03.03.2020

The cell is the basis of the structure and growth of living organisms. Lesson summary on the topic “the cell is the basis of the structure and growth of living organisms.” Tasks of increased difficulty

Lesson summary on the topic: “The cell is the basis for the structure and growth of living organisms»

Item: The world

Class: 4th grade

Lesson type: Discovery of new knowledge (activity method technology)

UMK:“Developmental education system of L.V. Zankova"

Educational: To formulate the concept of “cell” among students, introduce them to the structure of a cell, clarify and systematize students’ knowledge about the meaning of the cell as the basis of the structure and growth of living organisms.

Bring up culture of behavior during frontal work, individual work, and group work.

Form UUD:

-Personal: awareness of the significance of the “researcher” role, assessment of one’s work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding students’ knowledge about the possibilities of water and practical work.

- Regulatory UUD: the ability to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collectively drawn up plan; evaluate the correctness of the action; plan your action in accordance with the task; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your guess.

- Communication UUD: skill express your point of view, correctly formulate your statement; collaborate with other group members, agree on sequence and results, learn to present the work process and the result of your actions to others, listen to the opinions of others.

Goals, objectives:

- Cognitive UUD: ability to navigate your knowledge system: distinguish new things from what is already known with the help of a teacher; gain new knowledge: find answers to questions based on your life experience and information received in the lesson.

Planned results:

Subject:

Personal:
Be able to conduct self-assessment based on the criterion of success of educational activities.

Metasubject:

Regulatory UUD: Be able to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collectively drawn up plan; evaluate the correctness of the action at the level of an adequate retrospective assessment; plan your action in accordance with the task; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your guess.

Communication UUD: Be able to express your thoughts orally; formulate statements correctly; collaborate with other group members, agree on sequence and results, learn to present the work process and the result of your actions to others, listen to the opinions of others ; formalize your thoughts in oral and written speech, draw up your conclusions in a table.

Cognitive UUD: Be able to navigate your knowledge system: distinguish new things from what is already known with the help of a teacher; gain new knowledge: find answers to questions using your life experience and information received in the lesson; conduct observations on a given basis;

Basic concepts: cell, nucleus, cytoplasm. Bone cell, nerve cell, muscle cell, epithelial cell.

Lesson stage	Lesson activities
1. Stage of motivation (self-determination) for educational activities.	Slide1 Good afternoon. Slide 2 Welcome to the science laboratory. Today in class I invite you to become research scientists. What do scientists do? They ask questions. They put forward hypotheses and assumptions. They are looking for answers to these questions. They observe and conduct experiments. They check their guesses. They draw conclusions. Slide3 Three scientific groups will work in our laboratory. Each group has: Senior Researcher - leads the work of the group. Assistant - reads the task. Everyone else is an expert.
2. Updating knowledge	Slide4 Work in groups: Man lives in the world around him. He is part of this world, part of nature. Prove it. (He breathes, eats, grows, moves, he has children, he dies). Now I ask you to think: have you changed much since you were born? We have grown up. Why do you think? Children's hypotheses are put forward. Slide5 What do you think we will talk about in class? Lesson topic: “Cell - the basis of the structure and growth of living organisms.”
3. Setting a learning task	Slide6 What can we learn about this topic? Setting lesson objectives: (children’s answers) What is a cell? How is a cell structured? What kind of cells are there? What kind of work do they do? ….. How many types of cells are there? How might they differ and why? What goal will you set for yourself in the lesson? Purpose of the lesson: Find out the structure and meaning of a cell How do you work in class when you discover new knowledge? (We must take two steps: understand what we don’t know yet, and find out for ourselves.) How will we achieve our goal? (Textbook, notebook, additional sources of information, experiments, personal knowledge, teacher) And our today’s assistant will be a researcher’s sheet, where you will record the knowledge gained and evaluate your work.
4. Assimilation of new knowledge and methods of action	Slide7 Teacher's story: All living organisms are made up of cells. Man and plants, cat and frog, microbe and algae. Slide8 Englishman Robert Hooke in 1665 examining a thin section of the bark of a cork tree through the microscope he constructed, he counted 125 million cells in 1 square inch (2.5 cm). He called them cells. Anthony Van Leeuwenhoek, a Dutch naturalist in the 17th century, invented a microscope with a magnification of 200 times and discovered the world of microorganisms. Peter 1 brought the first microscope to Russia Slide9 Let's plan our research: Plan Find and examine the cell, determine the structure, sketch the cell on the researcher’s sheet. (work with a microscope, work with a textbook p. 20) Determine the value of the cell (work with the textbook p. 21) Types of cells For our laboratory to work successfully, we need to remember the rules by which scientists work. PROHIBITED: Taste any substances, take them in your hands. Treat substances with caution. There is a microscope on the desks. Children are invited to examine and draw onion skin cells Work according to plan. 1) Work in groups. Groups receive an additional task: Group 1 - What is the core? Kernel value. Group 2 – What is cytoplasm? Meaning. Group 3 - What is a shell? Meaning. What conclusion can we draw about the structure of the cell? Conclusion: the main parts of the cell are the membrane, cytoplasm and nucleus In nature, there are living organisms consisting of only one cell and multicellular ones. Most organisms are multicellular. How many cells does our body consist of? And a person develops from one cell. Can we conclude that the cell is alive? Let's think about it. Conclusion : cells grow, breathe, eat, multiply, die. Slide10 2) We looked at plant cells. On page 22 of the textbook, consider the types of human cells Name them. (Bone, nerve, muscle, epithelial cell) What do their structures have in common? What are the differences? How would you explain them? There are several types of cells in our body and, of course, they all have a specific job. (examination of drawings of cells of various tissues) What do nerve cells look like? / on the …. they have rays/ - it is through these “rays” that signals pass from organs to the brain and vice versa. Without these cells, we would not be able to feel, speak, move, etc. What is the support of our body? (skeleton, bones) these cells look like this... Thanks to the work of muscle cells, we can move. These cells are elongated, very strong, and can stretch and contract, allowing us to make movements. Slide11 Cells reproduce in a very interesting way. This process is called bisection. Before division, the nucleus enlarges, stretches, and a constriction forms in the middle, which “tears” it. New nuclei diverge in different directions, and a constriction of shell begins to form between them. The cytoplasm spreads across the compartments, and the cells gradually break away from each other. Young cells grow and divide again - as a result, the entire body grows. Additional material. Lifespan of cells. How long do cells live? (As long as a person or animal lives) Muscle and nerve cells are long-lived. They work continuously throughout a person's life. But skin cells are renewed in 1-2 weeks. The life of the epithelial cells covering the inner walls of the intestine is short - only 1-2 days. Dead cells are constantly replaced by new ones. But for this a person must eat, breathe, move.
5. Consolidation of knowledge and methods of action	Remember what the topic of our lesson is. What questions did we want to find answers to? What have we learned about the cell? Slide12 Complete the sentences: All living things have….. (cellular structure). The main parts of the cell are: ………..(shell, cytoplasm and nucleus). Living cells……… (breathe, eat, grow and reproduce). Cells differ…….. (in size, shape and functions). Microscope is a device for studying ……….. (small objects). So why are we growing?
6. Summing up the lesson. Reflection. Homework	Let's summarize the lesson. Complete the sentences: Slide13 Today I found out... It was interesting… I completed tasks... I purchased... I was surprised... I wanted… I want to know … Homework: Prepare a crossword puzzle on the topic “The cell is the basis of the structure and growth of living organisms. Retelling pp. 20-23

Application:

Researcher's sheet

Cell structure

Draw the structure of an onion skin cell. Label the main parts of the cell.

“The cell is the basis of the structure and growth of living organisms”

Goals, objectives:

Educational: To formulate the concept of “cell” among students, introduce them to the structure of a cell, clarify and systematize students’ knowledge about the meaning of the cell as the basis of the structure and growth of living organisms.

Foster a culture of behavior during frontal work, individual work, and group work.

Form UUD:

Personal: awareness of the significance of the “researcher” role, assessment of one’s work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding students’ knowledge about the possibilities of water and practical work.

Regulatory UUD: the ability to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collectively drawn up plan; evaluate the correctness of the action; plan your action in accordance with the task; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your guess.

Communicative UUD: the ability to express one’s point of view, correctly formulate a statement; collaborate with other group members, agree on sequence and results, learn to present the work process and the result of your actions to others, listen to the opinions of others.

Cognitive UUD: the ability to navigate one’s knowledge system: distinguish new things from what is already known with the help of a teacher; gain new knowledge: find answers to questions based on your life experience and information received in the lesson.

Planned results:

Subject:

Mastering the concept of “Cell”. Ability to name and show the components of the cell structure; talk about the meaning of a cell, how the life of a cell is connected to a person’s lifestyle, determine cause and effect; understand and name types of fabrics

Personal:

Be able to conduct self-assessment based on the criterion of success of educational activities.

Metasubject:

Regulatory UUD: Be able to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collectively drawn up plan; evaluate the correctness of the action at the level of an adequate retrospective assessment; plan your action in accordance with the task; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your guess.

Communicative UUD: Be able to express your thoughts orally; formulate statements correctly; cooperate with other group members, agree on the sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others; formalize your thoughts in oral and written speech, draw up your conclusions in a table.

Cognitive UUD: Be able to navigate your knowledge system: distinguish new from already known with the help of a teacher; gain new knowledge: find answers to questions using your life experience and information received in the lesson; conduct observations on a given basis;

Basic concepts: cell, nucleus, cytoplasm. Bone cell, nerve cell, muscle cell, epithelial cell.

What cells can we see without a microscope?

Cell meaning:__________________________________________________________________________

__________________________________________________________________________________

What types of cells are found in the human body?

__________________ _________________ __________________ __________________

Prove that the cell is alive.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson about the world around us in 4th grade. “The cell is the basis for the structure and growth of living organisms.”

Lesson summary on the surrounding world, grade 4, on the topic "The cell is the basis of the structure and growth of living organisms" Description of the material: I bring to your attention a lesson summary on the subject “The World Around You”. This material is intended for primary school teachers when studying the topic “The cell is the basis of the structure and growth of living organisms”, 4th grade. This lesson uses critical thinking techniques and various forms of working with text.
Tasks:
1. Create an environment for bringing students to an understanding of the complexity and perfection of the structure of a living organism, the interconnection of organs.
2. Introduce the basis of the structure and growth of living organisms - the cell.
3. Arouse children's interest in knowing themselves.
Equipment:
- handouts (individual and class; microscope, onion peels, orange slices, chicken eggs, peas, plastic bags)

1. Introductory conversation with checking homework.
- Man lives in the world around him. He is part of this world. Can humans be considered part of nature?
- Yes.
- Prove it.
- He breathes, eats, grows, develops, and gives birth to children.
People always got sick, got injured, bruised. Who were the first healers?
- Women
- Name the “Father of Medicine”
- Hippocrates
- What areas of knowledge is medicine related to?
- physics, chemistry, biology.
- So, a person strives to improve the world around him. And, of course, a person strives to improve himself in this world.
- Let’s imagine that we are looking at ourselves in the mirror. What did you see outside?
- Our body: head, torso, limbs.
Let's test ourselves: listen to the poem "The Human Body."
Everyone should have
Very smart... (head)
I believe her as best I can
The head sits on ... (neck)
Belly, back, chest
They are called together ... (torso).
Hands - to caress, to work,
Drink water from a cup.
Quick legs run along the path.
I stumbled through Genka
And I hurt my knee.
But our body is covered with skin. It is not transparent and does not allow one to see what is hidden under it. But nowadays we know a lot about what is inside us.
- What do you know?
- Where from?
- How did we get this knowledge?
- I must say a huge thank you to the scientists
- So, let's see how well you know some of our internal organs.
Game "Guess the word"
One student stands in front of the class (the driver), the other stands behind him and shows the class
signs with terms that need to be interpreted. Willing students explain
to the driver the meaning of the word (in its characteristics), the driver guesses the term based on the interpretation.
The signs that were successfully guessed are given to the driver. Poor interpretations of words
are collectively corrected. The student who offers an incorrect interpretation of the word receives
penalty point.
Words for interpretation:
Heart, stomach, liver, lungs, eyes, intestines.
Crossword solution
Write down the words horizontally, guess the highlighted word vertically.

1. What a person uses to breathe (lungs)
2. A hollow sac in which half of the food is digested (stomach).
3. The motor is the size of a fist. Continuously drives blood. (Heart)
4. organ where organs are located - tongue and teeth. (mouth)
4. These organs purify the blood. The waste is thrown out in the form of water (buds).
5. Organ that plays the role of a camera (eye)
- And this, guys, is not all the organs that form a single whole, what kind of whole? – organism.
Define:
The human body is a complex system of organs that interact with each other and form a single whole.
2. Physical exercise
3. Determining the topic of the lesson
- Guys, do any of you know what height and weight you were at your birth?
- your body has changed over time, what happened to you?
- We have grown up.
- Why do you think?
Let's work with the textbook.
“Ready for an answer!” The class is divided into groups. Each group works with a textbook.
It is proposed to find the desired text in the table of contents in 5-7 minutes, read and view it,
choose the most important and interesting, prepare a message for 1-2 minutes.
The teacher asks any student. Everyone should be ready to answer.
Based on his story, the quality of the group’s preparation is assessed.
P.19.
So, complete the sentence on the board:
_____________ is the basis for the structure and growth of living organisms. This is the topic of our lesson.
All living organisms are made up of cells.
Man and plants, cat and frog, microbe and algae. Only a microbe is one cell, and an apple tree leaf is 500 million cells. There are giant cells (although now you don’t know about them), and there are cells that are difficult to see even with a microscope. The English naturalist Robert Hooke improved the microscope over 200 years and, examining the cover of an elderberry tree, unexpectedly discovered living cells.
4. Practical work.
I invite you to play the role of researchers and do practical work in groups: we have a preparation (onion skin) under a microscope. Let's remember the rules for working with a microscope.
1. Direct the light with a mirror into the hole in the stage.
2. The drug is fixed on a glass slide.
3. Raise the tube slowly until a clear image appears.
The order of actions is on the board.
1. Examine the cell.
2. Fill out the sheet.
3. Illustrate the cell.
Work in groups: sketched a cell on a landscape sheet.
- Heard the group commanders:
- The shape is different, but we saw a cage wall and a dot inside.
There is a slice of orange and an egg on the table in front of you, try to explain why they are there. You need to compare your drawing with the drawing in the textbook on pages 20-21 of the textbook.
- Independent reading of two paragraphs.
Conversation after reading the text:
-Why were you offered a slice of orange? (an example of cells visible to the eye, only the structure of the cell itself is not visible)
Here are some more examples of plant cell shapes:

Guys, formulate a conclusion about what a cell is:
A cell is a living organism: it breathes, eats, grows, multiplies by dividing into new cells, performs different jobs and acquires different properties, and dies.
- look at the picture on page 22 (different cells - bone, nerve, muscle cells, epithelial cells).
- Chat in groups and determine what is common in their structure. What are the differences?
Read the text and define the concept “Fabric”.
- cells that have the same structure, are collected together and perform the same job.
5. Lesson summary:
-What did you find out?
- What made the greatest impression?
- What would you like to know?
Game "Examiners". It is carried out individually or in groups. Students are invited, using a textbook or additional literature, to prepare questions for the class on the topic studied.
I propose to create a simple model of a cell. Take what you need (There are a variety of items on the table, among which the children will choose a plastic bag and a pea)
6. Assessment and homework:
Qualitative assessment of group work.
If you wish, you can prepare reports about scientists and their research that reveal the reasons for the growth of any organism, explaining the connection between cell life and the human lifestyle.
7. Reflection

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 matter - research. To do this, he came up with a marvel - a device that magnifies and helps you see what small organisms are made of - a microscope. One day, on a warm winter evening, Robert Hooke decided to look under a microscope………………………………………………………. He set up the microscope for a long time, sat down comfortably, and looked into the eyepiece. There he saw many, many balls.

Robert enlarged the image to see what parts these balls consist of.

Today I invite you to become explorers.

Organizes and directs the activities of students towards the active and conscious assimilation of new material.

(On the board there is an inscription: A CELL is a living building block of an organism.)

Read what is written on the board? What do bricks and cages have in common? (Bricks are used to build buildings, and cells are used to build an organism.)

It is the cell that forms the basis of any organism. Slide 1

What would you like to know about the cell? (Students: find out the structure of a cell, find out what work it performs in the body?)

Teacher: Now look at the slide and compare, do our lesson goals coincide?

1. Find out the structure and functions of an animal cell.

2. Determine the role of each organelle in the life of the cell.

3.Learn to recognize organelles by appearance. Slide 2

Now we can clearly see that our goals coincided for this reason.

Forward to " JOURNEY THROUGH THE CELL»!!! Slide 3

Why do you need to know the structure of a cell? (Students' answers)

It is in the cells that changes that lead to diseases begin to develop. Therefore, doctors often need a very detailed study of the cells of a sick person, their structure, shape, chemical composition, and metabolism. Concepts about the structure and development of cells are widely used in genetics - the science of heredity and variability of organisms. Sometimes knowledge of cellular theory helps criminologists detect a criminal, establish paternity, and reveal much more - exciting, mysterious, unknown.

Every self-respecting traveler should check how well he or she is prepared for the trip. What can we take with us on the journey of knowledge?

(Students: - equipment (microscope, textbook, additional material). Slide 4

Teacher: correct, but we still have to take with us one of the most important things - the knowledge we have accumulated in previous lessons.

So the cell seems small

But look through a microscope:

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

Game “Complete the sentence”

When they say that the human body works like a clock, they mean that the nervous system, while simultaneously controlling the vital activity of all systems, allows the body to make all the necessary movements with the help of musculoskeletal apparatus that a person is healthy heart, which ensures the movement of blood throughout the body, and good lungs- gas exchange. At the same time, the digestive system provides digestion food, and the urinary and digestive organs together withdraw waste metabolic products from the body. Each organ system is necessary for the life and activity of the human body.

Man belongs to the world of living nature

Let's go on a journey...

So, write down the topic of the lesson on your route sheets.

Let's look at what the tissues of different human organs look like.

We saw many, many balls that were shaped like a cage.

Having done the work, you will mark the structure of the cell on the route sheets and draw a conclusion.

Student performances

Despite its tiny size, the cell is extremely complex. Thousands of different chemical reactions are constantly going on in every cell. No wonder it is compared to a chemical plant. Let's get acquainted with the amazing and complex structure of the cell. Slide 6

Any cell is covered on the outside shell./ membrane/ The membrane separates the contents of the cell and the cell from the external environment. There are holes in it – pores. Pores in the cell membrane are necessary for the exchange of substances with the environment; through them, water and other substances enter and exit the cell. Slide 7

Inside the cell, all its space is occupied by a colorless viscous substance. This cytoplasm. It moves slowly - this is one of the properties of a living cell. This fluid transports nutrients. When strongly heated and frozen, it is destroyed, and then the cell dies.

The nucleus is located in the cytoplasm. Core- 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 passed on from cell to cell, from generation to generation, carefully carrying the baton of Life. Slide 8

Metachondria– located in the cytoplasm of cells. Their shape is different. They can be oval, rod-shaped, thread-like. They participate in the exchange of oxygen and are called “energy stations” of cells.

Endoplasmic reticulum–The endoplasmic reticulum connects the main organelles of the cell. Represents a system tubes and cavities. This is where nutrients are produced.

Lysosomes- these are small bubbles. With their help, intracellular digestion is carried out. Their main role is to remove waste food products from cells

Microfilaments-This 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 maintain its shape.

Conclusion: cells of any human organ, interconnected by intercellular substance, formtextileof this organ/ nerve cells form nervous tissue, fat cells form adipose tissue, muscle cells form muscle tissue/

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

Lesson about the world around us in 4th grade

UMK system L.V. Zankova

Teacher Titova Svetlana Anatolyevna MBOU "Stepnovskaya Secondary School"

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

Target. Organize students’ work 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 cause and effect relationships; 4. talks about the life of the cell; 5. talks about the lifespan of cells;

meta-subject

educational:

Finds the necessary information to solve a didactic problem using a textbook;

- makes a recording ( fixation) information in table form, scheme;

2. communicative:

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

3. regulatory:

Plans actions in accordance with the assigned task;

Monitors the results.

During the classes.

1.Organizational moment

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 concluded?

Why have you grown up?

They measured their weight and height and wrote them down in a workbook. With the help of the parents, birth height and weight were recorded. We compared the photos (I am a preschooler, I am currently).

Children share their impressions in groups.

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

Children's assumptions: all living organisms grow; the bones became larger; we are made up of cells, and they grow...

3. Goal setting.

You guys have made a lot of assumptions about why a person grows. But the truth is always the same. What goal can you set for the lesson?

Children formulate a goal:

Find out the reason for human growth.

4. Work on the topic of the lesson.

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

Compare the pictures and the chicken egg. Based on the results of your observations, fill out the diagram “Cell Structure”

What conclusions can be drawn?

Present your diagrams, 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 out the tables and complete the diagram (pages 21-23).

Table for gr. No. 1.

Scheme for gr. No. 2

Life span of a cell

Table for gr. No. 3.

Table for gr. No. 4.

Cell activity

3. Presentation of the results of the groups’ work.

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

Cell structure

nucleus cytoplasm shell

CONCLUSION 1: A chicken egg is a cell.

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

Children talk about the structure of a cell, showing a diagram.

Using the text, children fill out tables and make a diagram.

Children show results:gr. No. 1.

fabric name

example

bone

bone tissue, cartilage

leg bones, arm bones

epithelium

epithelial tissue

leather

nervous

nerve tissue

nerve of the eye

muscular

muscle

arm muscles

gr. No. 2

Life span of a cell

long short

muscle cell epithelial cells

nerve cell (renewed after 1-2 days -

in the intestines; are updated

after 1-2 weeks – skin cells

Table for gr. No. 3.

Cause and effect relationships

consequence

cells work hard

cells receive a lot of nutrients and oxygen

cells don't work much

cells receive little nutrients and oxygen

the athlete is constantly engaged in physical work

muscles increase and strengthen

muscles weaken

the person needs outside help and has difficulty walking

a man has been sick for a long time, lies in bed

muscles weaken

gr. No. 4.

Cell activity

proof, condition, examples, consequence

cell is a living organism

breathes, eats, reproduces, grows, dies

the cell dies

no oxygen, no food

the cell grows and divides

there is breathing, there is food

cells work

some substances are converted into others

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 complete the task without it.

Scheme “The process of cell division”

clue:

The human body consists of cells. Cells are living organisms. They grow, they divide, there are more of them, and we grow.

Children demonstrate diagrams:

6. Homework

- No. 9 page 5 (workbook)

Primary school teacher Fayzullina O.V.

So the cell seems small

But look through a microscope:

After all, this is a whole country...

Lesson type: a lesson in the formation and improvement of knowledge.

The purpose of the lesson:

promotion of a healthy lifestyle, based on interdisciplinary connections in a modern school environment and using interactive equipment.

Tasks:

educational:

Create conditions for children to develop ideas about the structure of a cell; introduce the distinctive features of plant and animal cells;

Generalize and consolidate knowledge about the structure and functions of the main parts and organelles of the cell

To trace the interdisciplinary connections of biology with literature and physical education on issues of a healthy lifestyle;

Create conditions for developing the ability to see, compare, generalize and draw conclusions;

Educational:

Develop cognitive interest in the world around us by attracting entertaining material and creating problem situations;

Develop logical thinking, imagination, perception, speech;

Develop students' observational ability and creativity.

Educational:

To develop students’ communication skills and a culture of dialogue;

Promote a healthy lifestyle;

Cultivate interest in the world around you, a desire to learn and make discoveries.

Personal UUD:

The internal position of the student;

Educational and cognitive interest in new educational material;

Focus on understanding the reasons for success in educational activities;

Self-analysis and self-monitoring of results;

The ability to self-assess based on criteria for the success of educational activities.

Cognitive UUD:

Search and selection of necessary information;

Application of information retrieval methods;

The ability and skill of students to perform simple logical actions (analysis, comparison).

Communication UUD:

The skills to explain your choice, construct phrases, answer the question posed, and give arguments are developed;

Ability to work in pairs, taking into account the position of the interlocutor; organize and carry out cooperation with the teacher and peers.

Regulatory UUD:

Control in the form of comparison of the method of action and its result with a given standard;

Correction;

Grade.

Methods:

verbal – conversation based on students’ knowledge;

visual – demonstration of videos, visual aids, additional literature, presentations;

practical – working with interactive simulators;

research – searching for the right answers to the questions posed, from ignorance to knowledge;

Methodical techniques:

logical – identifying common features, differences, formulating conclusions;

organizational – frontal, group, individual work of students;

technical – use of visualization, interactive equipment.

Equipment : computer, microscopes, multimedia projector, ecwounds

During the classes:

Lesson stages, goal

Hello, please sit down. On your desks: a textbook, school supplies, a microscope, a lesson route sheet. So... The bell rang and the lesson begins. I will smile at you, and you will smile at each other. We are kind and welcoming. We are all healthy. Take a deep breath and exhale. Exhale yesterday's resentment and anxiety. Breathe in the freshness of a winter day. I wish you a good mood and careful attitude towards each other. Hold hands and repeat:We are intelligent!We are friendly!We are attentive!We are diligent!We are doing great studying!We will succeed!
2. Setting the goal and topic of the lesson Target:organize and direct the cognitive activity of students towards the goal

3.Motivation. Creating a problematic situation. Prepare students for active and conscious learning of new material.

II . Updating knowledge. Purpose: to repeat and generalize students’ knowledge on the topic covered.

1. Introduction of new knowledge based on children's experience.. Goal: to identify the level of knowledge on the topic being studied Learning new material:Introduction to the topic.Immersion in the topic.

III .Physical minute (3min) IV .Primary consolidation of new material.

V .Work according to the textbook

VI . Consolidation Goal: to repeat and consolidate the studied material.

VII. Lesson summary

1. Reflection. (1 min)

2.Homework

In a distant foggy rainy country - England lived - there was a great scientist. His name was Robert Hooke. He was engaged in a very interesting and important matter - research. To do this, he came up with a marvel - a device that magnifies and helps to see what small organisms are made of - a microscope. One day, on a warm winter evening, Robert Hooke decided to look under a microscope ………………………………… ……………………He spent a long time setting up the microscope, sat down comfortably and looked into the eyepiece. There he saw many, many balls. Robert enlarged the image to see what parts these balls consist of.Today I invite you to become explorers.

Organizes and directs the activities of students towards the active and conscious assimilation of new material.

( There is an inscription on the board: A CELL is a living building block of the body.)
- Read what is written on the board? What do bricks and cages have in common? (Bricks are used to build buildings, and cells are used to build an organism.)It is the cell that forms the basis of any organism.slide - What would you like to know about the cell? (Students: find out the structure of a cell, find out what work it performs in the body?)
Teacher: Now look at the slide and compare, do our lesson goals coincide?1. Find out the structure and functions of an animal cell.2. Determine the role of each organelle in the life of the cell.3.Learn to recognize organelles by appearance.
Now we can clearly see that our goals coincided for this reason.Forward to "JOURNEY THROUGH THE CELL »!!!

Why do you need to know the structure of a cell? (Students' answers)

It is in the cells that changes that lead to diseases begin to develop. Therefore, doctors often need a very detailed study of the cells of a sick person, their structure, shape, chemical composition, and metabolism. Concepts about the structure and development of cells are widely used in genetics - the science of heredity and variability of organisms. Sometimes knowledge of cellular theory helps criminologists detect a criminal, establish paternity, and reveal much more - exciting, mysterious, unknown.

Every self-respecting traveler should check how well he or she is prepared for the trip. What can we take with us on the journey of knowledge?
(Students: - equipment (microscope, textbook, additional material).)Teacher: correct, but we still have to take with us one of the most important things - the knowledge we have accumulated in previous lessons.
Game “Complete the sentence”
When they say that the human body works like a clock, they mean that the nervous system, while simultaneously controlling the vital activity of all systems, allows the body to make all the necessary movements with the help ofmusculoskeletal apparatus that a person is healthyheart, which ensures the movement of blood throughout the body, and goodlungs - gas exchange. At the same time, the digestive system providesdigestion food, and the urinary and digestive organs togetherwithdraw waste metabolic products from the body. Each organ system is necessary for the life and activity of the human body.
Man belongs to the world of living nature Let's go on a journey...
So, write down the topic of the lesson on your route sheets.

Let's look at what the tissues of different human organs look like.

We saw a lot of balls that were shaped like a cage

Having done the work, you will mark the structure of the cell on the route sheets and draw a conclusion.

Student performances

Despite its tiny size, the cell is extremely complex. Thousands of different chemical reactions are constantly going on in every cell. No wonder it is compared to a chemical plant. Let's get acquainted with the amazing and complex structure of the cell.Any cell is covered on the outsideshell ./ membrane/ The membrane separates the contents of the cell and the cell from the external environment. There are holes in it– pores . Pores in the cell membrane are necessary for the exchange of substances with the environment; through them, water and other substances enter and exit the cell.
Inside the cell, all its space is occupied by a colorless viscous substance. Thiscytoplasm . It moves slowly - this is one of the properties of a living cell. This fluid transports nutrients. When strongly heated and frozen, it is destroyed, and then the cell dies.
Located in the cytoplasmcore.Core – 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 passed on from cell to cell, from generation to generation, carefully carrying the baton of Life.
Metachondria – located in the cytoplasm of cells. Their shape is different. They can be oval, rod-shaped, thread-like. They participate in the exchange of oxygen and are called “energy stations” of cells.
Endoplasmic reticulum – The endoplasmic reticulum connects the main organelles of the cell.Represents a systemtubes and cavities. This is where nutrients are produced.Lysosomes - these are small bubbles.With their help, intracellular digestion is carried out.Their main role is to remove waste food products from cellsMicrofilaments -Thisvery thin protein filaments with a diameter of 5-7 nm.They help the cell moveAlmost all animal cells contain hollow, cylindrical, unbranched organelles calledmicrotubules . They help the cell maintain its shape.Conclusion : cells of any human organ, interconnected by intercellular substance, formtextile of this organ/ nerve cells form nervous tissue, fat cells form adipose tissue, muscle cells form muscle tissue/Like organ systems, cells work in concert with their neighbors
Insert missing wordAll cells are separated from each other by a cellular (plasma) membrane... - a dense transparent membrane.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..., which stores hereditary information.The energy center of the cell...Terms: cytoplasm, mitochondria, cell, membrane, nucleus, organellesWrite down the main functions of cells

Provide the body with oxygen Protects against germs Helps you move Forms a moist protective layer

Conclusion: all living cells breathe, feed, grow, reproduce and die. When cells reproduce, they divide, then grow again and divide again to form new, similar cells. Replacement of dead cells in the body occurs constantly while a person lives. Cell division contributes to the growth of a person - his bones, muscle and all other tissues, the healing of cuts, wounds, damaged muscles, the healing of broken bones
Independent work Test
1. Who is the discoverer of cells?A. M. LomonosovB.J. BrunoV. R. Guk2.What is the name of the device for monitoring living cells?A. BinocularsB. MicroscopeB. Telescope3. What organisms are made up of cells?A. Plants onlyB. Animals onlyB. All living organisms4. Match:

1 Core

5. What is the reason for the growth of any organism?

A. Cell nutrition

B. Cell respiration

B. Cell division /promotes the growth of a person, his bones, the healing of wounds, cuts, damaged muscles, the healing of broken bones./

6. How many types of cells are there in the human body?

A. 100

B. 200

V. 300

Unfortunately it’s time for us to return, the journey has come to an end

Conclusion: a cell is a living brick of the body, we can call it not only a brick - a “particle” of our body, but also a whole country in which its citizens live, each of whom performs his own work, which is necessary for this country. Like organ systems, cells work in concert with their neighbors.

…So the cell seems small,

But look through a microscope:

After all, this is a whole country...

In the route sheets, evaluate the work in the lesson by highlighting the desired emoticon.

Grading

1. Page 12-13, textbook T. p. 4-5

2. Prepare a message about the opening of the cell

3. Write a fairy tale about the adventures of cell organelles.

Lesson is over, THANK YOU everyone!