V. V. Pasechnik

Biology. Variety of angiosperms. 6th grade

How to work with the textbook

Dear friends!

This year you will continue to get acquainted with biology - the science that studies wildlife. You have in your hands a textbook that will become your guide to the diverse and wonderful world of living organisms. You will learn about the structural features, life processes, diversity and classification of angiosperms, as well as their role in nature and human life.

The text of the textbook is divided into chapters and paragraphs. You can find the section you need in the title. Read the chapter title, introductory text, and information about what you will learn and learn. This will help you understand what material you need to pay special attention to.

Questions are placed at the beginning of each paragraph to help you remember what you have learned so far. This will allow you to better understand and assimilate new material.

Terms and plant names to remember are printed in italics.

Carefully examine and study the illustrations, read the captions to them - this will help you better understand the content of the text.

At the end of each paragraph, on a blue background, are placed the main concepts that you need not only to remember, but also to be able to explain.

You can check how well you have learned the material you read by answering the questions at the end of the paragraph. After them, tasks are given that are mandatory for everyone. This applies to the “Think” section, which will help you learn how to analyze the studied material, and the “Assignments” section.

A necessary condition for the successful mastery of biological knowledge is the performance of laboratory work. Laboratory work, as a rule, is performed in the classroom, using instructions, tasks and questions for them.

The textbook also contains descriptions of seasonal observations in nature.

Helpful Hints

1. When preparing for homework, think about what you might need besides a textbook.

2. Reading the text, correlate it with the illustrations that are in the paragraph. Pay attention to key concepts and information highlighted in the text.

3. Think about how the material being studied can be useful and be used in your life.

4. Make your own outline of a paragraph in a notebook or on a computer in the form of text or a diagram. The abstract should contain the main thoughts, terms and conclusions.

5. Doing homework and preparing a message, use additional literature and Internet resources.

6. Remember that the success of the work depends entirely on your desire, perseverance, dedication and perseverance.

We wish you success!

Chapter 1

Angiosperms, or Flowering, are the group of the most highly organized plants. Their organs are divided into vegetative and reproductive.

Vegetative(from the Latin word "vegetativus" - vegetable) the organs make up the body of the plant and carry out its main functions, including vegetative reproduction. These include root and shoot.

reproductive, or generative(from the Latin word "generare" - to produce), organs are associated with the sexual reproduction of plants. These include a flower and a fruit with seeds.

In this chapter you will learn

About the external and internal structure of the organs of a flowering plant, about their modifications;

On the dependence of the structural features of a flowering plant on the environment;

On the role of flowering plants in nature and human life.

You will learn

Recognize the organs of a flowering plant;

Establish a connection between the structural features of an organ and its environment.

§ 1. Structure of seeds

1. What plants have seeds?

2. What is the role of seeds in plant life?

3. What advantages do seeds have over spores?

The life of a flowering plant begins with a seed. Plant seeds differ in shape, color, size, weight, but they all have a similar structure.

The seed is made up of peel, germ and contains a supply of nutrients. The embryo is the germ of the future plant. The nutrient reserve of the seed is located in a special storage tissue - endosperm(from the Greek words "endos" - inside and "sperm" - seed). In the embryo distinguish germinal root, stalk, bud And cotyledons. The cotyledons are the first leaves of the plant embryo. Plants that have one cotyledon in the embryo are called monocots. Monocots include wheat, corn, onions and other plants.

In beans, peas, apple trees and many others, seed embryos have two cotyledons. These plants are called dicot.

The seeds of many plants, such as wheat, onion, ash, have a small embryo. Almost the entire volume of their seed is occupied by storage tissue - the endosperm. In others, like the apple tree, the almond, on the contrary, by the time the seed ripens, the embryo grows so much that it displaces and absorbs the endosperm, from which only a small layer of cells remains under the seed coat. In a pumpkin, bean, arrowhead, chastukha, a mature seed consists only of an embryo and a seed peel. In such seeds, the supply of nutrients is located in the cells of the embryo, mainly in the cotyledons.

(Fig. 1). Complete the lab by examining large bean seeds.

Rice. 1. The structure of the seeds of dicotyledonous plants

The structure of the seeds of dicotyledonous plants

1. Examine dry and swollen bean seeds. Compare their sizes and shapes.

2. On the concave side of the seed, find the scar - the place where the seed is attached to seed stalk.

3. There is a small hole above the scar - micropyle(from the Greek words "micros" - small and "pyle" - gate). It is clearly visible in the swollen seed. Air and water enter the seed through the micropyle.

4. Remove the shiny dense peel. Examine the fetus. Find the cotyledons, germinal root, stalk, kidney.

5. Draw a seed and label the names of its parts.

6. Find out which part of the bean seed contains the nutrients.

7. Use your textbook to find out in which parts of the seed other dicotyledonous plants store nutrients.

The structure of the seeds of monocots(Fig. 2). Seeds of monocot plants have a different structure. Consider it on the example of cereal seeds (wheat, rye, corn).

Rice. 2. The structure of the seeds of monocots

Wheat seed is dressed in golden yellow leathery pericarp. It is so tightly fused with the seed coat that it is impossible to separate them. Therefore, it is more correct to say not a seed of wheat, but a fruit called grain.

The structure of a grain of wheat

1. Consider the shape and color of a grain of wheat.

2. With a dissecting needle, try to remove part of the pericarp from the swollen and dry grains. Explain why it doesn't work.

3. Examine the caryopsis cut along the length with a magnifying glass. Locate the endosperm and embryo. Using the drawing of the textbook, study the structure of the embryo.

4. Draw a grain of wheat and sign the names of its parts.

5. Using the textbook, find out what structural features the seeds of other monocots can have.

Seeds of other monocot plants, such as onion, lily of the valley, also have endosperm, but it surrounds the embryo, and does not adjoin to it on one side, as in wheat and other cereals.

In chastukha, mature seeds do not have endosperm. A horseshoe-shaped seed consists of a thin peel and an embryo, in the cotyledon of which all the reserves accumulated during the ripening of the seed are concentrated.

So, the seeds have a seed coat and an embryo. In dicotyledonous plants, the embryo contains two cotyledons, and reserve nutrients are usually found either in the embryo itself or in the endosperm. The embryo of monocots has only one cotyledon, and nutrients are usually found in the endosperm.

SINGLE AND BILOTOMIC PLANTS. COTYLEDON. ENDOSPERM. GEM. TESTA. FUNICLE. MICROPILE

Questions

1. Which plants are called dicots and which are monocots?

2. What is the structure of the bean seed?

3. Where is the supply of nutrients in the seeds of beans, ash, almonds?

4. What is the structure of a grain of wheat?

5. How is the endosperm located in different monocots?

6. What is the difference between the embryos of dicotyledonous and monocotyledonous plants?

1. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Textbook. M.: Bustard

2. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Workbook. M.: Bustard

3. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Methodological guide to the textbook Pasechnik V.V. "Biologists. Variety of angiosperms. 6th grade". M.: Bustard

Download:

Preview:

Agreed: I approve

"____" ________ 2017 "____" _______ 2017

Signature:_____/________/ Director:________/Yu.V. Fadeeva/

State budgetary educational institution

Secondary school No. 250

Kirovsky district of St. Petersburg

Working programm

Subject: Biology

Number of hours: 34

Class: 6a,6b

Toolkit:V.V. Pasechnik Biology. Grade 6: textbook for educational institutions. M.: Bustard, 2014

Teacher: Artyunina Irina Petrovna

Saint Petersburg

2017

EXPLANATORY NOTE

The work program in biology in the 6th grade was compiled on the basis of the Federal State Standard for Basic General Education, the main Educational Program of the GBOU Secondary School No. 250 of the Kirovsky District of St. Petersburg, the curriculum for the 2017-2018 academic year of the GBOU Secondary School No. 250 of St. Petersburg, an exemplary program in the subject of biology.

GOALS AND OBJECTIVES OF TEACHING BIOLOGY

The study of biology at the level of basic general education is aimed at achieving the following goals:

• socialization taught as an entry into the world of culture and social relations, ensuring the inclusion of students in a particular group or community - the bearer of its norms, values, orientations, mastered in the process of getting to know the world of wildlife;
• communion to cognitive culture as a system of cognitive (scientific) values ​​accumulated by society in the field of biological science.

• formation ideas about a holistic picture of the world, methods of scientific knowledge and the role of biological science in the practical activities of people;
• acquisition knowledge about the structure, life, environment-forming role and importance of plant organisms in nature and in human life;
• mastery the ability to apply the knowledge gained in biology lessons in practical activities;
• development cognitive interests, intellectual and creative abilities in the process of conducting observations, biological experiments, working with various sources of information;
• systematization knowledge about the objects of wildlife, which students received during the development of the course of biology in the 5th grade;
• upbringing a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior in nature;
• usage acquired knowledge and skills in everyday life for caring for plants, assessing the consequences of their activities in relation to the natural environment, their own body, the health of other people; compliance with the rules of behavior in the environment.

Tasks of teaching biology in grade 6:

• orientation in the system of moral norms and values: recognition of the high value of life in all its manifestations, the health of one's own and other people; ecological consciousness; fostering love for nature
• development cognitive motives aimed at obtaining new knowledge about wildlife; cognitive qualities of a person associated with the assimilation of the basics of scientific knowledge, mastering the methods of studying nature, the formation of intellectual skills;
• mastery key competencies: educational and cognitive, informational, value-semantic, communicative;
• formation in students of cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as the ability to have an emotional and value attitude towards objects of wildlife.

The program is focused on the use of educational and methodological kit:

1. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Textbook. M.: Bustard

2. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Workbook. M.: Bustard

3. Pasechnik V.V. Biology. Variety of angiosperms. 6th grade. Methodological guide to the textbook Pasechnik V.V. "Biologists. Variety of angiosperms. 6th grade". M.: Bustard

GENERAL CHARACTERISTICS OF THE SUBJECT

The course of biology in the 6th grade is based on the knowledge of students obtained by them during the development of the course “Biology. Bacteria, fungi, plants" in the 5th grade. It is aimed at shaping schoolchildren's ideas about the distinctive features of angiosperms, their diversity and evolution, as well as the impact of man and his activities on the plant world.

The material of the biology course in grade 6 is divided into four chapters.

Chapter 1 "Structure and diversity of angiosperms"

Chapter 2 Plant Life

Chapter 3 "Classification of Plants"

Chapter 4 "Natural Communities"

The content of the biology course in elementary school is the basis for studying general biological patterns, theories, laws, hypotheses in high school. Thus, the content of the course in the basic school is a basic link in the system of continuous biological education and is the basis for subsequent level and profile differentiation.

THE PLACE OF THE SUBJECT IN THE CURRICULUM

The course "Biology" in the basic school is studied from grades 5 to 9. In accordance with the curriculum of GBOU secondary school No. 250 of St. Petersburg, the course "Biology" in the 6th grade is studied for 1 hour per week. With the standard duration of the academic year of 34 weeks, 34 hours a year are allotted for the passage of program material.

Educational - thematic plan

PERSONAL, SUBJECT AND META-SUBJECT RESULTS

COURSE DEVELOPMENT

The study of the course "Biology" in the 6th grade is aimed at achieving the following results (mastering universal educational activities - UUD).

Personal learning outcomes:

• awareness of the unity and integrity of the surrounding world, the possibility of its knowledge and explanation based on the achievements of science;
• formation and development of cognitive interests and motives aimed at studying wildlife; intellectual skills (to prove, reason, analyze, compare, draw conclusions, etc.); aesthetic perception of living objects;
• the ability to apply the acquired knowledge in practical activities;
• awareness of the need and readiness for self-education, including within the framework of independent activities outside of school;
• determination of life values, orientation to understanding the reasons for successes and failures in educational activities; the ability to overcome difficulties in the process of achieving the intended goals;
• knowledge of the basic principles and rules of attitude to wildlife, the basics of a healthy lifestyle and health-saving technologies;
• the ability to choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them;
• formation and development of a respectful attitude towards others; the ability to observe a culture of behavior and show tolerance when interacting with adults and peers;
• assessment of life situations in terms of a safe lifestyle and maintaining health;
• the formation of ecological thinking: the ability to evaluate one's own activities and the actions of other people from the point of view of preserving the environment - the guarantor of life and well-being of people on Earth;
• education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland.

Meta-subject learning outcomes:

Cognitive UUD - the formation and development of skills and abilities:

• work with different sources of information, analyze and evaluate information, transform it from one form to another;
• draw up abstracts, various types of plans (simple, complex, etc.), structure educational material, give definitions of concepts;
• conduct observations, set up elementary experiments to explain the results obtained;
• compare and classify, independently choosing criteria for the specified logical operations;
• build logical reasoning, including the establishment of cause-and-effect relationships;
• create schematic models highlighting the essential characteristics of objects;
• identify possible sources of necessary information, search for information, analyze and evaluate its reliability.

Regulatory UUD - the formation and development of skills and abilities:

• organize and plan their educational activities: determine the purpose of the work, the sequence of actions and predict the results of the work;
• independently put forward options for solving the tasks set, foresee the final results of the work, choose the means to achieve the goal;
• work according to the plan, compare your actions with the goal and, if necessary, correct mistakes on your own;
• own the basics of self-control and self-assessment of decision-making and the implementation of a conscious choice in educational and cognitive activities.

Communicative UUD - the formation and development of skills and abilities:

• listen and engage in dialogue, participate in a collective discussion of problems;
• integrate and build productive interaction with peers and adults;
• adequately use speech means for discussion and argumentation of one's position, compare points of view, argue one's point of view, defend one's position.

Subject learning outcomes:

In the field of knowledge:

• understand the meaning of biological terms;
• characterize the methods of biological science (observation, experiment, measurement) and evaluate their role in the knowledge of living nature;
• carry out elementary biological research;
• describe the structural features and basic processes of life of angiosperms;
• recognize the organs of flowering plants;
• to establish the relationship between the structural features of organs and the functions that they perform in the plant body;
• to distinguish in drawings, tables and natural objects the main groups of living organisms (bacteria, plants, animals, fungi), as well as the main groups of plants (algae, mosses, horsetails, club mosses, ferns, gymnosperms and angiosperms);
• make a morphological description of plants;
• compare the structural features of monocotyledonous and dicotyledonous plants;
• highlight the progressive features of flowering plants, which allowed them to occupy a dominant position in the plant world;
• find similarities in the structure of plants of different systematic groups and, on the basis of this, prove their relationship;
• explain the relationship between the structural features of plants and the conditions of their habitat; give examples of adaptation of plants to the environment;
• characterize the relationships between plants in natural communities;
• explain the role of living organisms in the circulation of substances in the biosphere;
• evaluate the role of angiosperms in nature and human life;
• to substantiate the importance of human environmental activities for the conservation and multiplication of the plant world;
• formulate safety rules in the biology classroom when performing laboratory work;
• conduct biological experiments and experiments and explain their results; use magnifying instruments and have basic skills in preparing and studying preparations.

In the value-oriented sphere:

• demonstrate knowledge of the basic rules of behavior in nature and the basics of a healthy lifestyle;
• analyze and evaluate the consequences of human activities in nature.

In the field of work:

• observe the rules for working with biological devices and instruments;
• create the conditions necessary for the growth and development of plants;
• to observe plants;
• determine the germination of seeds and correctly sow the seeds of various plants;
• carry out artificial pollination, propagate plants;

In the field of physical activity:

• be able to provide first aid in case of poisoning by poisonous plants;

In the aesthetic field:

• evaluate objects of wildlife from an aesthetic point of view.

implemented with a textbook

"Biology. Variety of angiosperms. 6th grade"

(34 hours, 1 hour per week)

Section 1. The structure and diversity of angiosperms(14h)

Seed structure of monocots and dicots. Types of roots and types of root systems. Zones (sections) of the root. Root modifications. The escape. Kidneys and their structure. Growth and development of the shoot. The external structure of the leaf. Cellular structure of the leaf. Leaf modifications. The structure of the stem. Variety of stems. Escape modifications. Flower and its structure. inflorescences. Fruits and their classification. Distribution of fruits and seeds.

Demonstration

External and internal structure of the root.

The structure of the kidneys (vegetative and generative) and their location on the stem.

Leaf structure. Macro- and microstructure of the stem.

Various types of inflorescences. Dry and juicy fruits.

Laboratory and practical work

Seed structure of dicotyledonous and monocotyledonous plants.

Types of roots. Rod and fibrous root systems.

Root cap and root hairs.

The structure of the kidneys. The location of the buds on the stem.

The internal structure of a tree branch.

Modified shoots (rhizome, tuber, bulb).

Flower structure. Various types of inflorescences.

Variety of dry and juicy fruits.

Section 2. Plant Life(10 h)

Basic life processes (nutrition, respiration, metabolism, growth, development, reproduction). Mineral and air nutrition of plants. Photosynthesis. Plant respiration. Evaporation of water. Leaf fall. Movement of water and nutrients in a plant. Germination of seeds. Plant propagation methods. Reproduction of spore plants. Reproduction of gymnosperms. Sexual and asexual (vegetative) reproduction of angiosperms.

Demonstration

Experiments proving the importance of water, air and heat for the germination of seeds; nutrition of seedlings with reserve substances of the seed; obtaining an extract of chlorophyll; absorption of carbon dioxide by plants and release of oxygen in the light; starch formation; respiration of plants; evaporation of water by leaves; movement of organic matter along the bast.

Laboratory and practical work

Movement of water and minerals through wood.

Vegetative propagation of indoor plants.

Determination of the germination of plant seeds and their sowing.

(6 h)

The main systematic categories: species, genus, family, class, department, kingdom. Acquaintance with the classification of flowering plants. Class Dicotyledons. Morphological characteristics of 3-4 families (subject to local conditions). Class Monocot plants. Morphological characteristics of cereals and lilies. The most important agricultural plants, the biological basis for their cultivation and economic importance. (The choice of objects depends on the specialization of crop production in each particular area.)

Demonstration

Living and herbarium plants, zoned varieties of the most important agricultural plants.

Laboratory and practical work

Identification of family traits by the external structure of plants.

(3 h)

Topics of design and research activities

1. Arrangement of flower clocks and assessment of the possibility of their creation in the school area; project implementation.

2. The study of aquarium plants from the point of view of a taxonomist.

3. The study and practical application of vegetative propagation on the example of indoor plants, shrubs in a school or garden plot.

4. History of the origin and migration of some modern cultivated plants.

5. Who are insectivorous plants? Where can you meet them? Are only insects eatable by plants? Are they plants?

6. Drawing up a plan for placing plants in the classroom (in any other room or on a specific site), taking into account their belonging to a certain ecological group.

7. Influence of sowing density on the growth and development of plants.

8. Medicinal plants growing in our area. Establishment of a medicinal garden.

9. Poisonous plants around us. Known in history facts of poisoning by poisonous plants.

PLANNED RESULTS OF STUDYING THE COURSE.

The student will learn:

• characterize the features of the structure and life processes of plants, their practical significance;
• apply the methods of biological science to the study of plants - conduct observations of living organisms, set up simple biological experiments and explain their results, describe biological objects and processes;
• use the components of research and project activities for the study of plant organisms (provide evidence, classify, compare, identify relationships);
• navigate the system of cognitive values: evaluate information about plant organisms obtained from various sources; consequences of human activities in nature.

The student will have the opportunity to learn:

• follow the rules of work in the biology room, with biological devices and instruments;
• use first aid techniques for poisoning with poisonous plants, work with plant identifiers; grow and propagate crops;
• highlight the aesthetic merits of wildlife objects;
• consciously observe the basic principles and rules of behavior in nature;
• navigate the system of moral norms and values ​​in relation to objects of wildlife (recognition of the high value of life in all its manifestations, environmental awareness, emotional and value attitude to objects of wildlife);
• find information about plants in popular science literature, reference books; analyze, evaluate it and translate it from one form to another;
• choose the target and semantic settings in their actions and deeds in relation to wildlife.

NORMS AND EVALUATION CRITERIA

The results of the study of the subject in the basic school are divided into subject, meta-subject and personal. The achievement of personal results is assessed at a qualitative level (without marks). The formation of meta-subject and subject skills is assessed in points based on the results of current, thematic and final control, as well as on the results of laboratory and practical work.

1. Evaluation of the oral response of students

Mark "5" set in case:
1. Knowledge, understanding, depth of assimilation by students of the entire volume of program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish inter-subject and intra-subject connections, creatively applies the acquired knowledge in an unfamiliar situation.
3. The absence of errors and shortcomings in the reproduction of the studied material, with oral answers, the elimination of individual inaccuracies with the help of additional questions from the teacher, respect for the culture of oral speech.
Mark "4":
1. Knowledge of all studied program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish intra-subject connections, apply the acquired knowledge in practice.
3. Minor (non-rough) errors and shortcomings in the reproduction of the studied material, compliance with the basic rules of the culture of oral speech.
Mark "3" (the level of representations combined with elements of scientific concepts):
1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulty in self-reproduction, the need for little assistance from the teacher.
2. Ability to work at the level of reproduction, difficulties in answering modified questions.
3. The presence of a gross error, several minor errors in the reproduction of the studied material, a slight non-compliance with the basic rules of the culture of oral speech.
Mark "2" :
1. Knowledge and assimilation of the material at a level below the minimum requirements of the program, separate ideas about the studied material.
2. Lack of skills to work at the level of reproduction, difficulties in answering standard questions.
3. The presence of several blunders, a large number of blunders when reproducing the studied material, a significant non-compliance with the basic rules of the culture of oral speech.

Evaluation of the implementation of practical (laboratory) work.
Mark "5" placed if the student:
1) correctly identified the purpose of the experiment;
2) completed the work in full in compliance with the necessary sequence of experiments and measurements;
3) independently and rationally chose and prepared the necessary equipment for the experiment, conducted all the experiments in conditions and modes that ensured the results and conclusions with the greatest accuracy;
4) scientifically competently, logically described the observations and formulated conclusions from the experience. In the submitted report, correctly and accurately completed all the records, tables, figures, graphs, calculations and drew conclusions;
5) demonstrates organizational and labor skills (maintains a clean workplace and order on the table, uses consumables economically).
7) the experiment is carried out according to the plan, taking into account safety precautions and the rules for working with materials and equipment.
Mark "4" placed if the student has met the requirements for a grade of "5", but:
1. the experiment was carried out under conditions that do not provide sufficient measurement accuracy;
2. or two or three shortcomings were made;
3. or no more than one minor error and one defect,
4. or the experiment was not carried out completely;
5. or in the description of observations from experience made inaccuracies, the conclusions were made incomplete.
Mark "3" placed if the student:
1. correctly identified the purpose of the experience; performs the work correctly at least half, but the volume of the completed part is such that it allows you to get the right results and conclusions on the main, fundamentally important tasks of the work;
2. or selection of equipment, objects, materials, as well as work on the beginning of the experience carried out with the help of a teacher; or in the course of the experiment and measurements, errors were made in the description of observations, the formulation of conclusions;
3. the experiment was carried out in irrational conditions, which led to results with a greater error; or no more than two errors were made in the report (in records of units, measurements, calculations, graphs, tables, diagrams, etc.) not of a fundamental nature for this work, but affecting the result of execution;
4. makes a gross mistake during the experiment (in explanation, in the design of the work, in observing the safety rules when working with materials and equipment), which is corrected at the request of the teacher.
Mark "2" placed if the student:
1. did not independently determine the purpose of the experience; did not complete the work, did not prepare the necessary equipment and the volume of the part of the work performed does not allow drawing the right conclusions;
2. or experiments, measurements, calculations, observations were made incorrectly;
3. or in the course of work and in the report, all the shortcomings noted in the requirements for the assessment of "3" were found in aggregate;
4. makes two (or more) gross mistakes during the experiment, in explaining, in the design of the work, in observing the safety rules when working with substances and equipment, which he cannot correct even at the request of the teacher.

Evaluation of independent written work.
Mark "5" placed if the student:
1. completed the work without errors and shortcomings;
2) made no more than one defect.
Mark "4" is set if the student completed the work in full, but allowed in it:
1. no more than one minor error and one defect;
2. or no more than two shortcomings.
Mark "3" is set if the student correctly completed at least 2/3 of the work or allowed:
1. no more than two gross errors;
2. or no more than one gross and one non-gross error and one defect;
3. or no more than two or three minor errors;
4. or one minor error and three shortcomings;
5. or in the absence of errors, but in the presence of four or five shortcomings.
Mark "2" placed if the student:
1. made a number of errors and shortcomings exceeding the norm, at which a mark of "3" can be set;
2. or if less than half of the work has been done correctly.

CALENDAR-THEMATIC PLANNING Grade 6

L.R. - laboratory work

S.R. - independent work

Biology textbook for 6th grade author Pasechnik Vladimir Vasilyevich “Biology. Variety of angiosperms. Grade 6" is designed for one hour of classes per week. It is compiled taking into account the necessary requirements of educational standards and is intended for the study of biology in institutions that provide general secondary education.

The book contains many illustrations to the main educational material: plants, their structure and features. This clearly reflects the information presented and allows you to better understand it. In order to understand how effectively the knowledge was learned, a list of questions and tasks was compiled after the paragraphs. They will help parents identify gaps in knowledge, as well as students to test themselves. Teachers can take these questions, compiling independent and control work. Students are offered options for laboratory work that will help consolidate their knowledge.

An important advantage is that the textbook contains additional material, interesting facts. And it is known that what arouses interest is remembered much better. Perhaps this will cause the child to have a special craving for new knowledge, and he will want to read additional literature, which, of course, will have a good effect on his school performance.

On our website you can download the book "Biology. Diversity of angiosperms. Grade 6" Pasechnik Vladimir Vasilyevich for free and without registration in fb2, rtf, epub, pdf, txt format, read the book online or buy the book in the online store.

57. Complete the diagram.
Angiosperm organs:
Vegetative - root, shoot;
Generative - flower, fruit with seeds.

58. After completing the laboratory work “The structure of the seeds of dicotyledonous plants” (see p. 93 of the textbook), sign the parts of the bean seed in the figure.

59. Complete the laboratory work "The structure of the grain of wheat" (see p. 94 of the textbook). In the picture, label the parts of a grain of wheat.

1 - pericarp fused with the seed coat;
2 - endosperm;
3 - cotyledons;
4 - kidney;
5 - stem;
6 - spine;
7 - embryo;
Conclusion: The fetus contains many organs. Embryonic root, stalk, bud and cotyledons.

60. Fill in the table "Comparison of seeds of dicotyledonous and monocotyledonous plants."

61. Compare the parts of a seed and a sprout. Show with arrows in the diagram from which parts of the seed the corresponding parts of the seedling developed.

Conclusion: The embryo is the germ of the future plant. Each of the organs of the embryo is very important; the organs of the future plant develop from it.

62. Look at the pictures. Specify the type of root systems of the depicted plants.
1 - rod;
2 - fibrous.

63. After completing the laboratory work "Rod and fibrous root systems" (see p. 97 of the textbook), fill out the table.

Conclusion: In dicots, the root system is pivotal, and in monocots it is fibrous.

64. What agricultural method is shown in the figure? For what purpose is it used?
More tubers, more lateral roots are created by hilling. And the harvest is getting bigger. Hilling is very beneficial for plants.

65. Consider the image of a longitudinal section of a young root. Indicate which parts of the root are indicated by numbers.
1- root cap;
2 - division zone;
3 - growth zone;
4 - suction zone;
5 - holding area;
6 - root hairs.

After completing the laboratory work “Root cap and root hairs” (see p. 101 of the textbook), indicate what is indicated by the numbers.

1 - shell;
2 - vacuole;
3 - peephole;
4 - root cap.

66. Compare the structure of onion skin cells and root hairs shown in the figure. Connect the same parts of these cells with arrows.

Conclusion: They have a similar: eye, vacuoles, cytoplasm and shell.

67. Fill in the table "Relationship between the structure of the root zones and the functions performed."

Conclusion: The root has many zones, and each zone does its job.

68. Look at the picture. What agricultural method is shown on it? For what purpose is it used?
Picking - pinching off the tip of the root when planting young plants with a pointed peg - peaks.

69. Fill in the table "Modifications of the roots."

70. Finish the definition.
A shoot is a stem with buds on it.

71. Sign the parts of the shoot indicated in the figures.

1 - apical;
2 - axillary;
3 - internode.

72. Having completed the laboratory work “The structure of the kidneys. The location of the buds on the stem ”(see p. 109 of the textbook), draw the location of the buds on the stem.
1 - next;
2 - opposite.

Label the parts of the kidneys in the picture. Indicate which of them is vegetative and which is generative.

1 - kidney scales;
2 - leaves;
3 - kidney;
4 - stem.
Conclusion: in the generative kidney, the kidney is larger.

73. What devices help the kidneys to endure adverse conditions?
Renal scales.

74. Finish filling in the charts.
Types of kidneys by structure: Vegetative and generative.
Types of buds by location on the stem: Alternate, opposite and whorled.
The structure of vegetative buds: Kidney scales, leaves are conceived. , bud and stem.
The structure of generative kidneys: Kidney scales, leaves conceived, bud, stem conceived.

75. Look at the picture. Compare the structure of a kidney and a shoot. Connect the corresponding parts of the kidney and shoot with arrows.

Conclusion: Each organ of the kidney grows and becomes the organ of the future plant.

76. Look at the picture. Sign what these leaves are according to the method of gluing to the stem and what are their parts.

77. Look at the picture. Write down separately the numbers that indicate simple leaves and compound leaves.
Simple leaves: 1, 4, 6, 8, 7.
Compound leaves: 2, 3, 5.

78. Look at the picture. Determine what type of venation these leaves have.

79. Do the laboratory work “Leaves are simple and complex, their venation and leaf arrangement” (see p. 115 of the student), fill in the table.

80. Look at the picture. What is shown on it? Sign what is indicated by the numbers.

Stomata with surrounding skin cells.
1 - trailing cage;
2 - Stomatal gap;
3 - Chloroplast;
4 - skin cells.

81. After completing the laboratory work “The structure of the skin of a leaf” (see pp. 116-117 of the textbook), make drawings and captions for them.
Conclusion: the composition of the skin of the leaf includes the stomatal gap, skin cells, chloroplast, intercellular space.

82. The figure shows a cross section of a sheet. After completing the laboratory work “Cellular structure of a leaf” (see pp. 118-119 of the textbook), make signatures.

83. The figure shows light and shadow leaves. What structural features are characteristic of each of them?
1 - light sheet
2 - shadow sheet.
Shade leaves are thinner and have a darker green color.
Light leaves are lighter in color.

84. Indicate which plants are shown in the picture and what their modified leaves have turned into.

85. Look at the picture. Specify the types of stems in the direction of growth.

86. In the figure, sign the layers on the trunk of a sawn tree.

87. In the figure, consider a cross section of a branch. Sign its main parts.

88. Fill in the table.

89. After completing the laboratory work “The internal structure of a tree branch” (see pp. 128-129 of the textbook), make drawings and captions for them.

90. Having completed the laboratory work “The structure of the tuber” (see pp. 131-132 of the textbook), in the figure, connect the tuber section with the cross section of the stem with arrows. Label the corresponding layers in the figure.

Conclusion: in both figures the structure is the same, although they look different.

91. Complete the laboratory work "The structure of the bulb" (see p. 133 of the textbook). Label the main parts of the figure.

1 - scales
2 - modified leaves
3 - kidneys
4 - bottom
5 - adventitious roots
Conclusion: the onion has a rather simple structure, these are: scales, modified leaves, buds, bottom, adventitious roots.

92. Fill in the table "Functions of modified shoots."

93. In the figure, sign the names of the parts of the flower.

94. In the picture, compare the flowers of a cherry and a tulip. Sign their main parts. What is the similarity of the structure of these flowers? What is the difference?

Conclusion: the first flower has a double perianth, and the second has a simple one.

95. Having completed the laboratory work “The structure of a flower” (see p. 138 of the textbook), sketch the parts of the flower and sign their names.

Flower formula P5 L5 T∞ P1

96. Compare the flowers of cabbage and viola in the picture. What is their difference? Write down the names of these flowers.

In the correct one, several planes of symmetry can be drawn, and in the wrong one, only one.

97. Fill in the missing words.
Flowers that have both stamens and pistils are called bisexual.
A flower that has only stamens is called a staminate, and a flower that has only pistils is called a pistillate.
If both staminate and pistillate flowers develop on a plant, then it is called monoecious.
If staminate flowers are located on some plants, and pistillate - on others, then such plants are called dioecious.

98. Fill in the table "Features of the structure of inflorescences."

99. Complete the laboratory work "Inflorescences" (see p. 141 of the textbook).

Conclusion: the biological significance of inflorescences is that small, often inconspicuous flowers, collected together

100. Finish filling out the scheme "Classification of fruits."
Fruit:
1) dry - single-seeded, multi-seeded;
2) juicy - single-seeded, multi-seeded.

101. Complete the laboratory work "Classification of fruits" (see p. 146 of the textbook). Complete the table based on your results.

102. Fill in the table.

103. Solve crossword number 4.

Authors: Pasechnik Vladimir Vasilievich, Doctor of Pedagogical Sciences, Professor, Vice-President and Academician-Secretary of the Department of Biology and Geography of the International Academy of Sciences of Pedagogical Education, Corresponding Member of the Russian Academy of Natural Sciences

Teaching aids

Basic general education

Line UMK VV Pasechnik. Biology (5-9)

The methodological manual has been prepared for the textbook by VV Pasechnik published in accordance with the POOP.

The manual contains thematic planning, lesson developments, which include indications of lesson objectives, planned results (subject, meta-subject, personal), basic concepts of the lesson, student activities and methodological recommendations for organizing the educational process.

1. Foreword
2. Methodological recommendations for conducting lessons
3. Topic 1. The structure and diversity of angiosperms (13 hours)
   • Lesson 1
   • Lesson 2
   • Lesson 3
   • Lesson 4
   • Lesson 5
   • Lesson 6
   • Lesson 7
   • Lesson 8
   • Lesson 9
   • Lesson 10
   • Lesson 11
   • Lesson 12
   • Lesson 13
4. Topic 2. Plant life (11 hours)
   • Lesson 14
   • Lesson 15
   • Lesson 16
   • Lesson 17 leaf fall
   • Lesson 18
   • Lesson 19 Excursion "Winter phenomena in the life of plants" (conducted after school hours)
   • Lesson 20
   • Lesson 21
   • Lesson 22
   • Lesson 23
   • Lesson 24 Formation of fruits and seeds. Methods of pollination in angiosperms
5. Topic 3. Classification of plants (5 hours)
   • Lesson 25
   • Lesson 26
   • Lesson 27
   • Lesson 28 Families Liliaceae and Cereals (Bluegrass)
   • Lesson 29
6. Topic 4. Natural communities (4 hours)
   • Lesson 30
   • Lesson 31 Development and change of plant communities
   • Lesson 32
   • Lesson 33 6th grade". Summer assignments
7. Approximate thematic planning. Biology. Variety of angiosperms. Grade 6 (35 hours, 1 hour per week)