Abstract on biology, mineral nutrition of plants. Biology lesson “Mineral nutrition of plants from soil

Sections: Biology

Lesson objectives.

Explain the content of the concept of “nutrition”, features of mineral (soil) nutrition of plants, the role of the root system in this process.
Develop the concept of leaf functions.
Get acquainted with the process of formation of organic substances, find out the conditions for their formation.
Continue developing the ability to recognize the tissues and organs of a plant organism in tables, drawings, work with a textbook, and establish cause-and-effect relationships.
Practice plant care skills (watering and fertilizing).

Equipment. Indoor plants, tables “Structure of a flowering plant”, “Root and its zones”, “Light absorption by a leaf”, root layout, presentation on the lesson topic, virtual lessons “Cyril and Methodius. 6th grade”, microscopes.

Lesson type: lesson on the integrated application of knowledge with elements of innovative technologies and a differentiated approach.

Forms of organization of cognitive activity: frontal, individual, elements of laboratory and research activities.

Main methods: problem-based, differentiated approach, explanatory-illustrative, partially search , visually practical, student-oriented, creative, problem-based method of presenting educational material; heuristic conversation; audiovisual; visual (illustrative, demonstrative).

Basic biological concepts of the lesson. Mineral (soil) nutrition, root, stem, leaf; root hairs, conducting tissue, vessels, photosynthesis, stomata, main leaf tissue.

LESSON PLAN

II. Updating the studied material. Introduction to the new section.

1. Updating knowledge (biological warm-up, work with cards).

CARD No. 1. “Root structure”

What substances do the plant contain?

How do minerals enter the plant?

What organic substances do you know?

How do they enter the plant?

How do organisms obtain the basic chemical elements that make up their bodies?

How does plant nutrition differ from the nutrition of other organisms?

What functions does the root perform? What is a root hair? What is its significance? (SLIDES No. 4, 5)

What is nutrition?

2. Statement of a cognitive task.

3. Student’s message on the topic “Nutrition”. (SLIDE No. 6)

Nutrition is the process of the body obtaining energy and substances through food. Energy is neither created nor destroyed. It exists in different forms - light, chemical, thermal, electrical, mechanical, etc. Forms of energy can change into each other. For example, when a fan turns on, electrical energy is converted into mechanical energy, and for an electric heater it is converted into thermal energy. Energy can be defined as the ability to do work. Living organisms in this case can be compared to machines that cannot work (stay alive) without a constant flow of energy.

Examples of various types of work in the body: the formation of organic substances, transport of substances, mechanical contraction of muscles, cell division. In addition to energy, during nutrition the body receives substances necessary for its growth and development.

III. Learning new material.

1. Introductory speech by the teacher (story with elements of conversation).

Types of nutrition of living organisms - autotrophs, heterotrophs (we write down the diagram). (SLIDE No. 7)

2. Features of plant nutrition. Working with the textbook (chapter 10, p. 58).

Students study the text on p. 58 and answer questions (work on a programmed card). (SLIDE No. 8)

What is digestion, why do green plants not have it?

What adaptations do leaves have to absorb carbon dioxide from the air?

Why can't plants be watered with cold water? Why are there tens and hundreds of root hairs per 1 mm2 surface?

What is the importance of mineral fertilizers for plants?

Why is the saying “you can’t spoil porridge with oil” in relation to fertilizers and water not appropriate?

3. Generalization of knowledge on the studied fragment of the topic (student answer).

The soil that is used by humans to grow cultivated plants requires restoration of its composition, because... nutrients are carried away by plants. Therefore, a person applies fertilizers.

The root, stem and leaf are connected by a continuous system of vascular bundles. Through vessels, like pipes, water and mineral salts dissolved in it rise from the root to the leaf, where, together with carbon dioxide, they participate in the formation of organic substances.

Conclusion: soil nutrition of plants is associated with the absorption of water and minerals through root hairs in the root absorption zone. (SLIDE No. 9)

Statement of the lesson question. What is aerial nutrition of plants? (SLIDE No. 10)

Conditions for the formation of organic substances (story, work with a reference diagram, drawing up characteristics using a reference diagram, work with microscopes).

Photosynthesis – This is the process of sugar formation in light from carbon dioxide and water in chloroplasts. (SLIDE No. 11)

1st condition for photosynthesis: the presence of chloroplasts. (SLIDE No. 3, LESSON No. 14)

2nd condition for photosynthesis: the presence of carbon dioxide entering through the stomata from the air.

3rd condition for photosynthesis: the presence of water (comes from the soil).

4th condition for photosynthesis: the presence of light. (SLIDE No. 12)

“Chlorophyll is Prometheus, who stole fire from heaven and gave it to people.” K.A.Timiryazev

4. Products of photosynthesis (discussion, connection with the practical importance of organic substances for nutrition). (SLIDE No. 13)

IV. Consolidation of the studied material (work with differentiated multi-level tasks, schemes). (SLIDES No. 3, 7)

Types of nutrition (differentiated consolidation of the studied material). (SLIDE No. 14)

What substances does the plant need?

Where do they get them during feeding?

Plant nutrition is distinguished: soil (mineral) and air (photosynthesis).

Mandatory level

(SLIDE No. 15)

(SLIDE No. 16)

Drawing up a “Plant Nutrition” scheme. (SLIDE No. 17)

Increased level

SOIL NUTRITION		AIR NUTRITION

SUCTION		BASIC
ROOT HAIRS		COLUMNAR
	STRUCTURES	CHLOROPLASTS
WATER AND MINERAL SALTS	SUBSTANCES	ORGANIC (GLUCOSE)

(SLIDES No. 18, 19, 20)

V. Differential independent work.

Mandatory level

1. Choose the correct statements:

Root hairs are found throughout the root.
The cells of the root cap are short-lived.
The flow of water and mineral salts occurs only in the suction zone.
The suction zone is located between the growth zone and the conducting zone.
The leaf is the only plant organ in which photosynthesis occurs.
Stomatal cells do not have chlorophyll.
A bud is an embryonic shoot.
The tap root system has one root.
Adventitious roots develop from the radicle of the embryo.

2. Prove that the bulb is a modified shoot.

Key: correct statements: 2, 3, 4, 7.

Increased level

1. When breathing, the roots absorb:

a) oxygen; b) water; c) carbon dioxide;

d) dissolved minerals.

2. Participates in the absorption of water and mineral salts:

a) division zone; b) growth zone;

c) suction zone; d) venue area.

3. Organic fertilizer:

a) manure; b) ash; c) saltpeter; d) urea.

4. Kidney is:

a) embryonic shoot; b) rudimentary leaves;

c) modified shoot; d) modified leaves.

5. Tuber is:

a) fruit; b) modified shoot; c) root; d) part of the escape.

6. Vegetative organs:

a) seeds; b) fruits; c) roots and shoots; d) flowers.

7. Photosynthesis occurs:

a) only in the light; b) in the dark; c) only in autumn; d) only at night.

8. The tap root system has:

a) one root; b) many roots;

c) many adventitious roots; d) main and lateral roots.

9. Adventitious roots:

a) develop from the root of the embryo;

b) grow from the stem;

c) develop on the main root;

d) grow from lateral roots.

Biological dictation

The root system of a plant absorbs from the soil... and... with the help of... From the leaf, water enters the cells of the main tissue containing... Through the stomata, the cells of the main tissue receive... In chloroplasts, with the participation of light, they are formed... The process occurs... At the same time, gas is released...

Key: 1 d), 2 c), 3 a), 4 a), 5 b), 6 c), 7 a), 8 d), 9 b).

Biological dictation: water, minerals, root hairs, stomata, carbon dioxide, organic matter, photosynthesis, oxygen.

VI. Reflection.

What new did we learn in the lesson? Student assessment.

Continue the story about photosynthesis. “The aliens decided to destroy life on planet Earth. They found out that in order to destroy life, it is necessary to destroy photosynthesis...”

Biology abstract on the topic: Mineral nutrition of plants and the importance of water

FULL NAME.: Avtaikina Angelina Alekseevna

Item: biology

Class: 6th grade

Lesson type: lesson in learning new knowledge

Technological lesson map

Mineral nutrition of plants and the importance of water

Target

educational - to develop students’ knowledge about the mineral nutrition of plants; introduce mineral and organic fertilizers; teach to recognize plants of different ecological groups;

developing - develop the ability to establish cause-and-effect relationships; apply acquired knowledge; expand your horizons; develop active cognitive activity; to develop intellectual abilities (the ability to analyze, generalize, compare, classify, draw conclusions), maintain the health of students using health-saving technologies;

educational - instill skills in collective (group) work, the ability to conduct assessments and self-assessment; To develop students’ environmental awareness and respect for plants.

Tasks

To develop knowledge about soil nutrition of plants, ecological groups and plant diversity, mineral and organic fertilizers

Develop the ability to compare and draw conclusions;

Planned result

Subject:

Plant diversity

The role of fertilizers in plant life

Personal UUD:

1. Be aware of the incompleteness of knowledge, show interest in new content

2. Establish a connection between the purpose of an activity and its result

3. Evaluate your own contribution to the group’s work

Regulatory UUD:

2. Participate in a collective discussion of the problem, take an interest in other people’s opinions, express your own

Cognitive UUD:

1. Work with table

2. Construction of logical statements

3.Explanation of the meaning of new words

4.Compare and highlight the distinctive features of plants

5.Be able to use graphic organizers, symbols, diagrams to structure information

Communication UUD:

1. Learn to work in a group

2. Listen to your friend and justify your opinion

3. Express your thoughts and ideas

Basic Concepts

Mineral (soil) nutrition, organic fertilizers, mineral fertilizers, microelements, environmental groups

Means of education

PresentationPowerPoint

Handouts (worksheets, photos of plants)

Methods:

Verbal methods: - conversation,

Description,

Explanation

Visual methods: - tables,

Slide show,

Practical: - working with photographs of plants

- problematic (problematic presentation of the material being studied)

Shapes:

Frontal, individual, pair and group types of work

Technology study

Lesson steps

Teacher activities

Student activities

Developed skills

Motivation (self-determination)
to educational activities

Hello guys!

The bell gave us a signal

The time has come to work.

So let's not waste time

And let's start working!

Let's look at each other and smile. They say, “a smile is a kiss to the soul.” Take your seats. I am glad that you are in a good mood, this means that we will work very friendly and actively today. I don't even doubt this.

Today we have to study a very interesting topic from the biology course. Which one? You will name it yourself later.

Ready? Well? Let's get started...

Teachers listen

Communicative:ability to listen and hear.

Updating knowledge

Guys, let's remember what we studied in previous lessons and solve the crossword puzzle.

Please note that there is a worksheet for the lesson on your desks. During the lesson we will take the necessary notes.

The main vegetative organ of a plant

Lateral part of the shoot

The axial part of the plant shoot, consisting of nodes and internodes

State of plants in seed

underground organ

Branching of the shoot in the apical part into several flowers

The plumbing part of the stem through which an upward flow of water with minerals is carried out

Guys, we didn’t just solve the crossword puzzle, the topic of the lesson is encrypted in it. Can you guess which one?

Notice that you all have worksheets on your desks. Let's write down our lesson topic “Mineral nutrition of plants” together.

They answer questions, solve a crossword puzzle, and determine the name of the lesson topic.

Mineral nutrition of plants

Personal and communicative UUD: the ability to express one's thoughts.

Regulatory UUD:

1. Determine the goals and objectives of the lesson

Learning new knowledge

Guys, let’s remember, with the help of what organ does the plant feed?Right.

And what zones are distinguished at the root?

What is in the suction zone?

Well done boys.

It is with the help of root hairs that the plant extracts the nutrients it needs from the soil - this is what is called mineral (soil) plant nutrition. Guys, why do you think this process is called mineral? Why soil?

That's right, guys.

Remember, what kind of tissue do plants have through which nutrients move?

Well done.

Let's look at the interactive board and see how mineral nutrition is carried out?

Water+Minerals

Look, substances that enter the root hair move to other root cells and then along them they are transported to the root conducting zone and further through the conducting tissues of the stem to all parts of the plant.

This is how soil nutrition of plants occurs.

Guys, now we will work in groups.

Guys, let's remember, what kind of habitats do we have?

Please note that you have photographs of plants on your tables, try to classify them in your groups by habitat

Guys, well done, but pay attention, for example, Rogoz. What can you say about him?

Right!

It turns out that we have special environmental groups:

Let's try to characterize them.

That's right guys, you gave a full description of environmental groups. Well, now, you will distribute the photos into these groups.

We have worked well, we should rest.

Answer questions.

Nutritional organ - root

Zone of division, growth, absorption and conduction.

Root hairs

Mineral because they absorb water and minerals from the soil

Soil-based because water and minerals are absorbed from the soil by the root

Conductive fabric

Work in groups, classify photographs of plants

Ground-air, water, soil, organism

Distribute photographs into habitats

Cattail does not live entirely in water...Part of the plant is in water, and part is in the ground-air environment.

Aquatic - live in water, Moisture-loving - not completely immersed in water, Moderately hydrated - a small amount of water is needed, inhabitants of dry places - little water is needed for their existence.

Distribute photographs of plants into ecological groups

Cognitive UUD:

Drawing up support diagrams

Compare and highlight the distinctive characteristics of plants

Communication UUD:

Learn to work in groups

Express your thoughts and ideas

Subject results:

Know how mineral nutrition is carried out

Plant diversity

Physical education minute

And the clock goes on and on

Tick-tock, tick-tock

Who in the house can do this?

This is the pendulum in the clock,

Beats every beat (Tilts left and right.)

And there is a cuckoo sitting in the clock,

She has her own hut. (Children sit in a deep squat.)

The bird will crow for time,

He will hide behind the door again, (Squats.)

The arrows move in a circle.

They don't touch each other. (Rotate your body to the right.)

You and I will turn around

Counterclockwise. (Rotate your body to the left.)

And the clock goes and goes (Walking in place.)

Sometimes they suddenly fall behind. (Slow down your walking pace.)

And sometimes they are in a hurry,

It's like they want to run away! (Running in place.)

If they don't get started,

Then they completely stand up. (Children stop.)

Listen to the teacher and perform the movements

Learning new knowledge

Guys, pay attention to the beautiful leaf fall on the slide...

Guys, is it right that with the onset of autumn, with the harvest or simply cleaning up the territory, people clean the leaves from the ground?

That's right guys.

Did you know that before planting, crops are added to the soil?

And you answered this question correctly.

They are divided into organic and mineral.

Do you know what fertilizers are called organic? Mineral?

Organic fertilizers - manure, humus.

Mineral fertilizers – these are fertilizers containing 3 elements – nitrogen, phosphorus and potassium.

Let's play a little game. Guys, in front of you are leaves that lack one or another element, determine which plant is missing what.

Well done, everyone handled the game well.

Answer teacher questions

No, that’s not correct, because fallen leaves, branches, pine needles, and dead roots also remove the minerals that the plant needs

Fertilizers.

Anticipated student responses.

The guys look at the plants and determine which of the plants lacks which chemical element.

Cognitive UUD:

Construction of logical statements

Drawing up support diagrams

Explanation of the meaning of new words

Compare and highlight features

Be able to use graphic organizers, symbols, diagrams to structure information

Communication UUD:

Learn to work in groups

Listen to your friend and justify your opinion

Express your thoughts and ideas

Subject results:

Know how mineral nutrition is carried out

Plant diversity

Reflection

Guys, on your tables you have a sheet with tasks, each of you must now solve it, exchange it with your neighbor and check with each other.

Choose the correct statements

1. Plants only absorb water from the soil

2. Plant nutrition is only soil based.

3. Root hairs are located throughout the root

4. Root hairs are long outgrowths of cells in the conducting zone of the root

5. The entry of water and mineral salts into the root occurs only in the suction zone

6. Plants with the longest roots are found in the desert.

7. Fertilizers are divided into organic and mineral

8. Organic fertilizers include phosphate fertilizers

9. There are 5 ecological groups of plants

10. With a lack of potassium, holes with yellowed edges appear on the leaf.

Answers: 1-,2-,3-,4-,5+,6+,7+,8-,9-,10+

Assessment of children.

The lesson has come to an end. It's time to write down your homework.

P.13, write down your homework in the worksheets

Guys, what did you learn in class today? What have you learned?

What else would you like to know?

Let's say a big thank you to our guests for coming to our lesson.

Solve the task, check each other (key of correct answers for checking each other on the board)

Regulatory UUD:

Performance evaluations

PersonalUUD:

Establish a connection between the purpose of an activity and its result

Evaluate your own contribution to the work of the group

6 bio - 16

Subject
Target	expand students’ understanding of the nutrition process using the example of plants.
Tasks:	- educational: to form in students knowledge about soil nutrition of plants as the most important life process, to introduce them to the classification of fertilizers; - developing: develop the ability to establish cause-and-effect relationships, analyze the information received, develop research skills, promote the development of students’ plant care skills, promote the development of students’ logical thinking; - educational: to continue the formation of a culture of communication with objects of living nature, to cultivate a sense of personal responsibility, life and professional self-determination of schoolchildren.
Planned result	Subject Skills	UUD
	In the cognitive sphere : organize student activitiesto study the processes of plant nutrition, analyze the classification and types of fertilizers; define concepts. In the value-orientation sphere : Understand the value of scientific knowledge, its practical significance, and reliability.	Personal: Ability to manage your cognitive activity; self-control and self-esteem Regulatory: Develop the ability to set goals and analyze the conditions for achieving the goal; Predict the result and assess the level of achievement of the result; highlight and realize what has already been learned and what still needs to be learned, be aware of the quality and level of assimilation Cognitive: Develop the ability to analyze, compare, generalize, put forward hypotheses, highlight the main thing, and draw independent conclusions; establish relationships Communicative: development of communicative culture; awareness of the value of joint activities
Equipment	textbook Biology 6th grade “Living Organism”, presentation, video “Plant Nutrition”, supporting notes, table “Root and its zones”, applications, mineral fertilizers, indoor flowers, paper flowers, felt-tip pens (red, yellow).
Lesson type:	mastering new knowledge.
Lesson type:	combined.
Form of work	laboratory work GOAT Group work frontal Individual

During the classes:

Organizing time.

Motivational moment.

What is nutrition?

Why do organisms need nutrients?

Energy?

What is the source of energy for plants?

Nutrition - the process of the body obtaining energy and substances through food. Energy is neither created nor destroyed. It exists in different forms - light, chemical, thermal, electrical, mechanical, etc. Forms of energy can transform into each other. For example, when a fan turns on, electrical energy is converted into mechanical energy, and for an electric heater - into thermal energy. Energy can be defined as the ability to do work.

Living organisms in this case can be compared to machines that cannot work (stay alive) without a constant flow of energy.

What are the nutritional characteristics of plants?

What nutrients does the plant need?

Where does the plant get inorganic substances from?

What about organic matter?

Why do plants have two methods of nutrition?

Are roots really more important than leaves, since they provide nutrition to plants, and leaves are almost useless decoration or decoration? Let's figure this out.

Formation of knowledge, abilities, skills:

First, let's write down the topic of the lesson:Mineral nutrition of plants. Now let’s formulate the conceptplant nutrition

Nutrition plants - process of absorption and assimilation from the environment chemical elements necessary for their life.

What types of plant nutrition do you know:aerial (photosynthesis), soil (root)

Soil nutrition is studied by a whole science -agrochemistry . And specialists in this science are called agrochemists, or field healers. I suggest you take training in the basics of agrochemistry. And also do an internship.

First, let's answer some questions:

What is a soil nutrition organ?

Root

The role of the root in soil nutrition of plants.

What are the main functions of the root?

Holds the plant in the soil and absorbs water and minerals

Which root zone is responsible for the absorption of water and minerals?

Suction zone

What are the features of its structure?

Presence of root hairs

What are root hairs?

These are outgrowths of the outer cells of the suction zone, up to 2 mm long, they fit tightly to the soil particles and absorb water with minerals dissolved in it. They secrete mucus to dissolve minerals and absorb them further. They work like pumps, live for several days, after which they die. New hairs appear on young cells at the border of the growth and suction zones, and therefore the suction zone moves in the soil.

What's the point of this?

The suction zone uses new soil areas for nutrition

What happens if root hairs are damaged?

The plant will not be able to extract minerals and water from the soil

What should you do when replanting plants to avoid damaging the root hairs?

Replanting plants with a lump of soil

- by the zone of conduction through the vessels of wood (xylem) water with minerals will enter the above-ground part of the plant

Please note that the vessels of wood have the shape of spirals and therefore water with minerals dissolved in it rises upward, as if overcoming turn after turn.

But in order to raise water even to a small height, strength is needed. And this force is called root pressure.

Root pressure - this is a force that causes one-way movement of aqueous solutions of mineral substances from roots to shoots.

The absorption of water by the roots is facilitated byevaporation of water by leaves - transpiration , because the loss of water in the cells must be replaced, so there is a continuous flow of water. The amount of water lost by a plant due to transpiration is very large. Herbaceous plants, such as cotton or sunflower, lose 1-2 liters of water per day in this way, and old oak loses more than 600 liters.

Root (soil) nutrition – This is the process of a plant obtaining aqueous solutions of mineral substances using its roots.

Now we can answer the main question of agrochemistry. What substances does the root absorb?

Water and mineral salts.

That's right, the root absorbs water. Water is of great importance for a plant, because the body of a plant consists of 50-98 percent water. Along with water, soluble mineral salts enter plants, including chemical elements such as phosphorus, nitrogen, potassium, etc. The plant needs them to build more complex substances.

On your desks there are pieces of paper that indicate the main minerals needed by plants. These substances can be divided into two groups:

Fertilizers

Organic: Mineral:

2. Complex 1. Simple:

Peat - nitrogen

Manure - potassium

Litter - phosphorus

Humus 3. Microfertilizers

Macronutrients – chemical elements or their compounds usedorganisms in relatively large quantities: oxygen, hydrogen,carbon, nitrogen, iron, phosphorus, potassium, calcium, sulfur, magnesium, sodium,chlorine, etc.

Microelements – These are substances necessary for life, contained in very small quantities.

But they are all important and a deficiency of any of the elements leads to the development of diseases.

Now let's work a little together with a neighbor and study information about some of the basic elements. (Each desk chooses an element in order and studies its meaning, as well as what can happen if there is a deficiency or excess of it) Now let’s talk about the most important elements that are contained in larger quantities. These are nitrogen, phosphorus, potassium.

The role of fertilizers in plant growth and development.

Agrochemists often have to face a big problem. In natural vegetation, absorbed minerals are returned back to the soil with fallen leaves, branches, etc. In the fields, minerals are removed from the soil along with the harvest. Thus, the removal from the soil from 1 ton of wheat harvest is 10 kg of calcium. How many kilograms of calcium are removed from beets? With cabbage? The soils are becoming poorer. Harvests are falling. How to solve this problem?

The way out of this situation is to apply fertilizers to the soil. But which ones?

Let's get acquainted with the classification of fertilizers.

Nitrogen

For plant growth

With a lack of nitrogen, plant growth slows down.

The intensity of tillering of cereals and flowering of fruit and berry crops is weakened.

The growing season is shortened.

The protein content decreases and the yield decreases.

Potassium

Supports water mode

Increases frost and drought resistance

Increases resistance to diseases.

Its deficiency leads to weak seeds, decreased germination and vitality.

Plants are easily affected by fungal and bacterial diseases.

Phosphorus

Acceleration of development and fruiting

Increased growth

roots

Promotion
winter hardiness

Delayed flowering and ripening.

The color of the leaves is dark green, bluish, dull.

With a severe lack of phosphorus, the color of leaves, leaf petioles and ears appears purple, and in some plants, violet shades.

There are two groups of fertilizers: Organic and mineral.

Towards organic fertilizers include manure, ash, humus, etc.

Mineral fertilizers in turn can also be divided into two groups,macrofertilizers are fertilizers containing chemical elements needed by plants in large quantities, these include fertilizers containing nitrogen, phosphorus and potassium, both individually and in combination.

Microfertilizers are fertilizers containing chemical elements needed in very small doses, but they are also of great importance for plants.

There are other classifications of fertilizers, for example: potassium, phosphorus, nitrogen (ammonium nitrate) - single-component and complex (contain different percentages of mineral elements)

Fertilizers must be applied strictly according to the rules, at a certain period of the year, during a certain period of plant development and in certain doses.

Primary consolidation of knowledge. So, you have studied the theoretical foundations of agrochemistry. And now I suggest you take an internship and apply the acquired knowledge in practice. Each group needs to research a plant.

Determine what fertilizers these plants need to improve soil nutrition? Justify your answer.

What do you think you need to know to determine the required fertilizer?

To find out, it is necessary to determine which chemical elements are insufficient in the mineral nutrition of a houseplant?

You can determine the lack of chemical elements using the diagram and table.

Explore indoor plants. The results of the study are announced.

Results of the study:

Homework. You will continue your further internship at home.(slide 21)

ABOUT mandatory level - read pp. 29-31, 38, 62 in the textbook and learn the supporting notes.

An additional level is to solve biological problems. To solve the problem, use tables, as well as the help of parents.

Wheat grows poorly in the field. The leaves are small, pale green. What needs to be done to improve the condition of plants?

Potatoes and cabbage are grown in the garden. It's time to apply fertilizer. Do you think these crops need the same fertilizers? Justify your answer.

Wheat develops stems and leaves well, but the grain does not fill well. What fertilizers does wheat lack?

Brown spots appear on the leaves, and the plant often gets sick. What fertilizers should be applied?

Reflection

Homework

1. How do roots absorb water and minerals?

The internal structure of the root is well adapted to perform one of its main functions - providing mineral nutrition to the plant. On a cross section of the root, at the level of the suction zone, two parts are clearly visible: the root bark and the central cylinder. The top of the root is covered with one layer of integumentary tissue cells, from which root hairs are formed. Root hairs absorb water and minerals dissolved in it. From the root hairs, inorganic nutrients move through the cells of the root cortex, which consists of multilayered basic tissue and ensures the movement of water and salts from the root hairs to the vessels of the central cylinder. The central cylinder occupies the inner part of the root. On the outside there is a layer of cells of educational tissue, which gives rise to lateral roots. Inside the central cylinder there is a conducting bundle of conducting tissues: phloem and xylem. Water moves along the root, entering it through the root hairs. Water and minerals rise through xylem vessels to the leaves, where organic matter is formed. This movement occurs under the influence of root pressure, which is called bottom engine. Through the vessels of the root, water rises to the vessels of the stem and moves upward under the influence of evaporation of water through stomata, which are called top engine. The spaces between the cells of the bundle are filled with mechanical and storage tissues. So, the structure of the root is adapted for mineral nutrition and transport of substances to above-ground organs.

2. What is the importance of soil for plant life?

Soil is one of the habitats of plants.

In addition, the soil provides plants with elements of mineral nutrition, water, air, heat, etc. The basis of soil fertility is humus, which provides nutrition to plants, retains water, glues soil particles, etc. Humus, or humus, is a dark-colored substance formed as a result of the decomposition of plant and animal residues. An important feature of soil for plants is its structure. This property is determined by soil particles that stick together into lumps of different shapes and sizes. Soil is formed as a result of the interaction of many factors, of which the most important are climate And alive organisms. The formation of mineral nutrition elements occurs in the soil from organic residues, which are decomposed by microorganisms (bacteria, microscopic fungi). So, soil is the habitat and source of mineral nutrition for plants.

3. Why are fertilizers applied to the soil?

The reserves of plant mineral nutrition elements in the soil are replenished by microorganisms, precipitation, groundwater, etc. When cultivated plants are grown, the amount of nutrients in the soil decreases. To prevent this from happening, fertilizers are added to it. In this case, it is necessary to take into account the following factors: Material from the site

the influence of fertilizers on the growth and development of plants (phosphate fertilizers accelerate the ripening of fruits, nitrate fertilizers promote the development of above-ground mass, potassium fertilizers enhance the development of roots and increase the cold resistance of plants);
rates and timing of fertilizer application (for example, organic and phosphate fertilizers are usually applied in the fall so that they decompose by spring);
solubility of fertilizers (for example, phosphate fertilizers dissolve slowly in water, while nitrate and potassium fertilizers dissolve well);
type of soil (for example, on ordinary chernozems, phosphate fertilizers have a high effect).

Plants can also be fed during growth. This feeding can be dry or liquid. For dry fertilizing, mineral fertilizers are used, and for liquid fertilizing, organic fertilizers are used. But by alternating the sowing of plants that need different elements, high yields can be achieved even without applying fertilizers.

We all know that we need to eat dairy products. We understand perfectly why this needs to be done. After all, it contains calcium, which makes our bones and teeth strong, strong and healthy. And the same examples can be given with other minerals in our body. What about plants? They are also alive, and also need these same elements. In this lesson, we invite you to find out how they eat them and why they are needed after all.

Nutrition is the absorption of chemicals by the body to obtain energy and “building material”.

Plants use the energy of sunlight for nutrition. Using photosynthesis, they store it in the form of complex organic compounds. Plants do not obtain energy from the substances that make up the soil.

Photosynthesis is the process of synthesizing organic substances from inorganic ones using the energy of sunlight.

Mineral nutrition of plants is a set of processes of absorption from the soil, movement throughout the body and assimilation of mineral substances by plants.

Saussure's experiments

In the 19th century, the French scientist Saussure was engaged in a detailed analysis of the chemical composition of plants. The composition of the ash of all plants turned out to be approximately the same. So the scientist discovered calcium phosphate in the ash of all the plants examined. When growing plants in distilled water, the scientist found exactly as many mineral compounds in them as were in the seeds. Thus, he proved that the soil is the only source of minerals for the plant. And the source of carbon for the construction of organic substances is the atmosphere.

Water and mineral compounds dissolved in it (nitrogen, potassium, phosphorus, etc. (see Fig. 1)) enter through the roots of the plant.

Rice. 1. Periodic table of chemical elements (the main elements necessary for plants are highlighted in yellow)

If a plant does not receive at least some of the chemical elements it needs, then its vital processes can be dramatically disrupted (see Fig. 2). Other chemical elements, even when received in excess quantities, are not able to replace the missing ones.

Rice. 2. Consequences of sulfur deficiency in the left plant

For example, atoms of the chemical element nitrogen are part of any protein and many other compounds. Plants need nitrogen compounds in large quantities during rapid growth. In this regard, nitrogen fertilizers are applied to the soil (see Fig. 3).

Rice. 3. Nitrogen fertilizers

Phosphorus compounds promote rapid ripening of fruits, and potassium compounds promote the rapid outflow of organic substances from leaves to stems and roots.

Nitrates

Nitrates are salts of nitric acid necessary for plant life. Once in the human body, nitrates are converted into salts - nitrites, which have a detrimental effect on blood hemoglobin, leading to poisoning or death.

Plants process nitrates. And in order for agricultural products not to contain them, it is necessary not to overuse nitrogen fertilizers.

Algae, as well as some mosses, absorb nutrients through the entire surface of the body or through the roots. Water and mineral salts are usually supplied through root hairs (see Figure 4), which increases the absorptive surface of the root. The root hairs are covered with mucus and are in close contact with soil particles.

Rice. 4. Root hairs under a microscope

From the root hair cell, water flows into neighboring cells, and then into the vessels of the root. And further into the upper organs of the plant. This process is ensured by root pressure.

The influence of watering conditions on the growth of coleus

Take 2 medium sized coleus plants (see Figure 5). Place them in a warm, bright place and do not water them for 3 days. Then water regularly. Water one of the plants every day in the morning and evening, using 50 ml of water for each watering. Water the second plant 3 times a week, using 200 ml of water for each watering. Observe the growth and development of plants.

Rice. 5. Coleus

Experiment: the stem of a houseplant is cut off at a height of 10 cm from the ground, and a rubber tube is put on the remaining stump, which connects it to a glass tube. If you pour warm water over a pot with a plant, liquid will begin to release through the upper end of the glass tube. If you water a pot with a plant with very cold water, the liquid will not be released through the glass tube. This is due to the dependence of the rate of water absorption by the root on its temperature.

The plant will grow and develop normally only if all the necessary minerals are present in its environment.

Soil (see Fig. 6) is the upper layer of the Earth's lithosphere, formed as a result of the destruction of rocks and the vital activity of organisms.

Fertility is the ability of the soil to provide plants with the necessary minerals and moisture, supporting their vital functions. It is determined by the presence of humus (humus) in the soil.

Rice. 6. Soil

Each harvest takes with it some of the organic and mineral substances of the soil. This leads to her exhaustion. Therefore, organic and mineral fertilizers are added to the soil.

Fertilizers are substances intended to improve plant nutrition and increase soil fertility.

Organic fertilizers are either animal waste (manure, bird droppings), or part of dead organisms of animals and plants (peat, humus).

Mineral fertilizers: nitrogen (ammonium nitrate, ammonia water), phosphorus (superphosphate, precipitate), potassium (ash, sylvinite).

Nitrogen fertilizers help increase the vegetative mass of the plant. Phosphate - accelerate the development of plants, improve the quality of the crop. Potash - increase the accumulation of nutrients in tubers and other parts of plants.

Microfertilizers are fertilizers containing compounds of chemical elements that plants need only in small quantities (copper, cobalt, zinc, boron, iron).

At different periods of life, plants need different sets of minerals, and fertilizers are therefore applied at different times, depending on the needs and type of plants.

Excess of any fertilizer can harm plants and agricultural consumers.

Plant growing methods

Modern greenhouses use hydroponics and aeroponics methods.

Hydroponics is the growing of plants in a nutrient solution containing all the necessary substances.

Aeroponics is the cultivation of plants in which the vascular root system is in the air, from where it receives all the necessary minerals.

Bibliography

Biology. Bacteria, fungi, plants. 6th grade: textbook. for general education institutions / V.V. Beekeeper. - 14th ed., stereotype. - M.: Bustard, 2011. - 304 p.: ill.
Tikhonova E.T., Romanova N.I. Biology, 6. - M.: Russian Word.
Isaeva T.A., Romanova N.I. Biology, 6. - M.: Russian Word.

Sbio.info().
Plantphys.bio.msu.ru ().
Blueberry.ru ().

Homework

Biology. Bacteria, fungi, plants. 6th grade: textbook. for general education institutions / V.V. Beekeeper. - 14th ed., stereotype. - M.: Bustard, 2011. - 304 p.: ill. - With. 160, tasks and questions 4, 6 ().
What is root pressure?
What is mineral nutrition for plants? What substances are needed for its implementation?
* Prepare a short report about the fertilizers currently used. Share this information with your family.

Abstract on biology, mineral nutrition of plants. Biology lesson “Mineral nutrition of plants from soil

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