Excursion species diversity of living organisms of the forest. Practice report: The diversity of living organisms is the basis for the organization and stability of the biosphere. the basis of the organization and stability of the biosphere"

MKOU "Dalmatovskaya average comprehensive school Number 3"
Tour report
Presentation on theme: "Diversity. seasonal changes in nature
and adaptation of living organisms to them
Performed): ______________________,
student___ 11th grade
teacher: Tropina O.S.
Dalmatovo, _________ year

Target: _________________________________________________________

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Date/air temperature: ______________________________________
Type of excursion: ________________________________________________
1. Study of the plant world
Course of the tour:
 Find out what plants are planted in the park. Specify them
species name and affiliation to the department.
specific name
Department name
№
p/n
 Make a conclusion by answering the question - representatives of which
departments of plants predominate? What allowed them to take
dominant position?
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 What life forms of plants can be seen in winter time
of the year? ________________________________________________
 List the features of adaptations to low temperatures,
originated in plants.

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2. Study of the animal world
 List the members of the animal kingdom
met during the tour
 Determine the systematic position of each.
Genus
Order Class Subtype
Kingdom type
View
№
P/
P
Semey
stvo

 Make a conclusion by answering the question - representatives
what type, class of animals are found in winter?
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 List the features of adaptation of mammals to
distributing them according to
winter season,
corresponding columns.
Aromorphoses
Idioadaptation
 Describe how these
adaptations from the point of view of evolutionary doctrine.
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3. General conclusion

Excursion "Diversity of species in the community"

Equipment: notepad, pencil, ruler, camera, 4 cords 10 meters long

Istage. Awakening enthusiasm

The first observation is carried out on the lawn in front of the school building. There are many plantains, flowering dandelions and other common lawn weeds.

At this stage, you can play a mobile game

The class is divided into two equal teams. Students come up with team names. Conditions: in the title, use the names of living organisms that are present in this place. For example, "bugs" and "ants". Teams line up facing each other at a distance of no more than a meter. Behind each team at a distance of 5 meters we draw a line denoting the HOUSE.

The leader pronounces the phrase. If it is true, then the beetles catch the ants before they reach the HOUSE. If the phrase is not true, then the ants catch the beetles. Who is caught. He joins the opposing team.

Sample questions:

1. According to legend, the fern blooms on Ivan Kupala. (Yes)

2.Bamboo grows faster than all plants. (Yes)

3. A creeping stem that winds along the ground is called a whip. (no whip)

4. The birch has a perpendicular type of venation. (no - there is no such venation at all, there is parallel venation)

5. Lilac shrub used to be called chenille. (Yes)

6. To reward winners since ancient rome use a laurel wreath. (Yes)

7. The tarragon plant is a kind of wormwood. (Yes)

8. Foxtail is a small animal. (no - it is a herb of the cereal family)

9. Matches are made from aspen. (Yes)

10. The ancient Slavs believed that rejuvenating apples grow on oak. (Yes)

IIstage. Concentration of attention This stage of the tour is held behind the school where there is a small area with the usual set of plants of all types. This stage is short and if the students are ready for perception, then you can do without it. .

Autumn crept up on us,

As nature is generous with colors.

All birches are golden,

And the mountain ash is red-beautiful. (L.Isaykina)

IIIstage. Gaining experience

In nature, plants do not live alone; isolated or isolated from others, but live together with other plants. If a given area is dominated by perennial grass, then such a community is called ... LUG

Conversation:

1. Do you think that plants that live together interact with each other?

2. But, if they interact with each other, can they influence each other. If yes, then which one?

Conclusion: plants growing in the same area interact with each other and influence each other and the environment. Write the definition in your notebook.

Conversation:

1. Can only plant populations interact with each other?

2. And the populations of other living organisms?

3. And can populations different types form a community?

4. And what will be the name of the community in which different types of living organisms interact?

staging goals:

Set yourself the goal and objectives of our excursion, based on the title of the topic "Species diversity in the community."

IVstage. inspiration, sensory experience

Photograph the plants in the meadow. Compile an environmental leaflet "How to behave during your stay in nature." This step can be done in the classroom or at home.

Vstage. Reflection. Several students read their reports. Together with students, draw a conclusion about the influence of man on the life of biocenoses.

Homework: Make an environmental leaflet "How to behave while in nature."

Literature:

2. Patrusheva L.I., Batluk N.V. "Ecological excursions" - Barnaul: AKDEC. 2003.-40s.

3. Schwab D. "Desk book for teachers of biology" translation from English. K.S. Burdin and L.M. Baskin. M., "Enlightenment" -1994

Organizing time. T.B. briefing

Introductory conversation about the tasks of the excursion and the rules of conduct during it. Distribution of students into groups.

The story of the teacher on the topic of the excursion during the bypass of the territory of the school yard.

1. Variety of plants (trees, shrubs and herbs)

   Identification of autumn phenomena in plant life.

Independent work of students on assignments for the excursion.

The class is divided into 5 groups. Each group receives a card with a task. At the end of the tour, each group provides an oral report on the work done. Each student provides a complete written report on the excursion in the form homework to the next lesson.

Group #1

1. Take a close look at the plants in the school yard. How many cultural zones with a predominance of certain vegetation can be identified? Give your names to these areas.

Count the number of birches in the school yard.

Find out which autumn phenomena can be observed in the life of a birch. Collect 5 birch leaves of different colors.

D/Z.

2. Write a short message about the birch.

3. Dry the leaves collected during the tour and glue them to the report.

Card - tasks for excursion No. 1

Group number 2.

Take a close look at the plants in the school yard. Count how many trees and how many shrubs are on its territory.

Find a bush with fruits in the school yard. Find out the name of this shrub.

Gather some leaves and fruits from this shrub.

D/Z.

1. On an A4 sheet, answer in writing the tasks of the excursion card.

2. Write a short note about any shrub that grows in the school yard.

3. Dry the leaves and fruits collected during the excursion and attach them to the report.

Card - tasks for excursion No. 1

Group number 3.

Take a close look at the plants growing in the school flower bed number 1. Give a name to this flower bed. Find out the name of flowering plants.

Collect carefully a few flowers and fruits (seeds) of plants.

D/Z.

1. On an A4 sheet, answer in writing the tasks of the excursion card.

2. Sketch a few plants in flower bed No. 1 and sign the names of these plants.

3. Dry the flowers collected on the excursion, attach the flowers and fruits (seeds) to the report.

Card - tasks for excursion No. 1

Group number 4.

Take a close look at the plants growing in the school flower bed number 2. Give a name to this flower bed. Find out the name of flowering plants.

Count how many flowers grow in this flower bed.

Collect carefully several types of fruits (seeds) of plants in this flower bed.

D/Z.

1. On an A4 sheet, answer in writing the tasks of the excursion card.

2. Draw a few plants in flower bed No. 2 and sign the names of these plants.

3. Dry the leaves collected during the tour. Attach fruits (seeds) and leaves to the report.

Card - tasks for excursion No. 1

Group number 5.

1. Find out what trees grow in the school yard..

Count how many pine trees grow in the school yard.

Gather some pine leaves and fruits.

D/Z .

1. On a sheet of format A 4, answer in writing the tasks of the excursion card.

2. Write a short message about a pine tree.

3. Dry the pine leaves and attach them to the report. Draw a pine cone.

4. Results of the excursion. Oral report of each group.

Explanation D/Z

Topic: Biodiversity around us.

Purpose: to introduce students to the biological diversity of living organisms that live in close proximity from the school, using the simplest research methods, to identify biological patterns in nature.

To study the diversity of organisms of different groups on the example of a school site;

To develop practical skills and abilities of students in mastering the simplest methods of research, fixing the results;

Cultivate respect for native nature, environmental awareness of students.

Equipment: instruction cards, binoculars, pencil, notepad, camera (camera).

Before the start of the tour, it is necessary to conduct a briefing, distribute students into groups, and distribute tasks.

Task (1 group).

2. Inspect the plants of the school site, ask the teacher for their species names, write it down in a notebook.

3.Take a photo various kinds trees, shrubs, herbs for the design of the report.

Characteristics of the state of trees

health trees without external signs damage, the amount of growth corresponds to the norm

Weakened trees. The crown is slightly open, some branches have dried up. Leaves with a yellow tint. At coniferous trees strong gumming on the trunk and dying off of the bark in some areas

Strongly weakened trees. The crown is sparse, with significant drying of the branches, the top is dry. The leaves are light green, the needles have a brown tint and last 1-2 years. The leaves are small, but sometimes enlarged. Growth is reduced or absent. Resin is strong. Significant areas of the bark died

Drying trees. Drying of branches throughout the crown. The leaves are small, underdeveloped, pale green with a yellow tint; early leaf fall. The needles are damaged by 60% of the total. There is no growth. On the trunks there are signs of colonization by bark beetles and other pests.

Dry trees. The crown is dry. There are no leaves, the needles are yellow or brown (crumbling or crumbling). The bark on the trunks peels off or completely fell off. Trunks are inhabited by wood consumers.

5. Based on the results of observations, draw a conclusion in which note the diversity of plants growing in the school area, the systematic groups to which they belong, their importance on the site, assess the state of the forest stand, express your opinion on the need for health improvement measures.

6. Submit a report.

Task (group 2).

1. Mark in the diary the date of observation, weather.

2. Inspect the trunks of trees and shrubs, find areas of trunks covered with lichens.

3. Determine, using the drawing, which lichens you have met.

4. Take a photo of the lichens for the report.

5. Assess the ecological state of the environment using the lichen indication method (according to A.G. Ozerov). To do this, select only free-standing vertically grown mature trees. Set the number of lichen species on the tree. The lichen cover should be examined from 4 sides of the tree, both at the base of the trunk and at a height of 1.3 m. Use the drawing to identify lichens. The most typical lichens are: bushy - cetraria, cladonia; scale - xanthoria wall; leaf - parmelia.

The degree of air pollution can be assessed by the abundance of lichens of various groups.

Degree of pollution

fruticose lichens

leaf lichens

scale lichens

No pollution

meet

meet

meet

Weak pollution

missing

meet

meet

Medium pollution

missing

missing

meet

heavy pollution

missing

missing

missing

6. Issue a report on the work done.

Task (group 3).

1. Mark in the diary the date of observation, weather conditions.

2. Inspect various parts of the school territory, find insects, find out their names, systematic groups to which they belong. Observations are best done at lunchtime on clear sunny days, because under these conditions, insects are most active.

3. Find the bed bugs. Most often they can be found by examining the fallen last year's leaves, herbage in places well warmed by the sun. In this case, it is possible not only to detect animals, but also to observe their feeding and oviposition.

4. Reveal variability within a population (intrapopulation diversity). Fix various types of animal chest and elytra patterns using the template.

5. Issue a report on the work done.

Fig.1. The variability of the chest pattern of the soldier bug (for review).

Template for work (on the template: p - chest, a - elytra)

After the end, a final conversation is held on the preliminary results on the following questions:

What organisms are found on school grounds? Which systematic groups do they relate?

What methods of research and fixing the results were used when working in groups?

What regularities were revealed in the course of the research? What meaning can they have for you?

In the course of general biology, evolutionary doctrine occupies a special place. In the KIM of the unified state exam in biology, there are many questions on the evolutionary teachings of Charles Darwin. I believe that an excursion into nature to study the causes of species diversity plays a big role in the assimilation of evolutionary knowledge, where students get acquainted with biological phenomena, establish patterns, and master the ability to obtain knowledge through observations in nature. I am taking this tour to the school meadow. Exactly this beautiful place in our school.. Together with the students we get great pleasure from communicating with nature.

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"Report on the excursion: "The reasons for the diversity of species in nature""

MAOU secondary school №138

Excursion on the topic:

"The reasons for the diversity of species in nature"

Completed by: Pavel Sennikov, Tatiana Nesterova
Checked by: Ivanova Lyubov Ivanovna

Chelyabinsk

Reasons for the diversity of species in nature.

Tour objectives:

1. introduce the concept of species diversity as a result of natural selection.

2. introduce the concepts of "species criteria", "population", "variability", "heredity".

3. identify different relationships between individuals of the same species, different species.

4. Show on specific examples the adaptability of organisms to endure adverse conditions in autumn and winter.

5. to teach to work collectively, to form a sense of respect for nature, a sense of beauty, the ability to see the beauty of nature.

6. develop interest in biology, the ability to observe, compare, establish cause-and-effect relationships, highlight the main thing, draw conclusions.

Tour progress

In the school meadow, we observe a variety of plant species, for layering. What are the reasons for such a diversity of species in such a small area? Species of the same genus differ in physiological and morphological criteria. To reveal the concept of a species, it is necessary to compare plants of closely related species such as ranunculus caustic, creeping, Kashubian. We compare the conditions of their growth and note that the features of the existence of the species constitute the ecological criterion of the species. Looking at their structure, we can see both similarities and differences.

Structural features constitute the morphological criteria of the species. During the tour, we find out that these plants have different nature flowering. For example, the caustic buttercup is now in color, and the Kashubian buttercup blooms at the end of May, the creeping buttercup - in July, we know this from the scientific literature. Note that the characteristics of the response of organisms of the same species to changes in living conditions constitute the ecological criteria of the species.

Conclusion: all species differ from each other in ecological, morphological, physiological criteria of the species.

In the clearing we can see a lot of common yarrow. This plant is found everywhere, but it cannot be pollinated from other glades, since there is a fairly large distance between them. We can conclude that plants live apart from each other.

A population is a group of organisms of the same species long time living in the same territory (occupying a certain range) and partially or completely isolated from individuals of other similar groups.

Tatar maple, pedunculate oak, growing in our garden, also represent populations of species. A population is a form of existence of a species. A population is stable if it contains individuals of different ages.

In the clearing, we saw individuals of different ages of Tatar elm, this can be seen in the bark, branches, roots of trees. But all trees are similar, since they belong to the same population. The set of basic traits is transmitted from parents to offspring. All living organisms tend to pass on their characteristics and properties to their offspring. This property is heredity. It is these properties that determine the similarity of closely related organisms. All individuals, even in the same population, differ from each other, which means that organisms are characterized by variability. Variability manifests itself in varying degrees of development of certain features, for example, color intensity, body size. The change in these signs depends on the conditions environment.

Let us pay attention to the difference in the color of the leaves, field bindweed growing in open places and in the shade. The second leaves are darker, they form chlorophyll. Due to this feature, in plants in the shade with low illumination, the synthesis of organic substances occurs quite intensively. But these changes are inherited. This is an example of modification variability. Only such changes in traits are inherited that are material for natural selection and a prerequisite for the formation of new species.

A huge variety of living organisms inhabiting the school grounds. C. Darwin called the totality of these relationships the struggle for existence.

herbaceous plants have 30-32 seeds on it. Not all seeds will grow from them, many will die due to adverse conditions. Since if all the seeds germinate densely in one place, then there will be a tough struggle between them for moisture, nutrients, and light. Charles Darwin called such a struggle the struggle for existence. Darwin argued that there is a fierce struggle between organisms of different species. He called it interspecific, as well as interspecific, there is a struggle with environmental conditions. Many organisms die from severe frosts, fires, heavy rains. This is how it goes natural selection.

The school site has a flat relief and black soil, there are both shady areas and illuminated areas.

1) If plants grow in the same place, then their traits are the same, since they grow in the same conditions.

2) If plants of the same species grow in different places, then they undergo modification variability, leaf size, color, all this is caused by different environmental conditions.

3) At the school site, plants are cared for and their habitat conditions are artificially improved, as a result of which they become more viable than plants of the same species in the forest

Conclusion

So we proved the similarities and differences of plants of the same species. We looked at the relationship of individuals of the same species. Revealed the concepts of population, variability, heredity on illustrative examples. The variety of species in nature is explained by different habitat conditions. Habitat conditions are not homogeneous, and due to the adaptation of species, they differ from each other, in size or color.