic structure of the stamens and pestle.
The flower you studied describe the plan below. To do this, it is sufficient to emphasize the sign characteristic of your flower.

Sign	CHARACTERISTIC
Type of perianth:	1. Simple. 2. Double.
Cup:	1. Separate. 2. Agriculture
Corn:	1. Freewood. 2. Surrounding
Coloring a whisk:	1.Noyar. 2. White. 3. Yellow. 4. Red. 5. Pink. 6. Blue. 7. Violet.
Flower symmetry:	1. Right. 2. Incorrect. 3. Asymmetric.
The presence of stamens and pestles:	1. Overclock. 2. Pestish. 3. Stagger.
What is inside the anther:
What is inside the margins:	1. Seeds. 2. Pollen grain. 3. Sumpers.

OUTPUT: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Laboratory work

Subject.Building and variety of flowers.

Purpose:learn the structure of flowers, learn to determine the parts of the flower;

examine a variety of flowers.

Equipment: Flowers of houseplants,

Instrupturesafety and rules for use

laboratory equipment and dispensing material.

Progress:

Consider the proposed flower, we define it parts and mark them in the notebook.

Figure 1.

Consider the proposed flower models in Figure 2. Determine and write down the number (Numbering can be repeated):a) what of them double perianth ; b) which - Simple ; c) which flowers venchik spacked ; d) of which surrounding.

Fig. 2.

Among the proposed flowers in Figure 3, determine which

flowers same-sex and what oboy

Figure 3.

Conclusion: Insert the missed words

1. Flower - ............... organ of coated plants. It usually is located on ............, which ends .................. They are clouded ............ .., ............. And ............

2. Chassels form ................ and petals - .................. ..

If there is a cup and a bunker in the flower, the perianth call ..........

If there are stamens and pestles in the flower, it is called ................

If there is only ............... or only ............ .. - same-sex.

Laboratory Work on Biology Grade 7 # 6 - Flower Building

Consider the flowers offered to you. Find all the basic flower elements of a flowerwater, a color, perianth, stamens and pestles.

Fill the table.

Draw a flower and sign it the main parts.

Cut the marking across and consider it with a sublouris. (You can use the picture or table.) Locate the Sumpers. What is being formed from the sick and promise a pestle?

Summer: Semen.

Varnish Pestika: Fruits

Take output.

What are the features of the structure of the flower?

The structure of the flower is associated with the functions performed: there are genital formation organs, attracting pollinators, protection.

What are flowers? Why are they called that?

There are rims - because they have pestle and stamens on one flower; Descipients - since pestles and stamens are formed on different flowers.

What role do flowers play in the life of the plant?

Flowers - organs of breeding of flowering plants.

What is the difference in a doubler plant from one-bedroom?

In downtar plants, t-shit and pestile flowers are developing on different plants.

Coloring flowers in land and water plants is very diverse. Naturalists have long noticed that plants blooming in the evening or at night most often have a white flower whisk. How can you explain this phenomenon?
White colors are better visible in the dark for insect pollinators.

Purpose: acquaint students with the structure of the generative bodies in plants. Variety and classification of flowers and plants depending on the structure of the flower; Symmetry of flowers. Develop attentiveness, ability to generalize and analyze, allocate the main thing, compare. Bring up careful attitude towards nature; The recording culture when performing the practical part of the work.

Basic concepts and terms: generative organs, flower, blossom, flowerwater, perianth, cup, wreath, stamen, pestle.

Concept: Give a flower definition. Pay attention to the fact that the flower is practically a modified escape. Consider the structure of the flower and the functions of individual elements. To form the concept of rim and separation flowers, as well as about single-bed and downtar plants. Consider various forms of flowers and pay attention to the type of symmetry.

Type of lesson: Interactive.

LESSON STRUCTURE:

I. Organizational moment.

II. Actualization of reference knowledge.

Before moving to the new topic, students are invited to recall the previously studied biological concepts.

What is reproduction? Name the main types of reproduction.
Name all known synonyms for the definition of "sexual reproduction".
Do you think why the sexual reproduction is called the generative?
Does all plants have a flower? Name the plants that do not have flowers.
What is the flower from?

III. Motivation of educational activities.

The appearance of the first slide on the multimedia board theme: sexual reproduction. Building and variety of flowers. Laboratory work number 9 "Building and a variety of flowers."
Message to students that during the lesson they will get acquainted with the material according to the following plan, (it is written on the board):

4 Symmetry

1 modified

escape 2 Flower Build 3 Classification of Flowers (Plants)

In parallel with explanations of the topic on the board, the teacher records new terms, concepts as a dictionary.

IV. Studying a new material.

Story with interview elements, using problem situations.

Demonstration of slides - photos depicting plants during flowering period. Classical music sounds. The teacher reads the poem.

Flowers, flowers ... How many of them

And pink and blue

Like moths on thin skeners.

Flowers, flowers ... Everywhere, everywhere

I smile all day

Live rainbow hesitory ...

Flowers, flowers ... And there and here

They laugh and bloom.

Discussion of seen material. Aesthetic value of colors.

Study of the cherry flower. Slide "Flowering Vishni Branch", "Longitudinal cut of a cherry flower."

Students are invited to comment on this scheme (problem situation). Slide - Appendix No. 1.

The teacher fills in the dictionary: Pestik, stitch, petal, cup, color, flower maker.

Using the slide - Applications No. 2. "The morphological structure of the flower".

The teacher talks about such education as:

Went (threatening, free-glade).
A cup (compensation, free-oscillate).
Picker: Double, simple (weden, cup).

Slide demonstration - Appendix No. 3 "Tulip flower".

The teacher fills in the dictionary: a whisk, a cup, a perianth. The supervisor suggests returning to the study of the main parts of the flower.

The teacher reads the poem.

Flower prepared honey all night

Bee - Sweetheart waiting for a visit.

Take, they say, but as a friend,

I have a service

Dust flour this transfer neighbor ...

Bee carries her, and here -

The flower faded and ripes the fruit.

Problem situation. Students are invited to discuss the process occurring in a flower. And answer the question why pestle and stamens are the main parts of the flower.

Demonstration of Slide - Appendix No. 4 "Microscopic Structure of Stamens and Pestley".

The teacher fills the dictionary: male and women's gametes.

Problem situation. Students are invited to sum up 2 points of the lesson plan.

Flowers classification:

Oboy.
Same-sex.

Plants with same-sex flowers are divided into:

· One-bedroom.

· Dwoom one.

The teacher fills in the dictionary: Obroat, same-sex, single-dollar, dowomular.

Demonstration of Slide - Appendix No. 5 "Corn during flowering"

Problem situation. Students are invited to summarize the 3 points of the lesson plan.

Symmetry of flowers:

Actinorphic (cherry, apple tree ...).
Sigomorphic (peas, beans ...).
Asymmetric (chestnut, gladiolus).

The teacher fills in the dictionary: Actinorphic, Sigomorphic, asymmetric.

Summing up 4 points of the lesson plan.

V. Performance of laboratory work.

Appendix No. 6 "Instructive Card" for laboratory work.

Vi. Generalization, systematization, knowledge control, skills, students' skills.

Chamomile game (check yourself).

VII. Homework.

Paragraph 27 to learn, to questions 1-7 with 115 answer orally. Prepare interesting facts about flowers.

Laboratory work number 9

Subject: Building and variety of flowers.

Purpose: After studying the structure of the flower of the plant proposed to you, prove that it is a breeding organ.

Equipment and materials: Slide image of a flower on a multimedia chalkboard, herbaric collections of flowers plants, flowers of indoor and ornamental plants, tutorial.

PROGRESS:

Consider a flower. Find a flower mark, a blossom, a picker, the main parts of the flower.
Calculate the number of cups, petals, stamens, pestles.
Determine the type of perianth, cup, whisk.
With the help of drawings 97.98 in the textbook, study the microscopic structure of the stamens and pestle.
The flower you studied describe the plan below. To do this, it is sufficient to emphasize the sign characteristic of your flower.

	CHARACTERISTIC
Type of perianth:	1. Simple. 2. Double.
	1. Separate. 2. Agriculture
	1. Freewood. 2. Surrounding
Coloring a whisk:	1.Noyar. 2. White. 3. Yellow. 4. Red. 5. Pink. 6. Blue. 7. Violet.
Flower symmetry:	1. Right. 2. Incorrect. 3. Asymmetric.
The presence of stamens and pestles:	1. Overclock. 2. Pestish. 3. Stagger.
What is inside the anther:
What is inside the margins:	1. Seeds. 2. Pollen grain. 3. Sumpers.