Equipment.
- Presentation.
- Two empty playing fields (on the board).
- Cards “X”, “O”.
- Envelopes with tasks.
- Tests (by number of participants).
Rules of the game
There are 2 teams participating in the game: one is “Tic Tacs”, the second is “Toe” (determined after warm-up). The team's task is to score the most points. Each cell of the playing field corresponds to a specific task. The first to select a cell is the “Cross” team. In the future, the moves alternate. The facilitator gives different tasks (but on the same topic) to both teams. After completing the task, both teams respond. If the answer is correct, each team places an icon in this cell on their field and earns the number of points stated in the task.
A team gets 1 point if they manage to place their icons so that they can be crossed out with a straight line.
The game is over when all the cells on the playing field are covered.
During the classes
1. Organizational moment
Warm-up
Children are divided into two teams. Each team has cards with letters on their tables. Assignment: collect terms from letters (ecology, natural community, invisible threads, power supply chain – 2 terms per team), give definitions. The first team that completes the task is called “Cross”, the second “Toe”.
They select a commander who will be responsible for organizing work in the team. Commanders receive cards with a team sign (X, O).
The teacher explains the conditions of the game. The main playing field is on the interactive board.<Слайд 2. Презентация >. The first cell is opened by the cross team.
2. Main part
Cell “Inventive tasks” < Slide 3>
The captains select envelopes with tasks. Each team reads out the tasks (2), discusses, makes a decision, and determines who will be responsible. The team of crosses answers first. Behind
Each task is awarded 1 point.
Problem 1 (“X”)
In the spring, when the sun warms up, little black bugs crawl out of the peas lying in storage. They twist their black heads, spread their wings and fly away. In June they fly to the pea field, where tender green beans appear. They descend on the bean and lay eggs. The time will come, and larvae will emerge from the testicles and gnaw through the skin of the bean, penetrating into the pea, which will become their “home” and “dining room” at the same time. The peas will be taken to storage, and everything will happen again. What to do? How to select damaged peas?
(Peas are poured into barrels with salt water. Good peas sink to the bottom, and used ones float up - because they are empty inside. Peas infected with weevil are burned along with the larvae)
Problem 2 (“X”)
The tall, strong larch has a tiny but formidable enemy - the larch fly. It destroys larch cones. The seeds disappear before they even fall to the ground. The fly is only afraid of the smell of fir cones. How to save larch cones?
(They decided to outwit the fly, they disguised the larches as a Christmas tree: after all, a fly doesn’t land on resinous spruce cones. They made a fragrant infusion from spruce sawdust and pine needles and sprayed it on the larches. Not a single fly would fly close to the larch tree, which smells like a Christmas tree)
Problem 1 (“O”)
Hedgehogs are born in early spring, when the forest is still very cold. They have no fur - only spines. Babies are cold in the hole, especially when mom goes out to get food. How to protect hedgehogs from hypothermia?
(When leaving, the hedgehog wraps the babies in dry leaves to keep warm)
Problem 2 (“O”)
One year in the USA, in the Boston area, caterpillars multiplied unusually, which in countless hordes fell on fields, vegetable gardens, orchards and destroyed everything - crops, vegetables, fruits on trees. People were in danger of starvation. What should people do? Who to invite to the rescue?
(Sparrows came to the rescue. They were introduced in 1815 by the British. They swooped into fields and gardens in flocks and quickly exterminated the pests. Grateful residents of Boston built a monument to sparrows in the city’s main park)
Cell “Zoological”<Слайд 4>
Place animals in natural communities.
Each team selects animals for their natural communities.
Team “X”: forest, pond.
Team “O”: meadow, pond. For a correctly completed task - 1 point.
List of animals:
- Cuckoo
- Leeches
- Squirrel
- Boar
- Landrail
- Lizard
- Frog
- Bumblebee
- Quail
- Woodpecker
- Heron
- Grasshopper
Cell “Ecological”<Слайд 5–8>
Restore the food chain by replenishing the links.
Each team is given 2 power circuits. For a correctly restored chain - 1 point.
Cell “Mysterious”<Слайд 9>
Teams take turns solving riddles. Each riddle – 0.5 points
| Team X | Team "O" |
| It crawls the other way around Backwards, Everything is underwater Grabs it with a claw. (Cancer) |
I love children very much But I don’t always feed myself. I trust other people's mothers When I walk through the forest. (Hare) |
| The tail wags, Too toothy, but not barking. (Pike) |
Blue airplane Sat on a white dandelion. (Dragonfly) |
| Lying between the fir trees Pillow with needles. She lay quietly Then suddenly she ran away. (Hedgehog) |
Cheren is not a raven, Rogat is not a bull, Six legs - but no hooves. (Bug) |
| Water masters They build a house without an axe, House of brushwood and mud And a dam. (Beavers) |
Made a hole I dug a hole The sun is shining But he doesn’t even know. (Mole) |
Cell “Search”,<Слайд 10>
The captains choose an envelope with texts. Teams read texts, guess the natural community, talk about its features, and name the animals. Each text is awarded 1 point.
Text 1 (“X”)
Mighty, handsome oak trees spread their branches wide. Here is a group of white-trunked birch trees that seem to be spinning in a round dance. And further, near the clearing, aspen trees with trembling leaves are adjacent to spruce trees. The tops of tall and slender pines are illuminated by the setting sun. But the hazel and viburnum bushes already lack the evening sun rays. No wonder they are called…. He generously gives people berries, mushrooms, hazelnuts. And its inhabitants are not averse to feasting on its gifts.
Text 2 (“X”)
In the evening or in bad weather, you can hear a sharp cry in the grass, reminiscent of the sound “twitch!” It's a meadow bird screaming. Don’t expect to see him: he doesn’t rise into the air, but runs quickly among the grass, but he does it so deftly that not a single blade of grass sways.
(Crake or twitcher)
Text 1 (“O”)
Warm summer day. A wonderful carpet of flowering herbs spread around us. Butterflies flutter silently over the flowers, bees and bumblebees buzz busily, and grasshoppers chirp. How good!
Text 2 (“O”)
It is very interesting to see one flying bird over the meadow in the spring. She rushes in the air, sometimes rising up, sometimes falling sharply down, then a sound similar to the voice of a lamb is heard. The most interesting thing is that the bird makes these sounds not with its voice, but with the feathers of its tail and wings. Air currents penetrating between the feathers cause them to quickly tremble, and then a bleating sound is heard: “beep”. For this sound, the bird was popularly nicknamed “heavenly lamb.” The bird nests on the ground and hatches four chicks.
Cell “Who eats what”<Слайд 11–12>
Team “X”: Can dragonflies be classified as predators? Prove it?
(Dragonflies and their larvae are predators. Dragonflies hunt in the air - they grab insects on the fly. The larvae live in water, where they get their food. But they do not chase prey, but lie in wait for it. The dragonfly larva has a very long lip with hooks at the end . The lip folds. And while the larva is watching for prey, the lip is not visible. And when the prey is close, the larva instantly throws out the lip to its full length - as if shooting it - and grabs a tadpole or insect. After 1 - 2 years, the larva comes out of the water and turns into dragonfly.)
Team “O”: Can pike be classified as predators? Prove it?
(A fast-moving predatory fish. It has strong fins and a tail. Its dark color with light specks easily hides it among the algae in the water. It attacks from ambush, swallowing whole fry and small fish, it can grab ducklings - that’s why it has a wide mouth with sharp, curved inward teeth)
Team “X”: Why are predator animals needed in nature?
(Predatory animals are found among all groups of animals - animals, birds, insects, fish. They are well adapted to searching and catching prey. Predatory animals are very necessary in nature: they regulate the number of other animals, destroy unadapted and sick ones. Many people we know belong to predatory animals species. But sometimes it sounds unexpected: frog, nightingale, lizard, water strider, ladybug– predators)
Team “O”: Which animals do you think - herbivores, carnivores, omnivores - are most adapted to life in nature? Why?
(Omnivores. It is easier for them to find suitable food. Omnivorous birds, for example, remain for the winter, making do with plant foods in the winter, although they are insectivores in the summer)
For each correct answer - 1 point.
Cell “Test yourself” < Slide 13>
Both teams receive a test (each team has its own), perform it independently, then are given 7 minutes to discuss controversial issues, after which the teams report on the work done. For a correctly completed task, the team receives 5 points.
1. Which tier do the plants belong to: lilac, honeysuckle, rose hips, cotoneaster?
2. Which tier do the plants belong to: lingonberries, blueberries, sorrel oxalis, maynik, strawberries?
a) mosses and lichens – 1st tier b) herbs and shrubs – 2nd tier c) shrubs – 3rd tier d) trees – 4th tier
3. Various lichens on trees are indicators:
a) clean air b) polluted atmosphere c) wetlands d) polluted soil
4. Which of the following animals do not live on trees?
a) bark beetle b) woodpecker c) squirrel d) vole
5. Who helps pollinate the plants in the upper layers of the forest?
a) insects b) wind c) animals d) birds
6. Who pollinates the flowers of plants in the lower tiers?
a) wind b) birds c) amphibians d) insects
7. What animals do not live in the soil?
a) mold mushrooms b) ants c) moles d) spruce longhorned beetles
8. Complete the food chain: plants – wood mouse – ? – rotting bacteria?
A) weasel b) elk c) woodpecker d) black grouse
9 Forest litter is:
a) grasses and shrubs b) fallen leaves and dead parts of plants c) fruits and seeds of trees
10. Forest litter rots under the influence of:
a) water b) high temperatures c) microbes, fungi, bacteria living in it d) wind
1. Which of the listed plants do not grow on the shores of lakes in the Leningrad region?
a) duckweed b) sedge c) arrowhead d) irises
2. What plants do not float on the surface of the water?
a) water lily b) yellow water lily c) water lily d) calligraphy
3. Which plant is called “water plague”?
a) watercolor b) elodea c) water lily d) reed
4. Which of the following plants is called insectivorous? It catches small crustaceans. One scientist counted 15 thousand crustaceans in a 20 cm long plant.
a) bladderwort b) watercolor c) duckweed d) horsetail
5. Which of the listed plants are protected?
a) white water lily b) elodea c) reed d) hornwort
6. Which group do these inhabitants of the reservoir belong to: frog, newt, toad?
a) animals b) fish c) amphibians d) mollusks
7. What fish cannot be found in the reservoirs of the Leningrad region?
a) ruff b) pike perch c) sawfish d) pike e) whitefish f) smelt
8. What animals are not directly related to the community of the reservoir?
a) heron b) swimming beetle c) mallard d) weasel
9. Guess the animal. Lives along the banks of quiet rivers, leads a nocturnal lifestyle, builds huts and dams?
a) muskrat b) beaver c) nutria d) otter
10. Which bodies of water are indicators of ruffe, perch, pike perch, and pike?
a) clean reservoirs b) polluted reservoirs c) very dirty reservoirs d) flowing reservoirs
Cell “Botanical”<Слайд 14>
Plant plants in their natural community.
Each team selects plants for their natural communities. For a correctly completed task - 1 point.
Team “X”: forest, pond
Team “O”: meadow, pond
- Pine
- Arrowhead
- Yarrow
- Euonymus
- Bell
- Water lily
- Cane
- Mouse peas
- Aspen
- Rogoz
Cell “Video dictation”<Слайд 15–16>
Each team views 5 slides depicting natural communities. After finishing watching, players must name natural communities and their representatives in the order they were shown. For a correctly completed task, the team receives 5 points.
Team “X”: forest, meadow, forest, body of water (lake), body of water (swamp)
Team “O”: meadow, forest, body of water (pond), meadow, body of water (river)
3. Lesson summary
The lesson ends with summing up the work, counting points and assigning marks for the work of each team and (or) individually for each student.
Literature
- Pleshakov A.A., Novitskaya M.Yu. “ The world”, 3rd grade, 1st part, M.: 2011, UMK “Perspective”.
- Pleshakov A.A., Novitskaya M.Yu. "The world", workbook, 3rd grade, 1st part, M.: 2011, UMK “Perspective”.
- Pleshakov A.A. “From earth to sky: atlas-key to natural history and ecology for students primary classes”, M.: 1998.
- Dmitrieva O.I. Lesson developments for the course “The World Around You”, 3rd grade, M.: 2007.
- Beryukhova E.K., Gruzdeva N.V. "The world. Natural history. Ecology” Information and developmental tasks for students primary school, St. Petersburg, 2001.
- Elkina N.V., Tarabarina T.I. “1000 riddles (a popular guide for parents and teachers)”, Yaroslavl, 1996.
- Dyachkovskaya G.T. The world around us, grades 2–4, Olympiad tasks, Volgograd, 2006
- Katkova E.G. Entertaining tasks and test questions in natural science, grades 3–4, M.: “Intellect-Center”, 2003.
- Derim Oglu E.N. Frolova N.V. Natural history and ecology, 4th grade, 2001.
Biology test Natural communities for 6th grade students with answers. The test consists of 2 options, each with 8 tasks.
1 option
1. A natural community is formed by those located on the same territory
1) spruce stumps
2) cars
3) volcanoes
4) living organisms
2. All types of interactions between the natural community and the environment represent
3. Organisms that carry out the process of photosynthesis in an ecosystem are called
4. They feed on the remains of dead bodies and secretions of living organisms.
5.
A. Animals in an ecosystem are able to exist separately without other living organisms.
B. The bird species of the broadleaf forest differ from the set of bird species found in the steppe.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
6.
Destroyers of organic matter and living things in the natural community include
1) bacteria
2) algae
3) soil worms
4) beasts of prey
5) mushrooms
6) flowering plants
7. Match the organism with its role in the ecosystem.
Organism
1. Spruce
2. Fox
3. Mouse
4. Birch
5. Frog
Role in the ecosystem
A. Manufacturers
B. Consumers
8. Establish the correct sequence of links in the food chain of the broad-leaved forest.
1) eagle owl
2) linden
3) finch
4) butterfly
Option 2
1. An example of a natural community is
1) waste dump
2) gas station
3) moss hummock
4) treatment plant
2. A system of complex relationships between a community of living organisms and environment represents
3. Herbivorous and predatory animals living in the ecosystem are classified as
4. Food connections that are established between organisms in a community are
1) ecosystem
2) biogeocenosis
3) power circuit
4) factors of inanimate nature
5. Are the following statements true?
A. All living organisms in the community influence each other.
B. Food networks in an ecosystem are more extensive than food chains.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
6. Choose three true statements.
The group of consumers in the ecosystem includes
1) buttercup
2) hare
3) bear
4) spruce
5) owl
6) gravedigger beetle
7. Establish a correspondence between the organism and its role in the ecosystem.
Organism
1. Rotting bacteria
2. Soil worms
3. Viper
4. Squirrel
5. Magpie
Role in the ecosystem
A. Consumers
B. Destroyers
8. Establish the correct sequence of links in the power circuit.
1) wolverine
2) earthworm
3) leaf litter
4) mole
Answer to the biology test Natural communities
1 option
1-4
2-1
3-2
4-3
5-2
6-135
7-ABBAB
8-2431
Option 2
1-3
2-1
3-2
4-3
5-3
6-235
7-BBAAA
8-3241
Environmental factors acting on the body.
biotic
abiotic
both answers are correct
What effect does light have on a plant?
growth, flowering, fruiting
seed germination
both answers are correct
Light is an environmental factor that determines the life of plants, most of which are photoautotrophic. The radiant energy of the Sun is a prerequisite for earthly life. Sunlight regulates the growth and development of plants and can also have damaging effects. Light is one of the most important factors in the life of a green plant, as it is the source of energy in the process of photosynthesis. It also affects other functions of the plant organism - its growth, flowering, fruiting, as well as on seed germination. The attitude of plants to light is different; on this basis, three groups are distinguished: light-loving, shade-loving and shade-tolerant.
The influence of living organisms on plants.
animals eat, pollinate
darken, use as a support
both answers are correct
Animals feed on plants, pollinate them, distribute fruits and seeds. Large plants can shade young, small. Some plants use others for support. Microorganisms, decomposing plant residues enrich the soil with humus and minerals.
The influence of plants on the environment.
change the composition of air and soil
stabilize and protect the soil from destruction
both answers are correct
Plants change the composition of the air: moisturize it absorbs carbon dioxide and releases oxygen. Change soil composition- absorb some substances from it and release others into it. Plant root systems fix the slopes ravines, hills, river valleys, protecting soils from destruction. Forest plantings protect the fields from dry winds.
Characteristic features of light-loving plants.
light affects plant shape
light affects the color of the plant: stem, leaf
both answers are correct
Light-loving plants live only in open areas illuminated by the sun, where vegetation cover is quite sparse. Light has a big impact influence on plant shape. Growing in open areas, as a rule, they are low, branched, with a wide crown. Light-loving plants have a characteristic leaf structure. They are usually small, dense, with shiny thick skin and numerous stomata. Many plants have leaves covered with a waxy coating or hairs, which protects them from direct exposure to sunlight. Well developed mechanical tissues and root system.
Characteristics of shade-loving plants.
poorly developed mechanical and conductive tissues
leaf blades are fragile and thin. Stomata on the upper and lower sides of the leaf
both answers are correct
Characteristic features of aquatic plants.
small body surface
powerful root system
there is no right answer
Most plants living in water have a very large body surface. They absorb water and substances dissolved in it over the entire surface of the body, and therefore the root system is poorly developed and sometimes completely absent. There are no stomata on underwater leaves.
Types of plant communities.
forests, meadows, swamps
steppes, tundra
both answers are correct
Vegetation is the totality of plant communities that exist in a certain area. Depending on the predominance of certain species and living conditions, plant communities are united into large groups. Each type of vegetation has its own character traits, by which it can be distinguished from others. Meadows and steppes- these are thickets of grass knee-high, waist-high, or taller than human height. Some meadow and steppe grasses go from germination to fruiting and death in one season, others in two, and still others live for years and decades. Swamps are called communities of plants that are partially submerged in water and partially protruding from it. They are formed by grasses, sedges, mosses, and shrubs. Plants tundra develop very slowly. Tundra plants, as a rule, are low-growing - the snow covers and bends them down. IN deserts where it rains every year, communities of ephemerals develop. After spring rains, plants cover the soil with a carpet and in 3-8 weeks they have time to grow and bear fruit, and perennials also stock up on nutrients. The size of ephemerals depends on moisture content - plants that in moisture-rich years reach a size of 30-39 cm, and in dry years grow up to 3-4 cm. Some types of desert plants have small, almost imperceptible leaves or do without them at all - photosynthesis is carried out by stems . Other plants have large leaves in the wet season and small ones in the dry season.
Life forms of plants that make up a deciduous forest.
first tier: oak, linden, birch
first tier: grass, bird cherry
first tier: grasses and ferns
Plant communities do not arise by chance: they develop gradually over many millennia. As a result different types plants in a community adapt to living together. Layering is most clearly expressed in forest communities. In a deciduous forest, oaks, lindens, birches and other large trees form the first upper tier.
Natural changes in plant communities can be caused...
climate change
soil composition or structure; the vital activity of the plants themselves
both answers are correct
Natural changes in plant communities can be caused by changes in climate, soil composition or structure, and the vital activity of the plants themselves. Under the influence of these reasons, some plants may appear in a community, while others may disappear. Vegetation changes also occur in forest communities. Under the canopy birch forest Shade-tolerant spruce trees grow well. Years go by. The spruce grows and occupies the upper tier of the forest. Old birch trees are dying. But young light-loving birches cannot survive - there is too little light for them under the spruce crowns. Gradually there is a change in vegetation in the lower tier. Thus, the birch forest is replaced by spruce forest.
The ancestors of the kingdom of green plants.
unicellular algae
bacteria
lichens
"Natural Communities"
1.
2.
3. Label the tiers of the forest
A red-haired cheat with pointed ears and a long tail, a hunter of birds and mice is __________________________________.
5. List the types of reservoirs:
6. Complete the sentences:
_____________________________________________________ grow in the forest, and _________________________________________________ in the meadow. All insects have notches on their bodies and have 6 legs. An ant has notches on its body, which means it is _____________________________________.
7. What natural community?we are talking. Emphasizecorrect answer.
a) forest; b) meadow; c) pond.
Last name, first name________________________________________________
Verification work around the world
"Natural Communities"
1. Living things live in one place and are connected to each other. Such a union of living beings is called _________
_______________________________________________________
2. What is not true of natural communities?
a) forest; b) meadow; c) soil; d) pond.
3. Label the tiers of the forest
4. Find out the animal by description:
A small animal with a long thin tail feeds in the field all summer and autumn, and hides grain in underground holes for the winter - this is ________.
5. List the types of reservoirs: _____________________________________________________.
6. Complete the sentences:
_____________________________________________________ grow in the forest, and ___________________________________________________ in the meadow. All insects have notches on their bodies and have 6 legs. An ant has notches on its body, which means it is __________________________________________.
They call him the doctor of the forest, he saves trees from insects ________.
7. What natural community are we talking about? Underline the correct answer.
Shrubs and herbaceous plants grow here, and many animals live here. There are also mushrooms here.
a) forest; b) meadow; c) pond.
A wonderful carpet of herbs spread around. Butterflies flutter silently above the flowers, bees and bumblebees hum:
a) forest; b) meadow; c) pond.
a) forest; b) meadow; c) pond.
Peas, beans, peanuts - _____________________________________
| Starfish |
10.
List the fruit crops that grow in the garden: _________________________________________________________________________________________________________.
A wonderful carpet of herbs spread around. Butterflies flutter silently over the flowers, bees and bumblebees hum:
a) forest; b) meadow; c) pond.
This is an amazing house, inhabited by numerous residents who have adapted to life in or near the water:
a) forest; b) meadow; c) pond.
8. Write down the names of the groups field crops:
Wheat, rye, buckwheat, rice, corn - _______________________
Peas, beans, peanuts - _____________________________________________
Pumpkin, cabbage, potatoes, eggplant, carrots - _________________
Sunflower - _____________________________________________________
Linen, cotton - ___________________________________________
9. Connect with arrows the habitat with animals and plants:
| Starfish |
10. A plot of land occupied by fruit crops is __________.
List the fruit crops that grow in the garden:_________________________________________________________________________________________________________________.
Screening test on the topic “Natural communities”
Students______3rd grade___________________________
1.What is a natural community?
a) the complex unity of living and inanimate nature;
b) unity of plants, animals, people;
c) water, air, minerals, soil;
d) trees, shrubs, mushrooms, herbs.
2.What does not apply to natural communities?
a) forest; b) meadow; c) soil; d) pond.
3. What natural community are we talking about?
Shrubs and herbaceous plants grow here, and many animals live here. There are also mushrooms here.
a) forest; b) meadow; c) pond.
A wonderful carpet of herbs spread around. Butterflies flutter silently over the flowers, bees and bumblebees hum.
a) forest; b) meadow; c) pond.
This is an amazing house, inhabited by numerous residents who have adapted to life in or near the water.
a) forest; b) meadow; c) pond.
4. The main plants of the forest.
5. The main plants of the meadow.
a) bushes; b) trees; c) herbs; d) algae.
6. Which natural community do these inhabitants belong to?
Blueberry, yarrow, quail, filly
a) forest; b) meadow; c) pond.
Arrowhead, beaver, reed, reel
a) forest; b) meadow; c) pond.
Weasel, euonymus, slug, thrush
a) forest; b) meadow; c) pond.
7. Who are called “live filters”?
a) crayfish; b) toothless; c) pike; d) newts
8. What are we talking about: from soil-to-plants, from plants into the bodies of animals, and with the remains of plants and animals back into the soil?
a) power circuit; b) the water cycle in nature; c) cycle of substances.
9. The main participant in the cycle of substances?
a) mushrooms; b) animals; c) bacteria; d) plants.
10. Helps bacteria in the circulation of substances.
a) moles; b) mushrooms; c) leeches; d) beetles.
