Biology textbook for 6 grades by the author Pasechnik Vladimir Vasilievich “Biology. Variety of angiosperms. Grade 6 "is designed for one hour of lessons 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 for the main educational material: plants, their structure and features. This clearly reflects the information presented and allows you to better assimilate it. In order to understand how effectively the knowledge has been mastered, after the paragraphs a list of questions and tasks is drawn up. They will help parents identify knowledge gaps and help students test themselves. Teachers can take these questions, making independent and test papers. Students are offered options for laboratory work that will help consolidate the knowledge gained.
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 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.
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V. V. Pasechnik
Biology. Variety of angiosperms. 6th grade
How to work with the tutorial
Dear friends!
This year, you will continue to explore biology, the science of wildlife. You are holding 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, the variety 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 necessary section by looking at the table of contents. Read the chapter title, introductory text, and information about what you will learn and learn. This will help you figure out which material you need to pay special attention to.
At the beginning of each paragraph there are questions to help you remember what you learned earlier. 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, there are basic concepts that you need not only to remember, but also to be able to explain.
You can check how well you have mastered the material you have 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 heading "Think", which will help you learn how to analyze the material studied, and the heading "Assignments".
A prerequisite 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 to them.
Also, the textbook contains descriptions of seasonal observations in nature.
Useful Tips
1. As you prepare to complete your homework, think about what you might need besides the textbook.
2. Reading the text, correlate it with the illustrations that are in the paragraph. Pay attention to the key concepts and information highlighted in the text.
3. Think about how the material being studied can be useful and used in your life.
4. Take your own paragraph outline 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. As you do your homework and prepare your message, use additional literature and Internet resources.
6. Remember that the success of your work depends entirely on your desire, perseverance, dedication and perseverance.
We wish you every success!
Chapter 1. The structure and variety of angiosperms
Angiosperms, or flowering, are a group of the most highly organized plants. Their organs are subdivided into vegetative and reproductive organs.
Vegetative(from the Latin word "vegetative" - plant) 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 "generator" - to produce), organs are associated with 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;
About the dependence of the structural features of a flowering plant on the habitat;
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 the 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 are the benefits of seeds 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 consists of peel, germ and contains a supply of nutrients. The embryo is the embryo of the future plant. The nutrient reserve of the seed is in a special storage tissue - endosperm(from the Greek words "endos" - inside and "sperm" - seed). In the embryo they distinguish embryonic root, stalk, kidney and cotyledons. Cotyledons are the first leaves of a 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, the seed germ has two cotyledons. These plants are called dicotyledonous.
The seeds of many plants, such as wheat, onion, ash, have a small embryo. Almost the entire volume of their semen is occupied by storage tissue - endosperm. In others, like an apple tree, an almond, on the contrary, by the time the seed ripens, the embryo grows so much that it displaces and absorbs the endosperm, of which only a small layer of cells remains under the seed coat. In pumpkin, beans, arrowhead, chastuha, the mature seed consists only of the embryo and seed coat. In such seeds, the supply of nutrients is in the cells of the embryo, mainly in the cotyledons.
(fig. 1). Perform the lab by examining large bean seeds.
Rice. 1. Structure of seeds of dicotyledonous plants
Seed structure of dicotyledonous plants
1. Consider dry and swollen bean seeds. Compare their sizes and shapes.
2. On the concave side of the seed, find a scar - the place of attachment of the seed to seed stem.
3. There is a small hole above the rib - micropyle(from the Greek words "micro" - small and "saw" - gate). It is clearly visible in the swollen seed. Air and water penetrate the seed through the micropyle.
4. Peel off the shiny, dense skin. Examine the fetus. Find the cotyledons, embryonic root, stalk, bud.
5. Sketch the seed and sign the names of its parts.
6. Find out which part of the bean seed contains the nutrients.
7. Using the textbook, find out in which parts of the seed other dicotyledonous plants store nutrients.
Seed structure of monocotyledonous plants(fig. 2). The seeds of monocotyledonous plants have a different structure. Let's consider it using the example of cereal seeds (wheat, rye, corn).
Rice. 2. The structure of seeds of monocotyledonous plants
Wheat seed is clad in golden yellow leathery pericarp. It has grown so tightly with the seed coat that it is impossible to separate them. Therefore, it is more correct to say not the seed of wheat, but the fruit called weevil.
Wheat grain structure
1. Consider the shape and color of the wheat caryopsis.
2. With a dissecting needle, try to remove a part of the pericarp from the swollen and dry caryopses. Explain why it is not being filmed.
3. Examine the grain cut along the length with a magnifying glass. Find the endosperm and embryo. Using the drawing in 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 monocotyledonous plants may have.
The seeds of other monocotyledonous plants, for example, onions, lily of the valley, also have an endosperm, but it surrounds the embryo, and does not adjoin it on one side, as in wheat and other cereals.
In the chastuha, ripe seeds do not have endosperm. The 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. A monocot embryo has only one cotyledon, and nutrients are usually found in the endosperm.
ONE AND DOUBLE PLANTS. COTYLEDON. ENDOSPERM. GERM. TESTA. FUNICLE. MICROPILE
Questions
1. Which plants are called dicotyledonous and which are monocotyledonous?
2. What is the structure of a bean seed?
3. de is the supply of nutrients in the seeds of beans, ash, almonds?
4. What is the structure of a wheat grain?
5. How is the endosperm located in different monocotyledonous plants?
6. What is the difference between the embryos of dicotyledonous and monocotyledonous plants?
Think
Why are seed plants the most common in nature?
Tasks
Take a look at apple and pumpkin seeds and figure out how they work. Sketch the structure of the seeds, draw conclusions. Discuss the results of the work with the rest of the students in the next lesson.
Memo
Studying the structure of plant organs or any natural phenomenon, you, without knowing it, use the method of analysis, which is an important component of thinking. To make the results of your work more effective, read the rules for conducting the analysis.
Analysis is dismemberment, dividing the whole into its component parts, highlighting individual sides and properties of an object.
Briefing-memo of the sequence of actions during the analysis:
1. Study the object as a whole carefully.
2. Divide the object into its component parts.
3. Learn the features of each part.
4. Establish the subordination (relationship) of the parts.
5. Try to highlight the functions of the parts.
Do you know that…
85% of flowering plant species have seeds with an endosperm (large or small), and only 15% of species do not.
The largest are the seeds of the Seychelles palm. They reach a length of almost 50 cm and weigh more than 10 kg.
§ 2. Types of roots and types of root systems
1. What role do roots play in plant life?
2. How do roots differ from rhizoids?
3. Do all plants have roots?
Root functions. The roots anchor the plant in the soil and hold it firmly throughout its life. Through them, the plant receives water and minerals dissolved in it from the soil. In the roots of some plants, reserve substances can be deposited and accumulated.
Types of roots. There are three types of roots: main, subordinate clauses and lateral(fig. 3). When the seed germinates, the embryonic root develops first. It becomes the main root. The roots that form on the stems, and in some plants and on the leaves, are called adventitious. Lateral roots extend from the main and adventitious roots.
Rice. 3. Types of roots
Rice. 4. Types of root systems
Types of root systems. All roots of one plant form a root system. There are two types of root systems - pivotal and fibrous (Fig. 4). The root system in which the main root-like root is most developed is called pivotal. Most dicotyledonous plants, such as sorrel, carrots, beets, etc., have a core root system (Fig. 5).
Usually, the pivotal root system of the burial is visible only in young, grown from seeds of dicotyledonous plants. In perennial plants (buttercup, strawberry, plantain), the main root often dies off, and adventitious roots grow from the stem.
Rice. 5. Core root systems of various dicotyledonous plants
Fibrous called the root system of the adventitious and lateral roots. The main root in plants with a fibrous system is underdeveloped or dies off early. A fibrous root system is characteristic of monocotyledonous plants - wheat, barley, onions, garlic, etc.
To learn how to distinguish between types of root systems, complete the lab.
Core and fibrous root systems
1. Consider the root systems of the plants proposed to you. How do they differ?
2. Read in the textbook which root systems are called pivotal and which are fibrous.
3. Select tap root plants.
4. Select plants with a fibrous root system.
5. By the structure of the root system, determine which plants are monocotyledonous and which are dicotyledonous.
6. Fill in the table "The structure of root systems in different plants."
Rice. 6. Hilling tomatoes
MAIN, LATERAL, ADDITIONAL ROOTS. ROD AND URAL ROOT SYSTEMS
Questions
1. What functions does the root perform?
2. Which root is called the main one, and which ones are called adventitious and lateral?
3. Which root system is called pivotal and which is called fibrous?
Think
When growing corn, potatoes, cabbage, tomatoes and other plants, hilling is widely used, that is, the lower part of the stem is sprinkled with earth (Fig. 6). Why do they do this?
Tasks
1. In indoor plants of Coleus and Pelargonium, adventitious roots are easily formed. Carefully cut off a few side shoots with 4-5 leaves. Remove the bottom two leaves and place the shoots in glasses or jars of water. Watch for the formation of adventitious roots. After the roots are 1 cm long, plant the plants in pots with nutritious soil. Water them regularly.
2. Record the observations and discuss with other students.
3. Germinate radish, pea or bean seeds and wheat kernels. You will need them in the next lesson.
Do you know that…
In wheat, the mass of roots is more than 100 times the mass of the aerial parts of the plant. The roots of the apple tree penetrate into the soil to a depth of 3-4 m, and to the sides of the trunk diverge by 15 m.
§ 3. Zones (areas) of the root
1. What is fabric?
2. What types of plant tissues do you know?
Root cap. Division and stretch zones. Look at the light roots of the seedlings (beans, wheat, or radishes). You will see that their tips are slightly darker and denser than the rest of the root. This is due to the fact that the tip of the root is covered, like a thimble, root cap(fig. 7).
The root cap is formed by cells integumentary tissue. Root cap cells protect the root apex from damage by solid soil particles. These cells are short-lived, they gradually die off and slough off, and new ones are constantly being formed instead of the dead ones.
The root cap protects the area formed by small, tightly adjacent living cells. This is educational fabric. The cells are constantly dividing here, their number is increasing, therefore this site is called division zone.
Rice. 7. The structure and zones of a young root
Above is located stretch zone(growth zone). Here, the cells are stretched, as a result of which the root grows in length (Fig. 8).
Root hairs. Suction zone. Above the root tip, superficial cells form many thin and transparent root hairs(fig. 9). In some plants, root hairs can be seen without a microscope. In many plants, they resemble a light fluff that covers part of the root.
Root hair is a relatively long outgrowth of the outer root cell. Under the cell membrane, it contains the cytoplasm, nucleus, colorless plastids and a vacuole with cell juice.
Rice. 8. Apical root growth
Rice. 9. Root hairs of the seedling
The length of the root hairs is usually no more than 10 mm. They are short-lived and in most plants live only a few days, and then die off. New hairs arise from younger superficial cells closer to the root tip.
Thus, in the older part of the root zone, root hairs constantly die off, and in the young they are formed again. Therefore, the suction zone, like other zones, is constantly moving and is always close to the root tip.
Penetrating between soil particles, root hairs adhere tightly to them and suck water from the soil with minerals dissolved in it.
Root hairs significantly increase the suction surface of the root. Therefore, the section of the root on which the root hairs are located is usually called suction zone.
Root cap and root hairs
1. Look at the root of a radish or wheat germ with the naked eye and then in a magnifying glass. Find a root cap at the end of the root.
2. Pay attention to the part of the root above the root cap. Find the outgrowths in the form of a cannon - root hairs. Read in the textbook what structure and meaning they have.
3. Place the spine on a glass slide in a drop of water tinted with ink and examine under a microscope. Compare what you see under the microscope with the drawing of the textbook, sketch and make inscriptions.
4. What is common in the structure of the root hair and onion skin cells? What explains the difference in their shape?
5. Make a conclusion.
When transplanting plants, young root areas bearing root hairs can be easily damaged. Therefore, it is recommended to grow seedlings of vegetable and ornamental plants in special peat pots. In this case, the roots are not damaged during transplantation and the seedlings quickly take root.
Conducting area. Above the suction zone, that is, even further from the root tip, there is zone of conduct. Through the cells of this root site, water with dissolved minerals moves to the stem. There are no longer root hairs; the integumentary tissue is on the surface. In this area, the root branches. Vessels are part of the conductive tissues of this root zone. Through them, water and substances dissolved in it from the root enter the stem and leaves. In the conducting tissues there are also cells, through which organic substances formed in the leaves and stems enter the root.
The strength and elasticity of the root provides mechanical fabric. It is composed of cells with thick membranes elongated along the root. They lose their contents early and are filled with air. Most of the root is made up of the cells of the underlying tissue.
ROOT COVER. ROOT HAIR. ZONES OF THE ROOT: DIVISION, STRETCHING, SUCTION, CARRYING OUT
Questions
1. What areas (zones) can be distinguished by considering a young root?
2. What is the significance of the root cap?
3. Where is the cell division zone? How are its cells different from the cells of other zones?
4. Where is the root stretch zone? What is its meaning?
5. What is a hair root? What structure does it have?
6. Why is one of the root zones called the suction zone?
7. Where is the root zone located? Why is it called that?
8. What is fabric?
9. What tissues are distinguished in plant roots?
Rice. 10. Development of the root system of plants
Think
Knowing the structure of the root, can a person influence the formation of the root system? If so, how?
Tasks
1. A pick is the pinching off of the root tip when planting young plants with a pointed spike peg. What effect does it have on the development of the root system of plants (Fig. 10)?
Quests for the curious
1. Carefully remove the wheat germ from the soil and examine it. Which root zone is covered with adhered soil? Explain why.
2. Pinch off the root tips of young cabbage, aster, bean, etc. plants. Observe the development of the root systems of the control and experimental plants. Discuss the results of the experiment with other students.
Do you know that…
There are about 700 root hairs per 1 mm 2 of the suction zone of the corn root.
One rye plant has a root system of 14 million small roots. If you stretch all these roots in one line, they will take 600 km (the approximate distance from Moscow to St. Petersburg). On these roots, 15 billion root hairs were counted. Their total length is 10 thousand km (the distance from Riga to Vladivostok). If you want to be convinced of this, then grow a rye plant in a large wooden box. By the time of heading, open the sides of the box and carefully wash the roots off the ground. Now count it. Are you convinced?
§ 4. Conditions of growth and modification of roots
1. What types of roots do you know?
2. What functions does the root perform?
The depth of penetration of plant roots into the soil depends on the conditions in which they grow (Fig. 11). So, in dry fields, wheat roots reach 2.5 m in length, and in irrigated fields - only 50 cm, but there they are denser.
Due to the permafrost in the tundra, the roots of plants are located at the surface, and the plants themselves are stunted. For example, in a dwarf birch, the roots penetrate into the soil to a depth of no more than 20 cm. Desert plants have very long roots, since the groundwater is located deep. In the leafless barnyard, the roots extend 15 m into the soil (Fig. 12).
In the process of adapting to the conditions of existence, the roots of some plant species have changed and began to perform additional functions.
Radishes, turnips, beets, turnips, rutabagas and other plants store nutrients in root crops(fig. 13). Both the main root and the lower parts of the stem are involved in the formation of root crops.
Root tubers appear as a result of thickening of lateral or adventitious roots in such plants as dahlia, cleaver (Fig. 14).
Ivy develops adventitious attachment roots. They attach the plant to a support, for example, to a vertical wall or a tree trunk, and thanks to this it grows upward, bringing the leaves to the light.
Rice. 11. The depth of penetration of plant roots into the soil
In plants that live like orchids, on the trunks and branches of trees in tropical rainforests, aerial roots, hanging down freely (see fig. 14). These roots absorb rainwater and help plants live in these unique conditions.
Respiratory roots are formed on brittle willow and some other plants that settle on swampy river banks (Fig. 15). These roots grow vertically upward until they reach the soil surface. Through the intercellular spaces, air moves to the roots, which are deeper, in conditions of a lack of oxygen.
Questions
1. What is the impact of environmental conditions on the root system of plants?
2. What are the root modifications associated with?
3. What are the roots of carrots, dahlias, ivy, orchids called?
4. Which of the plants you know form root crops?
5. What role do roots play in the life of biennial plants?
Think
1.What is the reason for the modification of roots in plants?
2. Why are there no root hairs on the roots of aquatic plants?
Phenological observations
Sow carrots, beets, or turnips in the garden in the spring. A week after sprouting, and then once a week, carefully remove them one at a time from the soil and sketch. Make an album of these drawings and follow the development of root crops from them. In the fall, prepare a report of your observations and discuss them with your students in class.
Do you know that…
Sugar is obtained from sugar beet roots.
In corn, the root system grows to the sides of the stem by almost 2 m, and in onions - by 60–70 cm. The bulk of the roots in most plants grows at a depth of 15–18 cm from the soil surface. Carrot roots are about 7 times longer than the aerial part of the plant.
The material contains test items in two versions, answer options, criteria for assessing answers, verifiable results, a scale for converting points into traditional assessments, to the textbook by V.V. Beekeeper, "Bustard" - VERTICAL
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Verification work 1
TOPIC | OPTION |
1. The bean seed embryo consists of
2. Endosperm is
a) storage tissue containing nutrients
B) the inner layer of the peel
C) the first leaf of the embryo
D) the growth cone of the embryo
3. The root developing from the root of the embryo is called
A) main b) lateral c) adventitious d) fibrous
4. Root tubers are formed from
A) main root b) lateral roots
B) from the main and adventitious root
D) from lateral or adventitious roots
5. The area of the stem on which the leaves develop is called
A) knot b) internode c) shoot d) growth cone
6. The stomata exist for
A) plant protection b) water exchange
C) gas exchange and evaporation of water d) heat exchange
7. The largest amount of chloroplasts in the leaf is contained in
A) skin b) stomata
C) cells of columnar tissue d) cells of spongy tissue
8. The integumentary tissues include
A) cork and bast b) peel and bast
C) cork and skin d) bark and cambium
9. Plants in which male and female flowers are on the same individual are called
A) same-sex b) bisexual c) monoecious d) dioecious
10. Wheat fruit is
A) caryopsis b) drupes
C) achene d) nut
11. Root modifications are
A) root tubers b) adventitious roots-attachments
c) stolons d) bulbs e) antennae f) roots
12. Consider a drawing that schematically shows a bean seed cut along the length. Identify and label the numbered portions of the seed.
1)_______
2)_______
3)_______
4)_______
5)______
13.
Consider the picture, which schematically shows the stomata with the surrounding skin cells (A - top view; B - in section).
1)_______ 2)_______ 3)_______ 4)_______ 5)______
14. Establish a correspondence between the parts of plants and the functions they perform.
PARTS OF PLANTS A) Sieve tubes B) Plug C) Stoma D) Core E) Vessels E) Tubers G) Root vegetables H) Lentils | FUNCTIONS 1) Protective 2) Transport (conductive) H) Storage 4) Gas exchange |
||
Angiosperms, or flowering, are higher plants. This youngest and largest group of the plant kingdom is the most highly organized in the plant kingdom. The angiosperms have adapted to a wide variety of living conditions. They grow in the Arctic Circle and in the tropics, in water and in waterless deserts, form forests and cover the steppes with a carpet of forbs.
Angiosperms include trees, shrubs, and grasses; annuals, biennials and perennials. There are angiosperms that only live for a few months, such as wood lice. Others, like oak trees, can live for hundreds of years. Some angiosperms are gigantic in size. So, eucalyptus and sequoias reach a height of more
100 m. And there are very tiny plants, such as duckweed, the size of which is only 1-2 mm.
Flowering plants have vegetative (root and shoot) and generative (flower and fruit with seeds) organs.
The structure of vegetative organs in different flowering plants is very diverse. There are three types of roots: main, adventitious and lateral. All roots of one plant form a root system. The root system can be pivotal or fibrous. The roots anchor the plant in the soil and provide it with water and minerals.
The shoot consists of a stem and leaves. The shape and structure of stems and leaves in flowering plants are also very diverse. There are plants with erect, climbing, climbing and lying stems. Leaves can be very large and very small, simple and complex. The process of photosynthesis takes place in the leaves, providing the plant with organic substances.
Tuber, rhizome and bulb are modified shoots with which plants propagate. They store nutrients.
The buds are rudimentary shoots. Distinguish between vegetative (leafy) and generative (flower) buds.
The flower is a modified shortened shoot that serves for seed reproduction. From the flower, fruits with seeds are formed. The seed of a flowering plant consists of a rind, an embryo, and a supply of nutrients. Seeds of dicotyledonous plants have two cotyledons, monocotyledons one. The seeds are found inside dry or juicy fruits.
Man makes extensive use of angiosperms in his life. Almost all agricultural plants grown by humans are angiosperms. They provide a person with food, raw materials for various industries, and are used in medicine.
15. Read the text, title it and make an outline.
Answer:
Preview:
TOPIC | OPTION |
The structure and variety of angiosperms |
1. The germ of a wheat seed consists of
A) embryonic root, stalk, kidneys
b) embryonic root, stalk, kidneys, endosperm
c) cotyledons, endosperm, kidneys
D) cotyledon, embryonic root, stalk, buds
2. The cotyledon is
A) the stem of the embryo b) the root of the embryo
C) the leaf of the embryo d) the bud of the embryo
H. Wheat seed nutrients are found in
a) root b) cotyledon c) endosperm d) seed coat
4. Participate in the formation of root crops
a) leaves and stem bases b) lateral roots
C) adventitious roots d) main root and lower sections of the stem
5. The roots growing from the stem are called
A) lateral b) rod
c) subordinate clauses d) main
6. Root hair is different from onion skin cells
A) a larger surface and a thinner shell
B) a larger surface and a thicker shell
B) a smaller surface and a thicker shell
D) is no different
7. The angle between the leaf and the upper part of the stem is called
A) the base of the shoot b) the axil of the leaf
C) internode d) axillary kidney
8. The sieve tubes move
a) solutions of organic substances b) solutions of inorganic substances
C) oxygen and carbon dioxide d) water and oxygen
9. The stem of trees grows in thickness due to cell division
A) luba b) cambia
C) wood d) core
10. Compound fruit develops in
A) figs c) banana
B) orange d) grapes
In question 11, choose three correct answers from the six suggested.
11. Endosperm is in seeds
A) onions b) wheat c) ash
D) beans e) pumpkins f) ditties
12. Consider the picture, which schematically shows a cut wheat grain. Identify and sign the names of its parts, indicated by numbers.
13. Consider the figure, which schematically shows the internal structure of the sheet. Identify and sign the names of the parts indicated by numbers.
14. Make a correspondence between the parts of plants and the functions they perform.
PARTS OF PLANTS A) Sieve tubes B) Skin C) Stomata D) Core E) Vessels of the stem E) Lentils G) Root crops | FUNCTIONS 1) Storage 2) Transport (conductive) H) Gas exchange 4) Protective |
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Task 15 is completed using the text below.
Most plants have erect stems, they grow vertically upward. Erect stems have a well-developed mechanical tissue; they can be lignified (birch, apple) or herbaceous (sunflower, corn). But there are plants that, not being able to freely stay in the air, in order to bring leaves and flowers to the light, are forced to look for vertical support. Such plants with climbing or climbing stems are called vines. Liana is one of the life forms of plants.
Depending on the method of attachment of shoots to the supports, these plants are divided into several groups, among which the most famous are climbing and climbing vines. In climbing vines, the shoots twine like a spiral around the support, In some climbing vines, the shoots are attached to the supports with the help of antennae, as, for example, in grapes, in others, such as in ivy, the shoots are attached to the support by special modified roots-attachments that grow from the stems.
Vines can be annual and perennial, evergreen and deciduous. In the tropics, powerful treelike shoots of vines can reach tens or even hundreds of meters in length. Many treelike vines have thin, flexible and very strong shoots. Among perennial vines, there are plants with herbaceous stems, such as hops. In the fall, his herbaceous shoots die off, and in the spring new ones grow, reaching 6 -8 m in length over the summer.
Most of the lianas (about 80%) grows in tropical areas. In tropical forests, they twine around tree trunks, clinging to them with antennae, suckers, throwing their branches from tree to tree, sometimes form impenetrable thickets. In temperate climates, vines are much less common.
In Russia, there are quite often such vines as ivy, actinidia, lemongrass, hops, and many others.
Among the vines there are also emigrant plants, for example, echinocystis lobular, or mad cucumber. It got its name from the characteristics of its fruits and the characteristic mode of reproduction. The fruits of this annual herbaceous vine are inedible and vaguely resemble a cucumber covered with soft thorns in appearance. Ripe fruits with seeds burst and carry out a sharp ejection of seeds, which scatter a fairly large distance. The homeland of echinocystis is North America, but now it is often found in central Russia.
In tropical countries, lianas are used in the construction of dwellings, for the manufacture of furniture, strong ropes and cords, and for weaving baskets. Inhabitants of tropical forests often use vines to build suspension bridges over turbulent rivers. Sometimes growing vines are adapted for this purpose. The result is "living bridges" built without a single nail and serving people reliably for decades.
Hops are grown as an agricultural crop. Hops are mainly used in medicine and food industry. Hop cones are the raw material for brewing. The stems are suitable for making low grades of paper as well as coarse yarns suitable for burlap and rope. In some countries, young hops are used for food.
15. Read the text, head it, make an outline of the text.
Answer:
Preview:
Answer sheet
Verification work No. 1
Option 1
Quests 1-10
The task | ||||||||||
Answer |
Assignment 11
Fill in the letters corresponding to the selected answers in the table
Assignment 12
Assignment 13
Sign the names of the structures indicated by numbers.
Task 14
Task 15
Answer sheet
Verification work No. 1
Option 2
Student (s) ___________________________________ Grade 6 ______________
Quests 1-10 .Choose one correct answer
The task | ||||||||||
Answer |
Assignment 11
Fill in the numbers in the table corresponding to the selected answers
Assignment 12
Write down the name of the parts of the seed indicated in numbers in the table.
Assignment 13
Sign the names of the structures indicated by numbers.
Task 14
Establish a correspondence between the parts of the plant and the functions they perform
Task 15
Answer____________________________________
Preview:
Evaluation criteria and answers.
Topic: Introduction
Option 1
Quests 1-10 : 1 point is given for the correct answer for each task; for a missing or incorrect answer - 0 points.
The task | ||||||||||
Answer |
Assignment 11 : 1.5 points are given for a complete correct answer; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: a, b, f.
Assignment 12
Answer: 1-stalk, 2-bud, 3-root, 4-cotyledon, 5-seed peel
Quest 13: for a complete correct answer 2.5 points are given; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: 1-chloroplast, 2-skin cells, 3-stomatal cleft, 4-guard cells, 5-intercellular spaces
Quest 14: 4 points are given for a complete correct answer; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: 1-B; 2-A, D; 3-D, E, F; 4-B, Z.
Task 15 : 3 points are given for a complete correct answer; for an incomplete or inaccurate answer, points are given at the discretion of the teacher; for a missing or incorrect answer - 0 points.
Answer:
1) Variety of angiosperms
2) The structure of angiosperms
H) Use of angiosperms by humans
The student's plan can be more detailed;
Angiosperms, or flowering plants
1) Habitat of angiosperms
2) Variety of angiosperms
H) The structure of vegetative organs
4) The structure of the generative organs
5) Human use of angiosperms
Option 2
Tasks 1-10: 1 point is given for the correct answer for each task; for a missing or incorrect answer - 0 points.
Tasks | ||||||||||
Answers |
Quest 11: for a complete correct answer 1.5 points are given; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: a, b, c.
Assignment 12 : 2.5 points are given for a complete correct answer; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: 1-endosperm, 2-cotyledons, 3-bud, 4-stalk, 5-root.
Quest 13: for a complete correct answer 2.5 points are given; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: 1- skin, 2-cells of columnar tissue, 3-cells of spongy tissue, 4-stomata, 5-conductive bundle
Quest 14: 4 points are given for a complete correct answer; for incomplete - 0.5 points each for the correct answer; for a missing or incorrect answer - 0 points.
Answer: 1-D, F; 2-A, D; 3-B, E; 4-B.
Task 15: 3 points are given for a complete correct answer; for an incomplete or inaccurate answer, points are given at the discretion of the teacher; for a missing or incorrect answer - 0 points.
Vines
1) Liana is one of the life forms of plants
2) Methods for attaching vines to the support
H) Variety of vines
4) Human use of vines
Preview:
Verifiable results
Verification work 1
Topic: The structure and diversity of angiosperms
Option 1
Job No. | Verifiable results |
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Subject | Metasubject |
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Characterize the role of endosperm | ||
Highlight the main, essential features of concepts. Compare Objects Based on Known Attributes |
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Highlight the main, essential features of concepts, generalize concepts |
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Highlight the main, essential features of concepts. |
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Highlight the main, essential features of concepts. Build logical reasoning and draw conclusions |
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Characterize the structural features of the sheet | Highlight the main, essential features of concepts. |
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Characterize the structural features of the stem | concepts. |
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Highlight the main, essential features concepts. |
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Characterize the structural features of a flower | Highlight the main, essential features concepts. |
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Characterize root modification | Build logical reasoning and draw conclusions |
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Characterize the structural features of the seed | ||
Characterize the structural features of the sheet | Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing |
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Highlight the main, essential features of concepts. Classify information according to the given criteria. Build logical reasoning and establish relationships |
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Biological text analysis | Work with text information. Highlight semantic components of the text. Make an outline of the text |
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Option 2
Job No. | Verifiable results |
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Subject | Metasubject |
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Characterize the structural features of the seed | Highlight the main, essential features of concepts, generalize concepts |
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Characterize the structural features of the seed | Highlight the main, essential features of concepts. |
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Characterize the role of parts of the embryo | Highlight the main, essential features of concepts. Compare objects based on known characteristic properties. |
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Characterize root modification | Highlight the main, essential features of concepts. Compare biological objects based on known characteristic properties |
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Characterize the structural features of the roots | Highlight the main, essential features of concepts. |
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Characterize the structural features of the roots | To highlight the main, essential features of biological concepts. Compare biological objects based on known characteristic properties |
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Characterize the structural features of the stem | Highlight the main, essential features of concepts |
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Highlight the essential features of biological objects. Compare objects based on known characteristic properties. |
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To characterize the features of the structure of the stem in connection with the functions performed | Highlight the essential features of concepts. Compare Objects Based on Known Attributes |
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Characterize the features of fruit formation | ||
Characterize the structural features of the seed | Highlight the essential features of biological objects. Compare environmental factors based on known structural features. Build logical reasoning and draw conclusions |
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Characterize the structural features of the seed | Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing |
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Characterize the structural features of the sheet | Highlight the main, essential features of concepts. Correlate the structure of a natural object with its schematic drawing |
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Establish relationships between plant parts and their functions | Highlight the main, essential features of concepts. Classify information according to specified criteria. Build logical reasoning and establish relationships"5" - 80-100% of the maximum number of points; "4" - 60-80% "3" -40-60%; "2" - less than 40% 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 Methodological aids Basic general education V.V. Pasechnik's UMK line. Biology (5-9) The methodological manual was prepared for the textbook by V.V. Pasechnik published in accordance with the POPP. The manual contains thematic planning, lesson development, which includes instructions for the tasks of the lesson, planned results (subject, meta-subject, personal), basic concepts of the lesson, student activities and guidelines for organizing the educational process.
Choose the right edition of the Reshebnik
Finished tasks Like many other subjects, high school biology begins with a review of the past year, a brief overview of all chapters, and reinforcement of knowledge. To prevent your child from getting a two for the test cut, download the Beekeeper's sixth grade biology guide. The online solution has a significant advantage - you can open it at any time on your phone, computer or tablet. You can retell the paragraphs to him, and he will listen and remember.
Gdz in biology allows you to properly organize workThanks to such a manual by the author Pasechnik, the teacher will be able to identify who did poorly on the initial test according to last year's program and work with him so that in the future, instead of a two, there will be a five. After repetition of the material covered, the student gets acquainted with a huge number of new topics, and here he cannot do without a reader. To get a good grade in biology, it is not enough to be imaginative and express your opinion, as you can in literature or history classes. In this case, it is necessary to give a clear answer, and the worst thing is to respond with new terms, without which it is impossible to correctly compose a sentence.
The biology textbook consists of solutions to the exercises in the workbook for the Pasechnik's textbook. It contains theory and practical exercises. The Reshebnik helps the student not only to save time on preparing homework, but also to navigate the problem formulas in order to correctly answer in the future, and this is extremely important in the traditional form of answering exams. The GDZ collection has answers to the exercises of the program and consists of:
These exercises are found in examination tests, so the biology workbook answer book is a useful guide for high school students who are preparing to enter universities related to the study of biology. You can download the finished task in biology on the website
In the solution book, the student will find a huge number of exercises, tasks, crosswords, puzzles. He will solve them and learn a lot about the environment. To do some tasks, you need to use a biology textbook or the help of a teacher. When studying biology, students need to do a number of laboratory and practical work at home and at school. The results must be recorded in a notebook. The use of workbooks on biology allows you to properly organize the school time and work of the student. The tasks in the manual are specially designed to ensure active and productive work at home and at school. | |
With the help of the Reshebnik, the student can learn new words, names and classification of species. Questions in textbooks and ready-made answers in reshebniks are what a sixth grader will need. You do not need to search for a topic on the Internet or go to libraries, it is enough to have before you a biology guide by the author Pasechnik. By properly preparing for independent work, the student will feel confident and will receive a high score.
There you will find the original online versions of the Reshebniks, which allow you to quickly figure out the task numbers. To go to the required answer, just click on the number. You can flip through the manual without first downloading it to your computer. You can also listen to it online.