Municipal Autonomous educational institution
Average secondary school No. 1 Seryshevo village
named after Sergei Bondarev
Lesson on the topic: “Respiration of plants, fungi, bacteria”
6th grade
Geography and biology teacher:
Rogovaya Yulia Alexandrovna
Seryshevo village
Lesson topic: “Respiration of plants, fungi and bacteria”
Target: continue to develop knowledge about the respiration of organisms as an integral part of metabolism; about the respiration of fungi and bacteria; about plant respiration and its essence; on the role of stomata, lentils and intercellular spaces in gas exchange in plants
Regulatory UUD:
Learn to plan, build an activity algorithm, make forecasts;
Teach self-esteem, self-control of work performed;
Learn to work according to a model, according to an algorithm.
Communication UUD:
Develop students' attention;
To teach the ability to listen and record the content and explanations of the teacher or the student’s response;
Learn to pose a question.
Cognitive UUD:
Work on developing logical skills:
Synthesis analysis;
Comparison;
Generalizations and classifications;
Proof;
Proposing hypotheses and their justification;
Constructing chains of reasoning.
2. Reading and working with text.
Lesson type: lesson of discovering new knowledge.
Equipment: textbook L.N. Sukhorukova, V.S. Kuchmenko, I.Ya. Kolesnikov “Biology. Living organism", exercise book, tables "Structure of a shoot", "Structure of a bud and development of a shoot", indoor plants.
Lesson structure:
– 3 min.
Updating of reference knowledge– 6 min.
Identifying the location and cause of the problem– 4-6 min.
Building a project– 6 min.
Project implementation– 8 min.
Inclusion in the knowledge system and repetition - 6 min .
Reflection- 3 min.
Lesson progress
I . Motivation for learning activities – 3 min.
Greeting from the teacher.
The bell rang loudly -
The lesson begins.
Our ears are on top of our heads,
The eyes are well open.
We listen, we remember,
We don't waste a minute.
II. Updating of reference knowledge SLIDE 1,2
Checking homework:
1. Autotrophic bacteria include:
A. cyanobacteria B. root nodule bacteria C. late blight D. yeast
2. In nature, most bacteria perform the role of:
A. destroyers B. producers C. sinks D. consumers
3. Bacteria are important because participate in:
A. the cycle of substances in nature B. the water cycle in nature C. the process of feeding mushrooms D. the process of feeding predatory animals
4. Nodule bacteria are an example:
5.Mushrooms during feeding:
A. create complex organic substances, which are then broken down into simpler ones B. absorb complex organic substances, which are then broken down into simpler ones with the help of enzymes C. release enzymes that break down complex organic substances into simpler ones, which then enter the fungal cell
G. receive simple organic substances in finished form from the host organism
MY MARK
III Identifying the location and cause of the difficulty
The English chemist Joseph Priestley conducted an experiment with a mouse: he placed it under a glass cap, lowered with the edges into water. The mouse did not live under the hood for long. He suffocated in the air tainted by his own breath.
We have a problem : Why did the mouse die in Priestley’s experiments?
What do we need to do to solve this problem?
Find out what breathing is
What do you need to breathe?
What is formed during respiration
What caused the death of the mouse.
So, what is the topic of our lesson?Respiration of plants, fungi and bacteria SLIDE 3
Guys, what goal will we set for the lesson?
And to achieve this goal, what do we need to do?
Achieving the goal
Experiment
Ask an adult
Think for yourself
Collect the necessary material
(students decide that they will achieve the goal themselves, and for this they collect the necessary material)
Remember what you know about breathing. (fill in 1 column of the table)
What can you learn in class today, what would you like to know? (fill in the 2nd column of the table)
Complete the third column at the end of the lesson.
SLIDE 4
I know
I want to know
Found out
Breathing is a property of all living organisms
How do plants breathe?
Respiration takes in oxygen and releases carbon dioxide
Why is oxygen needed?
IV Project construction
Guys, do we have enough knowledge to talk about this topic?
Let's outline an action plan.
Lesson Plan
What is breathing
Plant respiration
Respiration of bacteria
Mushroom Breath
V Project implementation
To answer the first question, what should you do? (work with textbook and worksheet)
Find in the textbook on page 106 what is breathing? And write the answer on the worksheet.
Respiration is a process in which decomposition occurs under the influence of oxygen. organic matter with the release of energy.
How can you schematically record the breathing process?
Organic matter + oxygen => water + CO 2 + energy
So, let's summarize.
What is breathing?
Where is the energy generated during the breathing process spent? (for growth, development, reproduction of the body)
2.Plant respiration
How do plants breathe?
Do all plant organs breathe? (analysis of p. 106 of the textbook) Student answers. ( Plants do not have special respiratory organs, but they have stomata in the leaf skin through which gas exchange occurs. Stomata consist of two guard cells and a stomatal fissure, through which oxygen enters the intercellular spaces of the leaf and then into the cells. The process of oxidation of organic substances (decay) occurs in the cells; carbon dioxide is formed, which is removed from the cells through the stomatal fissure)
Complete the task in the worksheet using paragraph 41 SLIDE 5
PHYSICAL MINUTE
Close our eyes tightly
We count to five together
Open, blink
And we continue to work
SLIDE 6
Let's move on to the third question of our plan.Respiration of bacteria
How does respiration occur in bacteria?
What two groups are bacteria divided into based on their feeding method?
Aerobic- These are bacteria that consume oxygen to decompose organic matter into carbon dioxide and water.
Anaerobic- These are bacteria that do not require oxygen. They obtain energy through fermentation.
Record on the worksheet.
Let's move on to the third question. Breathing mushrooms.
How do mushrooms breathe?
They use oxygen to break down substances and release energy. And yeast can live in an oxygen-free environment.
(record on worksheets)
SLIDE 7
VI. Inclusion in the knowledge system and repetition
Why do living organisms need oxygen?
What is the difference between the processes of respiration and photosynthesis?
What process is called fermentation?
How do bacteria and fungi obtain the energy they need to live?
P
During plant respiration, oxygen is absorbed by:
A) more than they release during photosynthesis;
B) less than they release during photosynthesis;
C) the same volume as is released during photosynthesis; D) more in the morning than in the evening
2. The process of breaking down organic substances into carbon dioxide and water is called...
A) photosynthesis B) respiration C) fermentation
3. With the help of which plant organs does respiration occur?
A) stomata B) leaves C) all organs
checking the assimilation of primary knowledge.SLIDE 8
VII. Reflection
Let's summarize our lesson
today I found out...
it was interesting...
it was difficult...
I completed tasks...
I realized that...
now I can...
I felt that...
I purchased...
I learned...
I did it...
I was able...
I will try…
I was surprised...
gave me a lesson for life
SLIDE 10
VIII . Homework paragraph 41, exercise book p. 25 No. 13, 14; p.26 No. 15, 16; p.29 No.7
Giving marks for the lesson.
All cells require energy to carry out vital processes. They receive energy through the process of breathing.
Breathing and its meaning
Respiration is a process in which, under the influence of oxygen, organic substances (sugars) are decomposed and energy is released. Respiration of most living organisms occurs in the same way. During respiration, oxygen is absorbed and carbon dioxide is released. The breathing process can be schematically depicted as follows:
organic matter + oxygen
water + carbon dioxide + energy
Respiration is associated with the continuous consumption of oxygen by the cells of living organisms. Oxygen is necessary for the breakdown of complex organic substances into carbon dioxide and water. At the same time, energy is released, which is spent on various vital processes: growth, development, reproduction, protein synthesis. It is in the release of energy contained in organic substances that the meaning of breathing lies. In the process of respiration, complex organic substances gradually break down into simpler ones. Therefore, energy is released in small portions and the cell does not overheat.
Plant respiration
Respiration in a plant is a process opposite to photosynthesis. During photosynthesis, organic substances are formed from carbon dioxide and water and oxygen is released.
During respiration, organic substances are broken down by oxygen into carbon dioxide and water. Solar energy, which was stored during photosynthesis, is consumed during respiration. Photosynthesis occurs only during the day. Breathing occurs continuously in all cells, both day and night. This means that in the light two opposite processes occur in the plant - photosynthesis and respiration, and in the dark only respiration. Much more oxygen is released during photosynthesis than is consumed during respiration. Therefore, the air is richer in oxygen where there are more green plants. All plant organs breathe. Great value To supply oxygen to the internal parts of the plant, especially the underground ones, they have intercellular spaces.
Respiration and fermentation of bacteria
Bacteria that respire, consuming oxygen to decompose organic matter into carbon dioxide and water, are called aerobic. Bacteria that do not require oxygen are called anaerobic. They obtain energy as a result of fermentation - the decomposition of complex organic substances (for example, sugars) into simpler organic substances without consuming oxygen. Based on the products formed, alcoholic, lactic acid, butyric acid and other types of fermentation are distinguished. During alcoholic fermentation, sugar breaks down into alcohol, and during lactic acid fermentation, it breaks down into lactic acid.
Respiration and fermentation of mushrooms
Most mushrooms respire, using oxygen in the air to break down organic matter and release energy. There are fungi, such as yeast, that can live in an oxygen-free environment. They ferment organic matter. Yeast is widely used in baking, brewing, and winemaking.
The vegetative body of a mushroom - mycelium, or mycelium - is a system of branching threads, or hyphae, located in the substrate (soil, plant debris, wood, living plants or animals, etc.) on which the mushroom grows. Above the surface of the substrate, most mushrooms have only fruiting bodies that have a different consistency, color, shape: caps on stems, crusts, films, powdery deposits (molds), etc. They also consist of hyphae, only more tightly intertwined. The threads of the mycelium, intertwining, form false tissue, or plectenchyma. In lower fungi, hyphae do not have transverse partitions and the entire mycelium is one giant cell with many nuclei (noncellular mycelium). In higher fungi, hyphae do not have transverse partitions dividing them into individual cells, each of which contains one, two or more nuclei. Hyphae running in parallel can form so-called mycelial cords, extending (in the soil) from the fruiting bodies of cap mushrooms, or rhizomorphs - denser and thicker strands that serve for the influx of water and nutrients. Intertwined hyphae with thick shells form so-called sclerotia (round or irregularly shaped formations ranging in size from fractions of a millimeter to several tens of centimeters), designed to survive unfavorable conditions; Once in the soil under favorable conditions, sclerotia germinate, giving rise to mycelium or, in some cases, fruiting bodies. The cells of most fungi are covered with a dense membrane made of polysaccharides - cellulose and chitin. The cell wall also includes proteins, lipids, polyphosphates and other organic substances.
Reproduction in fungi can be vegetative, asexual and sexual.
Vegetative propagation is carried out by detached sections of mycelium, cell budding (in yeast), atrospores and chlamydospores. Atrospores arise as a result of the disintegration of hyphae into individual cells, each of which gives rise to a new organism. Chlamydospores are formed in the same way; they have a thicker, dense and darker shell and are able to withstand unfavorable conditions well.
Asexual reproduction occurs through the formation of spores (endo- or exogenous). Endogenous spores, characteristic of most lower fungi, are formed inside special cells - sporangia and are called sporangiospores. The spores of some lower fungi have an organ of movement - a flagellum and are capable of movement in water (zoospores). Exogenous spores (conidia) are formed on conidiophores - special outgrowths of the mycelium, usually rising vertically from the substrate. The spread of such spores occurs with a current of air after the rupture of the conidiophore membrane (or sporangium).
Sexual reproduction of fungi occurs through the fusion of male and female reproductive cells (gametes). In some lower fungi, gametes of the same or different sizes merge (iso- or heterogamy). Sometimes oogamy occurs; in this case, female genital organs develop - oogonia and male genital organs - antheridia. In oogonia, eggs are fertilized by sperm or special outgrowths (spurs) of the antheridium, which pour their contents into the oogonia. In some fungi (zygomycetes), the male and female genital organs are outwardly indistinguishable cells located at the ends of the mycelium; The sexual process (zygogamy) consists of their fusion. The zygotes of all lower fungi remain dormant for some time; germination is preceded by reduction division.
In many higher fungi that have multicellular mycelium, sexual reproduction is carried out by merging the contents of two different appearance genital organs, undifferentiated into individual gametes. In some higher fungi, the typical sexual process has faded and fertilization is carried out by the fusion of ordinary vegetative cells; after the fusion of nuclei, reduction division occurs, and the resulting haploid nuclei become the nuclei of spores of sexual reproduction. This type of sexual process (somatogamy) is especially characteristic of basidiomycetes. Sexual and asexual sporulation alternate naturally in the life cycle of fungi; sexual reproduction usually completes the life cycle.
Slide 1
Lesson topic
Respiration of plants, bacteria and fungi
Slide 2
"photosynthesis", "nutrition"
Slide 3
Why is oxygen needed?
Slide 4
Problem. Why did the mouse die in Priestley's experiments?
What do we need to do to solve this problem? find out what breathing is, what is needed for breathing, what is formed during the breathing process, what caused the death of the mouse.
Slide 5
Breathing process
1.Stage - gas exchange 2.Stage - cellular respiration (splitting of organic substances under the influence of oxygen into water, carbon dioxide and release of energy)
Slide 6
Slide 7
J. Priestley's experience
Slide 8
A mind is good, but two are better. group work
Group 1 - What happened? What can be concluded? Group 2 - Who is right in this case? Why do rich lady did you have a headache? Group 3 - Why?
Slide 9
Biological research
Prove that in the dark plants release only oxygen?
Slide 10
Need a solution
-Do all plant organs breathe? -What determines the intensity of the breathing process?
Slide 11
Slide 12
Comparison of the processes of photosynthesis and respiration. (table)
1. In what cells does it occur?
2. What gas is absorbed?
3. What gas is released?
4. What time of day does it happen?
5. What happens to organic substances?
6. Energy?
Slide 13
Peer review
Features of the process Photosynthesis Respiration
1. In what cells does it occur? In cells containing chloroplasts In all plant cells
2. What gas is absorbed? Carbon dioxide Oxygen
3. What gas is released? Oxygen Carbon dioxide
4. What time of day does it happen? During the day Around the clock
5. What happens to organic substances? Formed Oxidize (decay)
6. Energy? Accumulates Released
Slide 14
They were the first on planet Earth
Slide 15
Bacteria respiration methods
Aerobic – oxygen consumption for the decomposition of organic matter. Anaerobic - respiration in an oxygen-free environment. Fermentation is the decomposition of complex organic substances without the consumption of oxygen. Types of fermentation: Alcoholic, lactic, butyric.
Slide 16
Mushroom Breath
Aerobic Anaerobic
Slide 17
Breath. Complex organic substances + oxygen = carbon dioxide + water + E Fermentation. Complex organic substances = alcohol, lactic acid + E
Slide 18
Biology:
History: the breath of antiquity - looking at the monuments of the past. Literature: the breath of an era - when any time is described. Social studies: the breath of modernity - the results will be known through a social survey. Geography: breath of the wind - the wind blew quietly; breathing of a volcano - the volcano began to “come to life”; The icy breath of winter. Mathematics: breathing amplitude – graphical representation.
Slide 19
Breathing – ………
respiration and photosynthesis are two opposite processes, the supply of oxygen, the release of carbon dioxide, the process occurs in all cells continuously - both day and night, the process of energy release, it is released in small portions and the cell does not overheat
Slide 20
Solve the statements. (put plus or minus)
1.Breathing occurs only in the light. 2.In the process of breathing, oxygen is absorbed and carbon dioxide is released. 3.When breathing, oxygen is consumed significantly less than it is formed during photosynthesis. 4. Anaerobes are organisms that require oxygen. 5. Aerobes are organisms that do not require oxygen. 6. During alcoholic fermentation, sugar breaks down into alcohol. 7.Lactic acid bacteria convert milk into yogurt, kefir and other dairy products. 8. Yeast ferments, decomposing into alcohol and carbon dioxide. 9. Carbon dioxide makes bread porous and light. 10. Amanita, an anaerobe mushroom.
Slide 21
Check the statements
1.Breathing occurs only in the light. (-) 2. During the process of breathing, oxygen is absorbed and carbon dioxide is released. (+) 3. During respiration, oxygen is consumed significantly less than it is formed during photosynthesis. (+) 4. Anaerobes are organisms that require oxygen. (-) 5. Aerobes are organisms that do not require oxygen. (-) 6. During alcoholic fermentation, sugar breaks down into alcohol (+) 7. Lactic acid bacteria convert milk into curdled milk, kefir and other dairy products. (+) 8. Yeast ferments, decomposing into alcohol and carbon dioxide. (+) 9. Carbon dioxide makes bread porous and light. (+) 10. Amanita, an anaerobe mushroom. (-)
Slide 22
Popova Larisa Mikhailovna
Job title: biology teacher
Educational institution: MBOU "Gymnasium No. 9 named after S.G. Gorshkov"
Locality: g.o. Balashikha
Name of material: abstract
Subject:"Respiration of bacteria, plants, fungi."
Publication date: 04.02.2017
Chapter: secondary education
Lesson on the topic: “Respiration of plants, mushrooms,
bacteria"
6th grade
Lesson topic: “Respiration of plants, fungi and bacteria”
Target:
continue to develop knowledge about the respiration of organisms as an integral part of metabolism; about the respiration of fungi and bacteria; about plant respiration and its essence; about the role of stomata, lentils and intercellular spaces in gas exchange in plants Regulatory UUD: - learn to plan, build an algorithm of activity, make forecasts; - teach self-esteem, self-control of work performed; -learn to work according to a model, according to an algorithm. Communicative UUD: -develop students’ attention; - teach the ability to listen and record the content and explanations of the teacher or the student’s answer; - teach how to pose a question. Cognitive UUD: 1. Work on the formation of logical skills: - analysis of synthesis; - comparison; - generalizations and classifications; - proof; - putting forward hypotheses and their justification; - building chains of reasoning. 2. Reading and working with text.
Lesson type:
lesson of discovering new knowledge.
Checking homework:
I. Motivation for learning activities
– 3 min.
Greeting from the teacher.
The bell rang loudly - the lesson begins. Our ears are on top of our heads, our eyes are well open. We listen, we remember, we don’t waste a minute.
II.
A k t u a l i z a t i o
supporting
knowledge SLIDE
1,2
1. A 2. A 3. A 4. B 5. B
III Identifying the location and cause of the difficulty
The English chemist Joseph Priestley conducted an experiment with a mouse: he placed it under a glass cap, lowered with the edges into water. The mouse did not live under the hood for long. He suffocated in the air tainted by his own breath. We have a problem: Why did the mouse die in Priestley's experiments? -What do we need to do to solve this problem? - find out what breathing is - what is needed for breathing - what is formed during the breathing process - what caused the death of the mouse. -So, what is the topic of our lesson?
Respiration of plants, fungi and bacteria
SLIDE 3
Guys, what goal will we set for the lesson? - And to achieve this goal, what do we need to do?
Achieving the goal
Experiment
Ask an adult
Think for yourself
Collect the necessary material
(students decide that they will achieve the goal themselves, and for this they collect the necessary material)
- Remember what you know about breathing. (fill in 1 column of the table) - What can you learn in class today, what would you like to know? (fill in the 2nd column of the table) - Fill out the third column at the end of the lesson.
SLIDE 4
I know I want to know I found out Respiration is a property of all living organisms How plants breathe When breathing, oxygen is absorbed and carbon dioxide is released Why oxygen is needed
IV Project construction
- Guys, do we have enough knowledge to talk about this topic? - Let's outline an action plan.
Lesson Plan
1. What is respiration 2. Respiration of plants 3. Respiration of bacteria 4. Respiration of fungi
V Project implementation
To answer the first question, what should you do? (work with textbook and worksheet) Find in the textbook on page 106, what is breathing? And write the answer on the worksheet.
Respiration is a process in which, under the influence of oxygen,
decomposition of organic substances with the release of energy.
-How can you schematically record the breathing process? Organic matter + oxygen => water + CO 2 + energy
So, let's summarize.
- What is breathing?
In which cells does it occur In cells containing chloroplasts In all plant cells What gas is absorbed CO 2 O 2 What gas is released O 2 CO 2 For the process to take place, light energy is not necessary Energy accumulates and is released
Task: using paragraph 41, fill in the table
The relationship between the processes of respiration and photosynthesis
Characteristics of the processPhotosynthesisRespiration
In which cells does it occur In cells containing chloroplasts In all plant cells What gas is absorbed CO 2 O 2 What gas is released O 2 CO 2 For the process to take place, light energy is not required Energy accumulates is released - Where is the energy generated during respiration spent? (for growth, development, reproduction of the body)
2.Plant respiration
-How do plants breathe? - Do all plant organs breathe? (analysis of p. 106 of the textbook) Student answers. (Plants do not have special respiratory organs, but they have stomata in the skin of the leaf, through which gas exchange occurs. Stomata consist of two guard cells and a stomatal fissure, through which oxygen enters the intercellular spaces of the leaf, and then into the cells. The process of oxidation occurs in the cells organic substances (decomposition) produces carbon dioxide, which is removed from the cells through the stomatal fissure) - Complete the task in the worksheet using paragraph 41
SLIDE 5
PHYSICAL MINUTE
We close our eyes tightly, count to five together, open, blink and continue to work.
During plant respiration
oxygen is absorbed:
A) more than they release during photosynthesis; B) less than they release during photosynthesis; C) the same volume as is released during photosynthesis; D) more in the morning than in the evening
2. The process of decomposition of organic
substances to carbon dioxide and water,
called...
A) photosynthesis B) respiration C) fermentation
3. With the help of what plant organs
is breathing happening?
A) stomata B) leaves C) all organs
SLIDE 6
- Let's move on to the third question of our plan.
Respiration of bacteria
How does respiration occur in bacteria? - What two groups are bacteria divided into based on the way they feed?
Aerobic
- These are bacteria that consume oxygen to decompose organic matter into carbon dioxide and water.
Anaerobic
- These are bacteria that do not require oxygen. They obtain energy through fermentation.
Record on the worksheet.
- Let's move on to the third question.
Breathing mushrooms.
- How do mushrooms breathe? They use oxygen to break down substances and release energy. And yeast can live in an oxygen-free environment. (record on worksheets)
SLIDE 7
VI. Inclusion in the knowledge system and repetition
1. Why do living organisms need oxygen? 2. What is the difference between the processes of respiration and photosynthesis? 3. What process is called fermentation? 4. How do bacteria and fungi obtain the energy they need to live?
Checking the assimilation of primary knowledge.
SLIDE 8
VII. Reflection
Let's summarize our lesson
today I found out...
it was interesting...
it was difficult...
I completed tasks...
I realized that...
now I can...
I felt that...
I purchased...
I learned...
I did it...
I was able...
I will try…
I was surprised...
gave me a lesson for life
SLIDE 10
VIII. Homework
paragraph 41, exercise book p. 25 No. 13, 14; p.26 No. 15, 16; p.29 No.7
Giving marks for the lesson.
