Technological map of the lesson "The cell is the basis of the structure and growth of living organisms" lesson plan on the surrounding world (grade 4) on the topic. Lesson summary "the cell is the basis of the structure of a living organism" Cells of a living organism elementary school

Goals:

1. Form an idea of ​​the cellular structure of living organisms.

2. Develop in students the ability to compare, analyze, draw conclusions, and expand their vocabulary.

3. Cultivate interest in the subject, curiosity, observation, and analytical skills.

Equipment: textbook “The world around us, grade 3” by L.M. Tsvetova, workbook on the world around us, presentation microscope with a preparation, bag, pea, lesson vocabulary: microorganisms, cell, single-celled organisms, microscope (new words are posted on the board).

During the classes

1. Adaptation stage.

In our environment lessons we talk about living organisms.

What does this mean? (Slide 3. Presentation)

What signs of living organisms do you know? (Slide 4)

What other property unites all living organisms? (Slide 5)

What will we study in class today? (Slide 6)

2. Main stage.

Look at the pictures. (Slide 7)

What do they show?

Can we say that these are living organisms?

Which group do they belong to?

Is our knowledge sufficient to answer these questions?

Where can we get them?

Open your textbook to page 9 and look for the More Information icon.

Read to the frame.

So, what is shown in the picture?

What kind of organisms are these?

Why are they called that?

What device can be used to view them?

What living things are microorganisms?

Are all animals, plants and fungi microorganisms?

Which of them?

There are drawings on your tables. Consider them. (Slide 8)

Compare by size, shape, color. Draw a conclusion.

Scientists call this structure a cell.

We'll find out why it's a cell later.

Organisms that consist of one cell are called unicellular.

Why do you think they are called that?

What are unicellular microorganisms?

Are all plants, animals and fungi unicellular?

Which of them?

Let's look at what other organisms are made of. For this we need a microscope. We will examine onion pieces. Remember the rules for using a microscope.

Now consider what the onion is made of.

Sketch it. (On pieces of paper)

Compare with the slide. (Slide 9)

Are these bricks similar to the cells we looked at at the beginning?

This structure is called a cell.

What can we conclude?

How many of these cells are there?

Can we say that they are unicellular?

What are their names? Why?

Look at the structure of the cell. (Slide 10) Scientists, after long observations, found that it consists of a shell, inside there is a liquid and a core. (Slide 11)

Not all components of the cell are indicated here. We are just starting to study it, and we are talking about the main parts, and you will learn more about the structure of the cell in high school.

At home, you will sketch the structure of a cell and write its main parts. Task No. 2 in the notebook.

Physical education minute. (Slide 12)

Have we looked at the slides?
Are our eyes tired?
First, let's close them tightly!
Then we'll open wide
Then we’ll follow the tip of the pointer,
Wherever he goes
The eyes follow him.
Now let's wink a little with the right eye first
Left later.

Is it possible to observe a cell of a living organism without a microscope?

It turns out it is possible. For this we need bags and peas. Place the peas in a bag and inflate it. Does it look like a cell in structure?

Is there a shell? Core? What replaces air?

You will find out how else you can observe the structure of a cell without a microscope by completing task No. 3 at home.

3. Creative stage.

Using the information from the textbook, fill out the table that is on your desk.

List the living organisms that consist of cells.

What did you see while filling out the table?

What did you write in the first column?

And in the second?

We do not yet know the names of single-celled organisms. You will learn what they are called in biology lessons.

Are there any other groups of organisms that are not designated?

Draw a conclusion.

We have already learned a lot. And how much, well you remember, will be shown by the model you have to make.

The diagram must indicate all the known characteristics of living organisms.

Let's check. What signs did you know? (Slide 13)

What other property does all living organisms have in common?

After studying today's material, what did you write in the empty square? (Slide 14)

What did we explore in class today?

Remember the task that was set at the beginning of the lesson?

How will you answer this question now?

Is it really a common property for all living organisms?

Did you cope with the task?

Let's turn to the lesson dictionary. Name the basic terms. Reveal their meaning.

At home you will do practical work in notebook No. 2, 3.

In the next lesson we will look at the cells of various organisms.

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

Item: The world

Class: 4th grade

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

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

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

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

Form UUD:

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

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

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

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

Planned results:

Subject:

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

Metasubject:

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

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

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

Application:

Researcher's sheet

Cell structure

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

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

Goals, objectives:

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

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

Form UUD:

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

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

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

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

Planned results:

Subject:

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

Personal:

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

Metasubject:

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

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

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

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

What cells can we see without a microscope?

Cell meaning:__________________________________________________________________________

__________________________________________________________________________________

What types of cells are found in the human body?

__________________ _________________ __________________ __________________

Prove that the cell is alive.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The lesson “The cell is the basis of the structure and growth of living organisms” in the topic “General acquaintance with the human body” is aimed at creating an environment for leading students to understand the complexity and perfection of the structure of a living organism, the interconnection of organs; promotes the formation of the idea that man is an integral part nature. The content of the lesson will introduce children to the basis of the structure and growth of living organisms - the cell. The lesson is designed to arouse children's interest in learning about themselves.

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Topic: “General acquaintance with the human body. The cell is the basis for the structure and growth of living organisms.”

Goals :

1. To create an environment for bringing students to an understanding of the complexity and perfection of the structure of a living organism, the mutual coordination of organs.
2. To promote the idea that man is an integral part of nature.
3. Introduce the basis of the structure and growth of living organisms - the cell.
4. Arouse children's interest in learning about themselves.

Equipment:

Handouts (individual and classroom; microscope, onion peels, orange slices, chicken eggs, peas, plastic bags, cardboard boxes and a poster with children’s photographs.), poster “Shapes of plant cells.”

1. Introductory conversation with checking homework.

Man lives in the world around him. He is part of this world. Can humans be considered part of nature?

Yes.

Prove it.

He breathes, eats, grows, develops, and gives birth to children.

Being a part of nature, man creates conditions for himself in which he feels comfortable. Right?

Yes.

Explain.

Builds houses and roads. Turned on the light. He made many inventions: telephone, TV, airplane, computers.

For what purpose does a person continue to invent something?

To make your work easier.

Such as?

Conveyors, computer robots, household appliances, agricultural machines, etc.

So, a person strives to improve the world around him. And, of course, a person strives to improve himself in this world.

Let's imagine that we are looking at ourselves in the mirror. What did you see outside?

Our body: head, torso, limbs.

Let's test ourselves: listen to the poem "The Human Body."

Everyone should have

Very smart... head

I believe her as best I can

The head sits on... the neck

Belly, back, chest

They are called together...the torso.

Hands - to caress, to work,

Drink water from a cup.

Quick legs run along the path.

I stumbled across Genka

And I hurt my knee.

But our body is covered with skin. It is not transparent and does not allow one to see what is hidden under it. But nowadays we know a lot about what is inside us.

What do you know?

Where from?

How did we get this knowledge?

We must say a huge thank you to the scientists who obtained knowledge under conditions and passed it on to us.

There is such an example in the history of science: 365 years ago, an English medical student, William Harvey, came to Italy to complete his education. He became interested in human internal organs and began dissecting corpses. It must be said that at that time touching the dead was considered a crime. And the person who decided to do this was burned at the stake as a sorcerer. And Harvey, secretly hiding from witnesses in the basement of an abandoned house, continued his experiments. This is how this man risked his life. He made unique discoveries, without which science and medicine would not have moved forward.

So, let's see how well you know some of our internal organs.

(Demonstration of illustrations, verbal explanation)

A hollow sac in which half of the food is digested (stomach).

The motor is the size of a fist. Continuously drives blood. (Heart)

What a person uses to breathe (lungs)

Organ that acts as a camera (eye)

The largest and hottest organ like a stove that destroys germs and poisons in the blood (liver).

These organs cleanse the blood. The waste is thrown out in the form of water (buds).

These organs chew food (teeth).

An internal organ that monitors the proper functioning of the main internal organs and manages a person’s thoughts and feelings (brain)

And this, guys, is not all the organs that form a single whole (we read the word from the highlighted letters) - organism .

Help define:

The human body is a complex system of organs that interact with each other and form a single whole.

2. Charging.

3. Determining the topic of the lesson:

Now I ask you to think: have you changed much since you were born?

Yes.

How?

We have grown up.

Why do you think?

Let's work with the textbook. P.19. Topic – questions and text are read independently. So, complete the sentence on the board:

The basis of the structure and growth of living organisms. This is the topic of our lesson.

All living organisms are made up of cells.

Man and plants, cat and frog, microbe and algae. Only a microbe is one cell, and an apple tree leaf is 500 million cells. There are giant cells (although now you don’t know about them), and there are cells that are difficult to see even with a microscope. The English naturalist Robert Hooke improved the microscope over 200 years and, examining the cover of an elderberry tree, unexpectedly discovered living cells.

4. Practical work. (Group work)

I invite you to play the role of researchers and do practical work: we have a preparation (onion skin) under a microscope. Let's remember the rules for working with a microscope.

1. Direct the light with a mirror into the hole of the object table.
2. The drug is mounted on a glass slide.
3. Raise the tube slowly until a clear image appears.

On the desk procedure.

1. Examine the cell.
2. Fill in.
3. Schematically depict a cell.

Work in groups: sketched a cell on a landscape sheet.

Let's hear from representatives of the groups:

The shape is different, but we saw a cage wall and a dot inside.

And now work with the textbook from 20. Your task is to compare your drawing with the drawing in the textbook, explain why there is an orange slice and an egg on your table.

Independent reading of two paragraphs.

Conversation after reading the text:

Why have you been offered a slice of orange? (an example of cells visible to the eye, only the structure of the cell itself is not visible)

Here are some more examples of plant cell shapes:

Break the egg and carefully release the contents onto a saucer.

Is it true that an egg can serve to demonstrate the structure of a cell?

What is the structure of a cell? (core, cytoplasm, shell)

Make pairs: core - yolk; cytoplasm – protein; shell - shell.

A cell is a complex system that can be viewed under an electron microscope. We will learn about what an electron microscope can tell by reading the material in the article on pp. 20-21.

Discuss what you read and formulate a conclusion:

A cell is a living organism: it breathes, eats, grows, multiplies by dividing into new cells, performs different jobs and acquires different properties, and dies.

5. Lesson summary:

What did you learn?

What made the greatest impression?

What would you like to know?

I propose to create a simple model of a cell. Take what you need (There are a variety of items on the table, among which children will choose a plastic bag and a pea. This choice is due to good visibility.)

6. Assessment and homework:

Qualitative assessment of group work.

Overall assessment of the class’s work: they worked actively, amicably, and everyone receives as a gift a drawing of a cell, which was examined under a more complex instrument than our microscope. Place the drawing in your notebook and complete it with explanations. The textbook article on pages 19 – 23 will help you;

If you wish, for those who are interested, using the information sheet, you can prepare reports about scientists and their research revealing the reasons for the growth of any organism, explaining the connection between cell life and the human lifestyle.

The structure of a cell can be divided into three main parts (Fig. 2):

1. shell (membrane);

2. cytoplasm;

Rs. 2. Cell structure

Let's try to compare a cell with a cherry (Fig. 3).

Rice. 3. Cherry in section ()

The berry is covered by a skin, just as a membrane covers a cell. Under the skin of the cherry there is a gel-like liquid, just as under the cell membrane there is cytoplasm. Inside the cherry there is a stone, and the cell has a nucleus.

There are cells that can be seen with the naked eye: if you break an orange slice, you can see its elongated cells (Fig. 4); The egg of a frog or fish is also a cell from which a frog or fish will subsequently develop (Fig. 5), a chicken egg is a large cell with a supply of nutrients, from which a chicken will develop after a certain time (Fig. 6).

Rice. 4. Orange cells

Rice. 5. Caviar

Rice. 6. Chicken egg

All cells in the human body are very small, so we cannot see or feel them. They are less than 10th of a millimeter.

Let's look at the structure of a human cell. The cells of the human body vary in shape because they perform different functions. This is what human bone cells look like (Fig. 7).

Rice. 7. Human bone cell ()

Muscle cells are long and thin, similar to threads (Fig. 8).

Rice. 8. Human muscle cells ()

Muscle cells can contract and then relax. Physical labor and sports strengthen human muscles.

The nerve cell is similar to an octopus - a thick body with tentacles, some of them are short and highly branched, others are long with processes up to 1.5 meters (Fig. 9).

Rice. 9. Human nerve cell ()

This is necessary for fast and accurate transmission of information throughout the body.

Skin cells resemble elongated bricks or cubes (Fig. 10).

Rice. 10. Human skin cells ()

The walls of the internal organs are covered with epithelial cells (Fig. 11).

Rice. 11. Cells of the internal epithelium ()

Bones and cartilage are made up of connective cells.

Cells that perform the same function (work) and are collected together are called tissues.

There are four types of tissue in the human body: muscle, nervous, connective, epithelial.

Muscle and nerve cells live and work throughout a person’s life. Skin epithelial cells - only 1-2 weeks, and internal epithelial cells - only 1-2 days. Replacing dead cells, new ones constantly appear. Cells are formed by division: one cell grows and divides into two, then each of them will divide into two more, and so on continuously (Fig. 12).

Rice. 12. Cell division ()

A cell is a living organism that eats, breathes, grows and dies. Without food, oxygen and work, the cell dies. Therefore, a person needs to eat regularly, breathe fresh air and move in order for cells to work and multiply properly.

In the next lesson we will talk about the skin - a separate tactile system, learn a lot of interesting things about this amazing human organ, and consider the structure of the skin.

Bibliography

1. Vakhrushev A.A., Danilov D.D. The world around us 3. - M.: Ballas.
2. Dmitrieva N.Ya., Kazakov A.N. The world around us 3. - M.: Publishing House "Fedorov".
3. Pleshakov A.A. The world around us 3. - M.: Enlightenment.

1. All-library.com ().
2. Nsportal.ru ().
3. Unomich.68edu.ru ().

Homework

1. Make a short test (6 questions with three answer options) on the topic “Cells of living organisms.”
2. Draw the structure of the cell and make captions.
3. * Using the knowledge acquired in class, write a fairy tale or a fantasy story on the theme “Journey to the World of the Cell.”

Lesson plan for the world around us for 4th grade

on the topic: "The cell is the basis of the structure and growth of living organisms"

Goals:

Establish relationships and interdependence of the forms and functions of organs;

Introduce the structure of the cell - the basic structure and growth of living organisms - and the types of cells.

Equipment: table “Human Organism”, microscope, “onion skin” preparation, cards with a task for working in groups.

During the classes

1.Checking your understanding of the previous topic.

At home, did you fill out the table on page 2 How did the means of transportation of ancient man differ from the means of transportation of modern man? Why?

What inventions have you prepared additional reports about? (Students' messages are listened to).

Bottom line.

What do you think is the most important invention? (Children's reasoning leads to the conclusion that inventions are important for human life, but the invention of the wheel is considered the most significant invention of mankind.)

2.Learning new material.

1.Introduction to the topic of the lesson.

Man lives in the world around him. He is part of this world. Can humans be considered part of nature? Prove it.

Being a part of nature itself, man creates conditions for himself in which he feels comfortable, he invents in order to make his work easier. A person strives to improve the world around him and himself in the world.

Man has always sought to know himself and his body.

Why do you think? (Listening to students’ options.)

What human organs do you know? (Look at the poster “Human Organism” and solve the crossword puzzle.

The teacher shows organs on the poster, students fill out the crossword puzzle.

1. Stomach.2.Heart.3.Lungs.4.Eye.5.Liver.6.Kidneys.7.Teeth.8.Brain.

The key word is ORGANISM.

How do you understand what the human body is?

In the course of the children's reasoning, we come to the conclusion: Organism- This is a system of organs that are interconnected and form a single whole - the human body.

Write down the concept in “My Dictionary and Reference Book” (Notebook p. 35.)

People have been trying to study their bodies since ancient times. There is such an example in the history of science. Three hundred and sixty years ago, English medical student William Harvey came to Italy to complete his education. There he began to study the internal structure of humans and dissect corpses. In those days, touching the dead was considered a terrible crime. Anyone who decided to do this was threatened with execution: he was burned at the stake as a sorcerer. Gavrey secretly had to dig up corpses from the cemetery and, hiding from witnesses, open them in the basement of an abandoned house.

This is how people studied their bodies, risking their own lives.

Do you think your height and weight have changed since birth?

Why did you grow up? (Because our body consists of cells.)

2. Announcing the topic of the lesson.

The topic of today's lesson is "The cell is the basis of the structure and growth of living organisms."

What do you think will be the main thing in the lesson? (Study of the cell.)

All our organs are made up of countless tiny living particles - cells.

3.Practice under the guidance of a teacher.

Demonstration under a microscope of the “onion skin” preparation.

What do you see under a microscope? (The cells are so small that you cannot see them with the naked eye.)

The first cell of a living organism was seen in the 17th century by the scientist Antonie van Leeuwenhoek, who became the inventor of the first microscope.

What is the structure of a cell? Look at the diagram in the textbook on page 14

What are the main parts of a cell? (Core, cytoplasm, shell.)

The teacher distributes cards to groups.

Group 1: Are all cells very small?

If not, support your answer with examples.

Group 2: Prove that a cell is a living organism.

Group 3: What do you think a chicken egg is?

Group 4: Are all cells the same?

Group 5: On average, a person lives 70 years, is it true that the age of a cell is the same as that of a person?

6th group: Why is it necessary to lead an active lifestyle and engage in physical exercise?

Examination.

5. Lesson summary.

Reflection of activity.

What was the main thing in the lesson?

Have we completed our learning objectives?

What discoveries have you made for yourself today?

What would you like to tell your parents?

Homework

Notebook page 3.№4,5,6