Synopsis on biology ecosystem 10. “Synopsis of a lesson in biology on the topic“ Community, ecosystem, biogeocenosis. Students are given an assignment
Lesson type - combined
Methods: partial search, problematic presentation, reproductive, explanatory and illustrative.
Target:
Students' awareness of the importance of all the issues discussed, the ability to build their relationships with nature and society on the basis of respect for life, for all living things as a unique and priceless part of the biosphere;
Tasks:
Educational: to show the multiplicity of factors acting on organisms in nature, the relativity of the concept of "harmful and useful factors", the diversity of life on planet Earth and the adaptation options for living beings to the entire range of environmental conditions.
Developing: develop communication skills, the ability to independently acquire knowledge and stimulate their cognitive activity; the ability to analyze information, highlight the main thing in the studied material.
Educational:
To foster a culture of behavior in nature, the qualities of a tolerant personality, to instill an interest and love for wildlife, to form a stable positive attitude towards every living organism on Earth, to form the ability to see the beautiful.
Personal: cognitive interest in ecology .. Understanding the need to obtain knowledge about the diversity of biotic relationships in natural communities for the preservation of natural biocenoses. The ability to choose target and semantic attitudes in their actions and deeds in relation to living nature. The need for fair assessment of one's own work and that of classmates
Cognitive: ability to work with various sources of information, transform it from one form to another, compare and analyze information, draw conclusions, prepare messages and presentations.
Regulatory: the ability to organize independently the fulfillment of tasks, evaluate the correctness of the work, reflection on their activities.
Communicative: participate in the dialogue in the lesson; answer questions from a teacher, classmates, speak in front of an audience using multimedia equipment or other means of demonstration
Planned results
Subject: know - the concepts of "habitat", "ecology", "environmental factors", their influence on living organisms, "connections between living and nonliving"; To be able to - define the concept of "biotic factors"; characterize biotic factors, give examples.
Personal: express judgments, search for and select information; analyze connections, compare, find an answer to a problematic question
Metasubject: links with such academic disciplines as biology, chemistry, physics, geography. Plan actions with a set goal; find the necessary information in the textbook and reference books; analyze objects of nature; draw conclusions; formulate your own opinion.
Form of organization of educational activities - individual, group
Teaching methods: visual-illustrative, explanatory-illustrative, partial-search, independent work with additional literature and a textbook, with the CER.
Receptions: analysis, synthesis, inference, translation of information from one type to another, generalization.
Learning new material
Ecosystem concept
Synecology is a section of ecology that studies the associations of populations of different types of plants, animals and microorganisms (biocenoses), the ways of their formation and their interaction with the environment. Synecology was singled out as a separate scientific direction at the International Botanical Congress in 1910. The term “synecology” was proposed by the Swiss botanist K. Schreter (1902).
In nature, populations of different species are combined into macrosystems of a higher rank - the so-called communities, or biocenoses.
Biocenosis is a set of populations of plants, animals and microorganisms living together in the same environmental conditions. The concept of "biocenosis" was proposed in 1877 by the German zoologist K. Moebius (1825-1908), who,
studying oyster banks *, I came to the conclusion that each of them
is a community of living beings, all members of which are closely related.
No biocenosis can develop by itself, regardless of the environment and outside it. As a result, certain complexes are formed in nature, aggregates of living
and inanimate components, where complex interactions of their individual parts are supported on the basis of mutual uncertainty. To understand the difference between the synecological approach to the study of living systems and the autecological one, we will give the following comparison. So, if, say, the attitude of Siberian spruce (of one tree or species as a whole) to the environment or the common fox (of one individual or species as a whole) to the environment is studied, then these studies are autecological in nature.
If we study the forest in which this spruce grows and the fox lives, then the approach will be synecological. In the first case, all attention is focused on a single organism, and the goal is to see how it fits into the overall ecological picture, just as, looking at a painting, one can concentrate on a particular fragment ... In the second case, the picture as a whole is considered (that is, if we continue the analogy with painting, the composition is studied).
A space with more or less homogeneous conditions inhabited by one or another community of organisms (biocenosis) is called a biotope. If a biotope is defined as a place of existence of a biocenosis, then a biocenosis can be considered as
a historically formed complex of organisms, characteristic of a given, specific biotope.
Any biocenosis forms an integrity, unity, biological system of an even higher rank with a biotope - biogeocenosis. The term "biogeocenosis" was proposed in 1940 by V. N. Sukachev.
According to V.N.Sukachev's definition (1880-1967), biogeocenosis - “it is a set
on a known extent of the earth's surface, homogeneous natural phenomena (atmosphere, rocks, vegetation, fauna and the world of microorganisms,
soil and hydrological conditions), which has its own, special specifics of interaction the creation of these constituent components and a certain type of exchange of matter and their energy between themselves and other natural phenomena, and representing an internally contradictory unity, which is in constant motion, development. "
The term "biogeocenosis" is very close (although not identical) to the term "ecosystem" widely used abroad, which was proposed in 1935 by A. Tensley. Ecosystem is any set of interacting living organisms and environmental conditions, functioning as a single whole due to the exchange of matter, energy and information.
There is an opinion that the content of the term "biogeocenosis" to a much greater extent reflects the structural characteristics of the studied macrosystem, while the concept of "ecosystem" is first of all its functional essence.
Ecosystems are, for example, an anthill, a section of a forest and a forest in general, a spaceship cabin, a landscape, and even the entire biosphere. In general, the biogeocenosis acts in relation to the ecosystem, as a particular to the general.
The ecosystem is the main functional unit of the living
nature, including both the organism and the abiotic environment, and
each part affects the other and both are necessary to maintain
life in the form in which it exists on Earth.
Thus, the organization is the source of information. Organisms receive information from the inorganic environment about the characteristics of chemical elements and compounds and about their distribution. The inorganic environment receives information from living organisms about the products of their metabolism (metabolism). Living beings also exchange information with each other: these can be signals of danger, availability of food, appeal to a sexual partner, aggression (warning to a rival), etc. Information communications in nature are limited in space and time. The information value of an object or phenomenon does not depend on the amount of information contained in it (it is infinite!), But on who or what uses this information.
Suppose you are a talented mathematician and have written an interesting scientific article on higher mathematics. Let's try to analyze how the information depends on who uses this information.
Naturally, the information contained in the article is zero for you, since you yourself wrote it, which means that you will not get anything new from its content. If your article is read by a person with an education at the elementary school level, he will also not receive any information from himself (since he is not familiar with basic information from higher mathematics), that is, in both cases, the information is equal to zero, although its consumers have different levels of awareness. about the subject being studied.
Some researchers have tried to apply the method of mathematical information theory to assess the organization of living systems, but so far without much success. Unfortunately, as Academician V.A. will open up opportunities for these kinds of applications, which will continue to expand and deepen. "
From the above, the following conclusions can be drawn:
All objects and processes in the Universe, like the Universe itself, are a triple unity of matter, energy and information;
In the process of interaction, objects exchange matter, energy and information with each other. The information reflects the peculiarities of the organization of interacting objects;
In the interaction of objects and processes, the specificity of information exchange is due to the peculiarities of the organization of interacting objects: more organized objects are able to extract more information from the environment than less organized ones, at the same time they themselves serve as a source of more information;
Since each organization can be characterized by an infinite number of properties, so is the amount of information that, in principle, can be extracted from it. Certain aspects of information lend themselves to mathematical processing, and this gives rise to hope that not only matter and energy, but also the degree of organization at the end will receive a satisfactory quantitative assessment.
Questions and tasks
1.What does synecology study?
2. What is called a biocenosis, biotope, biogeocenosis, ecosystem?
3. Why the exchange of matter, energy, information is the main principle of the functioning of the ecosystem?
Youtube: https://www.youtube.com /Hosting presentations
Abstract of a biology lesson in grade 10 on the topic:
Biogeocenosis as a multispecies biosystem and ecosystem
Prepared by the teacher of biology MBOU Secondary School No. 44 named. V. Kudzoeva Khudiyeva Inga Konstantinovna
Target: , to form knowledge about the basic laws of living systems, about the relationship of organisms and supra-organismic living systems with the environment, about the circulation of substances and the flow of energy in biogeocenosis as a necessary condition for its existence.
Tasks: educational: to develop the concepts of "ecosystem", "biogeocenosis", "biocenosis";
developing: improve the skills of independent work with a textbook, the ability to highlight the main thing, to establish cause-and-effect relationships;
educational: to carry out ecological education of students.
Means of education: electronic presentation, PC, multimedia projector, screen, illustrations depicting oak forest biocenosis, freshwater reservoir.
During the classes
Organizing time
Knowledge update
Frontal conversation:
What are the main types of interactions between living organisms you know?
What is the positive role of predation in nature?
What is biogeocenosis? What components does it consist of?
Drawing up the scheme "Composition of biogeocenosis":
Biotope (from bio-life and Greek topos-place), a section of a body of water or land with the same type of relief conditions, climate and other biological factors, occupied by a certain biocenosis.
Climatop Hydrotop Edafotope
(climatic (hydrological (soil
factors) factors) factors)
Biocenosis - a set of animals, plants, fungi and microorganisms that jointly inhabit a land area or water body.
Phytocenosis Zoocenosis Microbiocenosis
Learning new material
Although the interactions of organisms are very diverse, they lead to only three main results:
Providing food;
Habitat change;
Resettlement of species in space.
As a result of the complexity and intertwining of relationships between species, efficient use of biocenosis resources, control over the growth of the number of organisms is ensured. Thus, the sustainable functioning of complex natural systems is maintained. Careless human intervention in the life of nature can cause a chain reaction of events that will lead to unexpected and undesirable consequences.
Ecosystem characteristics (students work with textbook text and illustrations and find answers to questions:
How are living organisms in an ecosystem related to each other?(through substances and energy)
Indicate the constituent parts of the ecosystem that provide the cycle of substances.
Answer: - the presence of producers - organisms capable of creating organic matter from inorganic;
- the presence of consumers - organisms - processors of organic substances;
- the presence of decomposers - destructive organisms that decompose organic matter.
Thus, an ecosystem is a very broad, rank-free, flexible concept that refers to systems of any size. From a drop of pond water or a stump with a whole range of inhabiting organisms, an aquarium with plants and animals to a meadow, forest, the World Ocean and the biosphere.
It is possible to maintain the cycle in any ecosystem only when completely different organisms enter into it, which are different in the whole way of life and in the role that they play in nature.
(Recording)The sustainability of ecosystems is influenced by:
living space - the average area or volume per one individual of the considered populations and species;
richness of species composition;
interaction of species;
environment-forming properties of species;
anthropogenic impact.
Anchoring
Solution of biological problems
Objective 1.
In any community, dominant species can be distinguished. What are they? What species is considered dominant in the spruce forest? What is the role of dominant species in the community? Numerous types?
Objective 2.
A variety of insects live in any ecosystem. What link (producers, consumers, decomposers) include insects? Explain the answer. What role do insects play in the ecosystem? Make a food chain, one of the links of which will be insects.
Objective 3.
There are territorial and food ties between the inhabitants of the aquarium. Note the connections between plants and animals in the aquarium. What happens if all plants are removed from the aquarium? Shellfish? Why is it necessary to feed aquarium fish with animal food? Explain why the fish in the pond live without feeding.
(Ivanova T.V. Collection of tasks in general biology: a guide for students of educational institutions / M.: Education.-2002)
Homework
§17, questions after the paragraph.
The purpose of the lesson:
the formation of the concepts "ecosystem", "biogeocenosis", the study of the distinctive features of the natural community and ecosystem, ecosystem components: producers, consumers, decomposers.
Equipment
1. Posters:
· "Knowledge of the ecosystem structure of the habitat will allow a person to interact optimally with nature";
· “Remember! The concept of an ecosystem was introduced into ecology by the English scientist Arthur Tensley in 1935. In 1940, the Russian scientist Vladimir Sukachev introduced a closely related term - biogeocenosis. "
2. Scheme "Matryoshka ecosystems"
3. Site plans:
- the outskirts of the village;
- city street;
- winter forest;
- forest and lake shore.
4. Cards with images of consumers and producers.
Lesson outline
1. Environmental factors:
- abiotic;
- biotic;
- anthropogenic;
- technogenic.
2. Ecosystem - a set of organisms and inanimate components of their habitat:
- microsystems (small);
- mesosystems (medium, intermediate);
- macrosystems (large, large sizes);
- natural, man-made.
3. Biotic environment:
- producers;
- consumers;
- detritus feeders;
- reducers.
During the classes
The teacher reads out the words of V.I. Vernadsky:
“Not a single living organism is in a free state on Earth. All organisms are inextricably and continuously connected, first of all, by nutrition and respiration - with the material and energy environment surrounding them. They cannot exist outside of it in natural conditions. "
Writes the topic of the lesson on the blackboard.
Living organisms are closely related to each other and to their habitat: fish live in the water, wolves, foxes, hares - in the forest. Mutually supporting each other's vital activity, they form stable communities, and in combination with the habitat - a stable system, which is called "ecosystem" (from the Greek ecos - dwelling, habitat).
The term ecosystem was proposed in 1935 by the English botanist Arthur George Tensley, who argued that an ecosystem is the basis of a natural unit of a surface, that ecosystems are characterized by various kinds of exchange of substances between living and nonliving parts.
(Demonstrates the scheme "Matryoshka Ecosystems".)
Take a look at this diagram. You see a kind of "matryoshka" made up of various ecosystems.
The smaller the ecosystem, the more closely the organisms that make up it interact. The ecosystem of the anthill is part of the forest biogeocenosis, and it, in turn, is part of the geographical landscape.
The forest ecosystem includes representatives of many species of animals, plants, fungi, and bacteria. Many of them spend only part of their time in the forest.
Within the landscape, different biogeocenoses are connected by surface and underground movement of water in which mineral substances are dissolved.
The ecosystem of the drainage basin includes several different ecosystems: forest, meadow, plots of arable land. Organisms in these ecosystems may not have direct relationships and may be linked through aboveground and underground water streams that move to the body of water.
Within the landscape, plant seeds are transferred, animals move. A fox's burrow or a wolf's den are located in the same biogeocenosis, and these predators hunt over a large territory, consisting of several biogeocenoses.
Landscapes are combined into physical and geographical regions, where different biogeocenoses are linked by a common climate, geological structure of the territory and the possibility of dispersal of animals and plants.
All ecosystems of the globe are connected through the atmosphere and the World Ocean, where the waste products of organisms enter, and constitute a single whole - the biosphere.
So, the ocean, river, taiga, steppe, forest, meadow, anthill - all these are ecosystems.
Write in a notebook: "An ecosystem is a single natural complex formed by living organisms and their habitat, closely interconnected by the exchange of substances and energy."
The term "biogeocenosis", used in ecology, has a similar meaning and was proposed by the famous Russian botanist, forester and geographer Vladimir Nikolaevich Sukachev in 1940. His main works are devoted to the study of vegetation in various regions of the country. According to V.N. Sukacheva, “a biogeocenosis is a set of homogeneous natural phenomena (atmosphere, rocks, vegetation, fauna and the world of microorganisms, soil and hydrological conditions) on a known extent of the earth's surface, which has its own specific interactions between its constituent components and a certain type of exchange of matter and energy them between themselves and other natural phenomena and representing an internal contradictory unity, which is in constant motion, development. "
A biocenosis is a collection of organisms that jointly inhabit an area of land or a body of water. Air, water, soil, rocks, sunlight, etc. called abiotic environmental factors. Write in a notebook: “biocenosis + abiotic environmental factors = biogeocenosis”.
An obligatory component of a biogeocenosis is a plant community, or phytocenosis. At the same time, the ecosystem may not include the plant community, as well as the soil, for example, the carcass of an animal, the trunk of a tree in the stage of decay. Thus, any biogeocenosis can be called an ecosystem, while not every ecosystem can be a biogeocenosis.
For convenience, ecosystems are subdivided into micro-, meso- and macroecosystems, depending on their size.
· Mesoecosystems - medium, intermediate size: forest, pond, etc.
· Macroecosystems - large, large sizes: biogeographic regions of the ocean, continent, etc.
Man cuts down forests, destroys animals and birds, plows and sows steppes, drains swamps, builds cities. Such activities lead to the destruction of existing natural ecosystems. In their place, new ecosystems are immediately formed. Ecosystems that have arisen as a result of human economic activity are called anthropogenic (from the Greek anthropos - man, genos - origin, genus). The composition and life of ecosystems is influenced by various factors of the external environment in which they exist and develop. These factors are called environmental.
Let us consider in more detail how the groups of environmental factors are characterized. Abiotic factors include space, planetary, climatic and soil elements of the environment. Cosmic and planetary are solar radiation and the main parameters of the Earth as a celestial body - shape, rotation, tilt of the earth's axis. Solar radiation consists of electromagnetic, mainly light and thermal radiation, thanks to which life arose on Earth. The rotation of the Earth around the Sun and its axis ensures the change of seasons, day and night. The tilt of the earth's axis and the shape of our planet affect the distribution of heat over its surface. Cosmic and planetary factors led to the formation of latitudinal geographic belts (equatorial, tropical, subtropical, temperate and polar).
Climatic factors include light, temperature, air humidity, atmospheric pressure, precipitation, and wind. The climate largely determines the formation of ecosystems within geographic zones. So, in the temperate zone, zones of coniferous, mixed and deciduous forests, forest-steppe, steppe, semi-desert and desert are formed.
In mountain ecosystems, the climate changes from foothills to peaks and, accordingly, high-altitude geographic zones (altitudinal zonation, or zoning) are distinguished.
Soil factors include thermal conditions, moisture and soil fertility. The more fertile the soil, the richer the vegetation and, accordingly, the more diverse the fauna, the poorer the soil, the poorer the fauna.
Anthropogenic factors consist of direct and indirect human impact on nature: felling of forests, plowing of fields, extermination or resettlement of animals and plants, pollution of water, soil, atmosphere. The most tangible human impact on nature is associated with the work of industrial enterprises and the use of heavy equipment. In these cases, anthropogenic factors are called technogenic.
Each natural ecosystem has an established structure (structure). It consists of two main environments: abiotic and biotic.
What are the characteristics of these environments? An abiotic environment is a part of an ecosystem that includes the earth's crust, relief, soil, surface and underground waters, atmosphere, sunlight and heat, nutrients. It provides living conditions for living organisms.
A biotic environment is a part of an ecosystem made up of organisms.
Depending on the way of feeding, the following groups can be distinguished among organisms: producers, consumers, detritus feeders and decomposers.
· Producers (from Latin producing) create organic matter using photosynthesis (or chemosynthesis). Producers include higher plants (grass, shrubs, trees), algae, photosynthetic and some other bacteria. During photosynthesis, green plants release oxygen into the atmosphere.
· Detritus feeders feed on dead plant debris and animal corpses. Detritivores include earthworms, crabs, ants, dung beetles, rats, jackals, vultures, crows, etc.
· Reducers - destroyers of dead organic matter. Reducers include bacteria and fungi, which, unlike detritivores, decompose dead organic matter into mineral compounds. These compounds are returned to the soil and again used by the plants for nutrition.
There are omnivores that can eat both plant and animal food (bear, raccoon and others, including humans).
If one animal eats another, their relationship is defined as "predator-prey" (fox-hare, wolf-hare).
Violation of the structure of an ecosystem by a person can lead to its death: if the habitat is severely disturbed, the ecosystem dies. If you destroy natural vegetation, there will be nothing to feed on herbivores, and, therefore, predators. If decomposers are destroyed with pesticides, the soil fertility will become scarce, and the earth will be covered with non-decayed remains, which will also lead to the destruction of the ecosystem.
Securing the material
1. Establish the correspondence of terms between the two columns.
1) Organism;
2) population;
3) biocenosis;
4) biogeocenosis;
5) agrocenosis;
6) ecosystem.
a) Aquarium;
b) living organisms of the lake;
c) lichen;
d) anthill;
f) seals of Lake Baikal;
g) wheat field.
Answers: 1 - c, 2 - e, 3 - b, 4 - e, 5 - g, 6 - d, d.
2. Determine who, by the way of feeding, are the listed organisms in the ecosystem (P - producers, K - consumers, P - reducers):
2) dung beetle;
3) unicellular algae;
4) dysentery amoeba;
8) boletus mushroom;
9) putrefactive bacteria.
Answers: P - 3, 5; K - 1, 2, 4, 6, 7; R - 8, 9.
Working in groups
Construction of ecosystems on site plans. Each group characterizes its ecosystem.
· 1st group: city street.
· 2nd group: winter forest.
· 3rd group: the outskirts of the village.
· 4th group: forest and lake shore.
Bottom line. Grading.
Homework
· 1st option - biology office as an ecosystem model;
· 2nd option - an aquarium as a model of an ecosystem;
· 3rd option - the park as an ecosystem.
Lesson 2. "The structure and properties of biogeocenoses"
Lesson Objectives:
· To concretize the knowledge of students about the structure and components of biogeocenosis and its properties;
· To form the concepts "food chain" and "food web";
· Familiarize with the types of food chains;
· Expand learners' knowledge of ecosystems;
· Show the tiered structure of biocenoses, the capacity of the biotope;
· To consolidate the ability to identify its main components in the composition of BGC and to characterize them.
Means of education: presentation "Biogeocenosis", tables "Biocenosis of oak groves", "Food chains", "Ecological pyramid".
1. Control of knowledge about natural communities, about BGC and ecosystem.
Knowledge update: knowledge of the characteristics of the species and the laws of the organization of biogeocenoses makes it possible to maintain natural communities and competently create artificial biocenoses necessary for humans.
Learning new material
Formulation of the problem:"What allows living organisms to coexist in one natural community?" (Working with the text of the textbook, drawing up a graphical scheme or theses)
Environment-forming activity of organisms.
Types of edificators.
Layered arrangement of views in space.
Biotope capacity.
Ecological niches.
Trophic levels.
The role of biodiversity. Life forms.
Life strategies.
Discussion of the results of the work
Formulation of the problem:"Can long multi-link chains exist in a biogeocenosis?"
Conversation with elements of explanation about food chains and networks, about functional groups, about trophic levels, about the "10% rule" and its practical meaning using tables and Presentations.
4. Consolidation of knowledge(filling in tables)
Variety of food chains
Environmental groups
| Group name | Examples of living organisms |
| Producers | |
| 1st order consumables | |
| Order 2 consumables | |
| Reducers |
Names of living organisms: swallow, dandelion, bee, fox, white mold mushroom, rotting bacteria, oak, plantain, hare, mouse, strawberry, gray mold mushroom, woodpecker, spruce, mole, elephant, mountain ash.
The solution to the environmental problem. The farmer has harvested the grain. A month later, the mice in his barn greatly multiplied, and he decided to exterminate them by planting a cat in the barn.
The farmer weighed the cat twice: before planting in the barn, it weighed 3600 grams, and after a week of hunting for mice, the cat already weighed 3705 grams.
After that, the farmer made a calculation and found out how many mice ate, approximately, and how many grains these mice had time to eat. Reproduce the solution to this problem. Let's assume that mice grew on the grain of this barn and the mass of one mouse is 15 grams.
Questions for control:
1. How do the concepts of "biocenosis", "ecosystem" and "biogeocenosis" relate to each other?
2. What is the importance in communities of the ability of most animals to feed on plants and animals of several species?
3. Compare the mains and power circuits. Reveal their similarities and differences, draw a conclusion.
4. Describe the importance of the tiered arrangement for the life of plants and animals in biogeocenoses.
5. What is the role of ecological niches in the ecosystem? Describe the ecological niches of the fern, wood mouse, bee, boletus mushroom.
6. Why does man breed mainly herbivorous animals?
7. Why do food chains usually include no more than 3-5 links?
8. Why is the biosphere called a global ecosystem?
9. The role of producers, consumers, reducers in the cycle of substances .
Cognitive and developmental tasks on the topic "Biogeocenosis and its components"
1. Find Biological Errors in Ecological Riddle Story
This morning, almost all the kids in our class gathered at the school. The fact is that today we are going to weed: we help the peasants, and they supply us with vegetables. Just before leaving, the teacher fell ill, but the guys decided that they were already old enough to cope with this work themselves. While waiting for the bus, we recalled our last trip with pleasure. It was April in the yard and it was sowing. Steam was emanating from the damp earth. "Guys, look - seagulls!" - Misha shouted. We saw many dots clearly visible in the field. The seagulls shoutedly followed the tractor, pecking at the seeds every minute. They do a lot of harm to this, and we were not upset when we learned that many of them would die, because fertilizer was applied to the ground.
Carried away by the memories, we hardly noticed how the bus approached. Everyone was eager to know what our field had become. In some forty minutes we were already there. How prettier it is! The even rows of young plants delighted the eye with fresh greenery, and dewdrops sparkled in the sun. A large bird flashed past in the thick grass. Vova recognized her immediately. “This is a seagull. I managed to notice a light chest and a dark head with a tuft. Most likely, she wants to take us away from her nest. " And he was right. We didn't even have time to take a few steps when we found a motley chick in the grass. "Oh, what a pitiful and helpless one, and my mother is already far away and, probably, will not find him!" - Masha exclaimed. "So let's take the chick with us and feed it at home!" - other guys suggested. We caught him and put him in a basket. My soul felt happy - we did a good deed. When we approached our garden, everyone began to carefully examine the rounded, succulent leaves with red veins, trying to determine which plant it was. But nobody could do it. "Look, the Colorado potato beetle!" - Misha shouted. Everyone crowded around and began to look at the beetle clutched in their palm. He turned out to be completely nondescript - all black. “I know that they planted in the field, - said Nastya, - corn. The Colorado potato beetle pollinates corn flowers, so let it go - it's a beneficial insect.
We did not notice that the sun was getting hotter. It was time to get to work, as there were more than enough weeds in the field! We came across creeping wheatgrass, quinoa, Ivan da Marya, thistle - a disgusting plant, tall, prickly. A lot of sedge grew between the beds.
After finishing work, we decided to take a break, took out packages of food from our backpacks and began to devour them in unison. But we were distracted by the amazingly beautiful song of the bird. “It's a lark,” said Misha, a great bird connoisseur. We raised our heads as the lark sings its songs high in the sky. “It’s a pity that we can’t see him, the lark is a very beautiful bird, it has a red head in front, and black on top, and there are yellow inserts on its black, white speckled wings. This bird is also interesting because it builds its nest in the field right on the ground. " We were all surprised at Misha's great knowledge. No wonder he said that when he grows up, he will become an ichthyologist.
It was time to get ready for the road. We left all the cans and plastic bags at the edge of the field because the germs will destroy them anyway. The rest of the day we had a lot of fun, telling each other about our impressions, singing songs, each brought a large bouquet of meadow flowers. What a good day it was!
2. Solve the crossword puzzle "BIOCENOSIS"
1.Source of matter and energy of living organisms.
2.Abiotic factor.
3. Predatory non-venomous snakes.
4. An organism using another organism as a habitat or food source.
5. The totality of suspended living organisms in oceans and lakes.
6. The totality of all representatives of a given species occupying a certain area at the same time.
7. Producers of organic matter.
8. Order of insects, consumers of the 1st order.
9.Representative of cap mushrooms, primary consumer.
10.Class of arthropods.
11. The rate of biomass formation.
12. Plants department, representatives of which are the main producers.
Lesson №1-2 Topic. Biogeocenoses (2 hours)
Tasks: repeat the characteristics of the biomes of the Ethiopian and Australian regions, indicate the reasons for the differences in the flora and fauna of different continents;
repeat the terms: autotrophs, heterotrophs, biogenesis, biocenosis, producers, consumers, decomposers;
to acquaint with the works of A. Tansley, V. N. Sukachev;
to teach the ability to distinguish an ecosystem from a biogeocenosis, to characterize a biogeocenosis, indicating species diversity, its density and biomass, phases of development of biogeocenoses, the results of the influence of human activity on natural systems.
During the classes.
I. Organizational moment.
Acquaintance with the basic terms and concepts of the lesson (written on the board).
Municipal government educational institution
"Secondary school number 4"
Abstract of an open lesson in biology
on this topic
"Community, ecosystem, biogeocenosis"
Teacher: Egorova Yulia Vitalievna
Shadrinsk, 2017
Lesson objectives: 1. To form the concept of natural communities, their diversity.
2. Give the concept of "biocenosis", "biogeocenosis", "ecosystem", "biosphere", about the relationship of organisms.
Lesson Objectives:
1. Educational:
- to concretize the knowledge of students about the community, ecosystem, biogeocenosis, their structure, components and properties;
- to form the concepts of "food chain" and "food web";
-expand students' knowledge of ecosystems;
- to consolidate environmental terms.
2. Developing:
1. Information
-continue the development of skills in working with various types and sources of information;
- develop the ability to work with diagrams, drawings, multimedia projector;
2. Intellectual
-to develop the ability to compare, generalize and establish patterns;
- to develop the communication skills of students.
3. Educational:
-continue education of respect for nature.
Lesson type: learning new material.
Equipment: 1. Table "biocenosis" of the forest, "biocenosis" of the reservoir;
2. TSO: projector, computer;
3. Plates with the names of plants and animals, a ball of thread.
Lesson structure
Organizing time. (2 minutes)
Repetition of the material studied: (5 min)
Introduction to the topic of the lesson. Goal setting. Lesson topic message.
Knowledge update.
III. Learning new material (27 min)
IV. Reflection. (5 minutes)
V. Homework. (1 min)
The spruce forest is a very special, peculiar plant community. This forest is gloomy, shady, wet. Spruce creates very strong shading, and only shade-tolerant plants can exist under its canopy. There are usually few shrubs in the spruce forest, on the soil there is a solid green carpet of mosses. In those areas of the spruce forest where the soil is poorer in nutrients and more moist, dense thickets of blueberries usually grow on the moss carpet - such a forest is called a blueberry spruce forest. Where the soil is better supplied with nutrients, as a rule, a continuous cover of acid wood develops. Such a forest is called an oxalis spruce forest. On soils, especially poor and very damp, under the spruce trees, a continuous rather thick carpet of cuckoo flax moss is spread. Plant communities usually do not have sharp boundaries and gradually merge into each other. On the border of forests and tundra in the north of our country, there is a transition zone - forest tundra. On the border of the forest and the steppe, the forest-steppe zone extends.
Species are related not only to each other, but also to inanimate nature. This connection is carried out through matter and energy. Therefore, ecologists use the term "biogeocenosis" or "ecosystem" to denote an elementary natural ecosystem.
An ecosystem (from the Greek oikos - dwelling and systema - association) is a community of living organisms together with their physical environment, united by the metabolism and energy into a single complex. (Slide 6)
Ecosystem and biogeocoenosis are close concepts, but if the term “ecosystem” is suitable for denoting systems of any rank, then “biogeocenosis” is a territorial concept, referring to such land areas that are occupied by certain units of vegetation - phytocenoses.
Not every ecosystem is a biogeocenosis, but every biogeocenosis is an ecosystem. (Slide 7)
The doctrine of biogeocenosis and the term itself were created by the Russian botanist Vladimir Nikolaevich Sukachev. (Slide 8)
There are a lot of ecosystems on Earth, an essential property of each of them is the circulation of substances and energy flows.
Energy and substances are constantly needed by living organisms, and they draw them from the surrounding nature, thereby forming a cycle of matter and energy. It is quite clear that if living organisms irretrievably borrowed all the nutrients they need from inanimate nature, without returning anything back, the reserves of nutrients on Earth would dry up and life would cease. This does not happen, because nutrients are constantly returned to the environment as a result of the vital activity of the organisms themselves.
Biogeocenoses can be of different sizes: (Slide 9)
a hummock in a swamp or a stump in a forest, a burrow with its population, an aquarium are examples of microbiogeocenoses, or microecosystems.
a certain plant association with all its components (for example, oxalis spruce, cowberry spruce, etc.), the lake can be called a mesobiogeocenosis, or mesoecosystems,
and the ocean, land and certain types of vegetation (forest, steppe, meadow, etc.) are macrobiogeocenoses, or macroecosystems.
In the course of the explanation, the students draw up a diagram.
By origin, the ecosystem can be divided into (Slide 10)
Natural - formed under the influence of natural factors (meadow, swamp)
Artificial - created by man in the process of economic activity (fields, parks, forest plantations, squares)
In the course of the explanation, the students make a diagram:
Look at the table and compare what is the feature of artificial biogeocenosis?
Comparative characteristics of biogeocenoses and agrocenoses. (Table 1)
Exercise. Choose from the following provisions, which relates to agrocenosis and what to biogeocenosis:
are capable of self-regulation;
incapable of self-regulation;
All natural ecosystems (biogeocenoses) are interconnected and together form the living shell of the Earth, which can be considered as the largest ecosystem, this ecosystem is called the biosphere. It covers part of the atmosphere, part of the lithosphere and the entire hydrosphere. The integral doctrine of the biosphere was created by the outstanding Russian scientist V.I. Vernadsky (1863-1945).
IV.Reflection
1. Which of the communities and ecosystems you know have more or less clear boundaries?
2. Can all bird populations inhabiting the forest be considered a community?
3. What factors of inanimate nature affect the flora and fauna of the community?
V. Homework pr. 5.1 (Slide 11)
Table 1 Comparative characteristics of biogeocenoses and agrocenoses.
The compared category is biogeocenosis agrocenosis Direction of selection action Natural selection acts, culling non-viable individuals and preserving adaptations to environmental conditions, ie selection, forms a stable ecosystem. The action of natural selection is weakened by humans; mainly artificial selection is carried out in the direction of preserving organisms with maximum productivity
Cycle of basic nutrients All elements consumed by plants, animals, and other organisms return to the soil, that is, the cycle is complete. Part of the nutrients is taken out of the cycle with the mass of organisms grown and harvested as a crop, i.e., the cycle is not carried out
Species diversity and resistance They differ, as a rule, in a large species diversity of organisms that are in complex interrelationships with each other, providing resistance. The number of species is often limited to one or two; the interconnections of organisms cannot provide sustainability.
Ability for self-regulation, self-maintenance and changeability Self-regulating, constantly renewing, capable of directed change from one community to another (succession). They are regulated and controlled by humans through changes in natural factors (irrigation), weed and pest control, changing varieties, increasing productivity.
Productivity (amount of biomass created per unit area) Biomass of terrestrial ecosystems
exceeds the productivity of ecosystems of the World Ocean by 3 times; the main biomass products are consumed by consumers. Occupying 10% of the land area, they produce 2.5 billion tons of agricultural products annually; are significantly more productive than biogeocenoses
Assignment 1. Choose from the above provisions what is related to agrocenosis and what is related to biogeocenosis:
consist of a large number of species;
are capable of self-regulation;
incapable of self-regulation;
consist of a small number of species;
all nutrients absorbed by plants return to the soil over time;
a significant part of nutrients is removed from the soil; to compensate for losses, it is necessary to constantly apply fertilizers;
the only source of energy is sunlight;
the main driving force behind evolution is artificial selection;
natural selection is the main driving force behind evolution;
prosperity, conservation and high productivity are associated with human activities.
Fox Hare
Hawk Birch
Mouse Grain
Owl sparrow
"Organisms in the Ecosystem" - Organic matter. Thermal waste. The supraspecific level of organization of biosystems. Biogeocenosis. Energy of sun. Thermal energy. Energy of sun. Ecosystem structure. Characteristics of the Ecosystem. The flow of energy into the ecosystem. Answers to the crossword puzzle. Producers Consumables Reducers. Ecosystems of the Earth. Biogeocenosis of the oak forest.
"Ecosystem and biogeocenosis" - Spatio-temporal boundaries of ecosystems can be allocated quite arbitrarily. Ecosystems can be natural or artificial. Heterotrophic organisms receive energy from the absorption of organic substances and are called consumers, or consumers. Organisms that specialize in obtaining specific food are called monophages.
"Agrocenosis" - Species - dominant - the species prevailing in the ecosystem in terms of number and influence. Artificial (agrocenoses). Plants. Choose ONE correct answer. Anthropogenic factors. Producers. Change of agrocenosis to a natural ecosystem. Task 1. Choose ONE correct answer. Quail. Ways to increase the productivity of agrocenosis:
“Ecosystem field” - Short food chains due to the small number of plant and animal species; Therefore, the ecosystem of the field cannot exist without human participation. The predominance of organisms of one or more species (wheat in the field); Plows the land, replacing worms and other "scavengers"; applies fertilizers and compensates for the lack of minerals.
“Community ecosystem biogeocenosis” - Living organisms in nature are united into communities adapted to certain conditions of existence. Chapter XV. Characteristics of the biogeocenosis. 1. Source of energy. 1st order consumables? Habitat. Home: § 66. For the existence of any biogeocenosis, energy is needed. Sources of energy for the existence of biogeocenosis?
"The structure of ecosystems" - I. Ecosystem, biogeocenosis, definition, properties. A. Tensley. Ecosystem structure. Ecosystem is the basic concept of ecology. Plants. Animals. Created in 1964 the doctrine of forest biogeocenology. Substance, energy, information. The structure of ecosystems. Sukachev Vladimir Nikolaevich. Biocenosis. Topic: "The structure of ecosystems" Plan.
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