Journey to the world of cells. Journey into the world of the cell The cell is the basis of the structure and growth of living organisms

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

Thing: The world

Class: 4th grade

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

UMC:“The system of developing education L.V. Zankov"

Educational: To form the concept of "cell" among students, to introduce the structure of the cell, to clarify and systematize students' knowledge of 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, work in groups.

Form UUD:

-Personal: awareness of the importance of the role of "researcher", evaluation of one's work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding the knowledge of students about the possibilities of water, practical work.

- Regulatory UUD: the ability to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective 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: skill express your point of view, correctly formulate the statement; cooperate with other members of the group, 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.

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

Planned results:

Subject:

Personal:
Know how to self-assess based on the criterion of success of educational activities.

Metasubject:

Regulatory UUD: Be able to determine and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective 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 formulate your thoughts orally; correctly formulate the statement; cooperate with other group members, agree on a sequence and result, learn to present to others the process of work and the result of their actions, listen to the opinions of others ; to formulate their thoughts in oral speech and in writing, to draw up their conclusions in the table.

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

Appendix:

Researcher's sheet

Cell structure

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

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

Goals, tasks:

Educational: To form the concept of "cell" among students, to introduce the structure of the cell, to clarify and systematize students' knowledge of the meaning of the cell as the basis of the structure and growth of living organisms.

To cultivate a culture of behavior in frontal work, individual work, work in groups.

Form UUD:

Personal: awareness of the importance of the role of "researcher", evaluation of one's work in this role; the formation of a sustainable cognitive interest in the lessons of the surrounding world while expanding the knowledge of students about the possibilities of water, practical work.

Regulatory UUD: the ability to determine and formulate a goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective 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, to correctly formulate a statement; cooperate with other members of the group, 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.

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

Planned results:

Subject:

Assimilation of the concept of "Cell". The ability to name and show the components of the cell structure; talk about the meaning of the cell, how the life of the cell is connected with the way of life of a person, determine the causes and effects; understand and name types of tissues

Personal:

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

Metasubject:

Regulatory UUD: Be able to define and formulate the goal in the lesson with the help of a teacher; pronounce the sequence of actions in the lesson; work according to a collective 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: To be able to formulate their thoughts orally; correctly formulate the statement; cooperate with other members of the group, 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; to formulate their thoughts in oral speech and in writing, to draw up their conclusions in the table.

Cognitive UUD: To be able to navigate in their knowledge system: to distinguish the new from the already known with the help of a teacher; acquire 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?

Meaning of cells: _________________________________________________________________

__________________________________________________________________________________

What types of cells are found in the human body?

__________________ _________________ __________________ __________________

Prove that the cell is alive.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In the structure of the cell, three main parts can be distinguished (Fig. 2):

1. shell (membrane);

2. cytoplasm;

Rs. 2. The structure of the cell

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

Rice. 3. Cherry cut ()

The skin covers the berry in the same way that the membrane covers the cell. Under the skin of the cherry is a gel-like liquid, just like under the cell membrane - the cytoplasm. Inside the cherry is a bone, and near the cell is a nucleus.

There are cells that can be seen with the naked eye: if you break an orange slice, you can see its oblong cells (Fig. 4); a frog or fish egg 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.

Consider the structure of a human cell. The cells of the human body are different 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, sports strengthen the muscles of a person.

The nerve cell looks like 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 the rapid 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 inner 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, nerve, connective, and 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 divides into two more, and so on constantly (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 the 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, consider the structure of the skin.

Bibliography

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

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

Homework

1. Make a short test (6 questions with three answers) on the topic "Cells of living organisms".
2. Sketch the structure of the cell, make labels.
3. * Using the knowledge gained in the lesson, write a fairy tale or fantasy story on the topic "Journey to the world of the cell."

LESSON SUMMARY

1 (CONVERTERDEVELOPMENT OF INFORMATION)

In front of you is a height gauge. Indicate with an asterisk your height when you were born. Now indicate your height at the current moment. Make a conclusion. And now let's work with the scale scheme. On which thicket would you place yourself with the weight that you had at birth? And at the moment? Why?

2. Determining the topic of the lesson. Knowledge update. What questions could you formulate on these findings? What can help us answer these questions? We can find out the main "culprit" of changes in our height and weight by solving a crossword puzzle:

1. I am a hindrance protector

At the egg and at the nut. WITH TO ORLUPA

CYP L YONOC

3. What a white blanket

Did the inside of the egg stick to the shell? B E LOC

4. For protein - you look -

What is there inside? VC T OK

5. Breathes more than any of us

Every moment and every hour?

Without what is nature dead?

That's right, without... TO ISLORODA

6. To be healthy, gaining knowledge,

It's very important to be right... PET A NIE

Read the keyword. What cell can be discussed in this lesson? So, the topic of the lesson is "The cell is the basis of the structure and growth of a living organism."

3. Discovery of new knowledge by children.(INFORMATION EXTRACTION) Now study the new material, working in a group - read the text of the textbook pp. 20-21. In front of you is a microscope, a slice of orange. All this will be useful to you in your work.

4. Primary consolidation, application of new knowledge in practice. (PRIMARY INFORMATION PROCESSING)

1. Then do the test - circle the letter with the correct answer.

TEST

1. All living organisms consist of

K) lobules L) parts of M) cells

2. The main part of the cell

A) center O) nucleus D) brain

3. Thick liquid filling the cell

K) protein L) cytoplasm M) yolk

4. Cell border, its protective layer

O) shell C) shell K) skin

5. The device, thanks to which they saw the cell

C) magnifying glass D) telescope E) microscope

6. Living organisms are composed

F) from one cell X) from many cells C) it happens in different ways

7. Cells have a function

I) multiplication S) division E) addition

Check: Did you get a word from the circled letters? Which? So you answered all the questions correctly! Let's check your answers!

2. Working with a drawing - page 22

What types of cells are there? What is common in their structure? How would you explain the differences in their structure? Think in a group: 1 gr. - about bone cells, 2 - about nerve cells. 3 - about muscle cells. 4 - about epithelial cells. (INFORMATION CONVERSION)

Version listening.

And where can you get reliable knowledge about this? (PLANNING INFORMATION SEARCH) At home, prepare a group message on the topic.

3 . Work with text. Finish reading the text (pp. 22-23) and restore parts of the "broken" phrases. (INFORMATION EXTRACTION)

"in sick and inactive people"

“The more work falls to the lot of cells…”

“the more nutrients and oxygen they get”

“The less cells work…”

“the less food and oxygen they get”

"Muscles get bigger and stronger..."

"Athletes and physically working people"

"Muscles Weaken..."

4. Reflection of activity.(INFORMATION CONVERSION)

Solving the crossword puzzle at the beginning of the lesson, you called the answer words: shell, chicken, protein, yolk, oxygen, nutrition. How do these words relate to the topic of our lesson?

Let's check how each of you learned the topic of the lesson - individually answer the questions of the same test. Peer review (work in pairs).

Which saying about health would you choose as the epigraph of this lesson?

"A smile promises us an extension of the century, and malice only ages a person"

"Don't open your mouth in the cold autumn once again"

"Move More, Live Longer"

"Moderate food is always healthy"

"The harder you chew, the longer you live"

"Sleep is better than any medicine"

"Whoever makes people angry for nothing, everything hurts"

5. D.Z. Group task. Prepare a report on the topic "Types of cells." Make a plan for the message.

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 bringing students to an understanding of the complexity and perfection of the structure of a living organism, the mutual coordination of organs; contributes to the formation of the idea that a person 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 the interest of children in knowing themselves.

Download:

Preview:

Topic: “General acquaintance with the human body. The cell is the basis of 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. Contribute to the formation of the idea that man is an integral part of nature.
3. To acquaint with the basis of the structure and growth of living organisms - the cell.
4. Arouse children's interest in self-knowledge.

Equipment:

Handout (individual and classroom; microscope, onion peel, orange slices, chicken eggs, peas, plastic bags, cardboard boxes and a poster with children's photographs.), Poster “Plant cell shapes”.

1. Introductory conversation with checking homework.

Man lives in the world around him. He is part of this world. Is it possible to consider a person a part of nature?

Yes.

Prove it.

He breathes, eats, grows, develops, he has children.

Being a part of nature, a person creates conditions for himself in which he would feel comfortable. Right?

Yes.

Explain.

Builds houses, roads. Spent the world. He made many inventions: telephone, television, aircraft, 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 seeks to improve the world around him. And, of course, a person strives to improve himself in this world.

Imagine that we are looking at ourselves in a mirror. What did you see outside?

Our body: head, torso, limbs.

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

Everyone should have

Very smart... head

I give her the best I can

The head sits on ... the neck

Belly, back, chest

They are together ... the body is called.

Hands - to caress, work,

Drink water from a cup.

Fast legs run along the path.

I stumbled across Genka

And he hurt his knee.

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

What do you know?

Where?

How did we get this knowledge?

I 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 finish his education. He became interested in the internal organs of a person, and he began to open corpses. I must say 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)

Hollow bag in which food is digested by half (stomach).

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

The means by which a person breathes (lungs)

Organ that acts as a camera (eye)

The largest and hottest organ that destroys microbes and poisons in the blood (liver).

These organs purify the blood. Waste is discarded in the form of water (kidneys).

These organs chew food (teeth).

The internal organ that monitors the correct functioning of the main internal organs, manages the thoughts and feelings of a person (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. Definition of the topic of the lesson:

And now I ask you to think: have you changed a lot since you were born?

Yes.

How?

We have grown.

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 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 perfected the microscope for more than 200 years and, examining the cover of elderberry, unexpectedly discovered living cells.

4. Practical work. (Group work)

I suggest that you be in the role of researchers and do practical work: under the microscope we have a preparation (onion peel). Recall the rules for working with a microscope.

1. Direct the light with a mirror into the opening of the stage.
2. The drug is fixed on a glass slide.
3. Raise the tube slowly until a clear image appears.

On the desk procedure.

1. Consider a cell.
2. Fill.
3. Schematically depict a cell.

Group work: draw a cell on the album sheet.

Let's hear from the representatives of the groups:

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

And now work with the textbook with 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 are you offered an orange slice? (an example of cells visible to the eye, only the structure of the cell itself is not visible)

And here are some more examples of plant cell shapes:

Crack the egg and carefully empty the contents onto a saucer.

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

What is the structure of a cell? (nucleus, cytoplasm, membrane)

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

The cell is a complex system that can be seen under an electron microscope. We will learn about what an electron microscope can tell by getting acquainted with the material of the article on pages 20-21.

Discussion of what was read and formulation of a conclusion:

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

5. Summary of the lesson:

What have you learned?

What made the biggest impression?

What would you like to know?

I propose to make the simplest model of a cell. Take what you need (There are a variety of items on the table, among which the 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.

The general assessment of the work of the class: they worked actively, together, and everyone receives as a gift a drawing of a cell, which was examined under a more complex device 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 studies that reveal the reasons for the growth of any organism, explaining the connection between cell life and human lifestyle.

In a distant foggy rainy country - England lived - there was a great scientist. His name was Robert Hooke. He was engaged in a very interesting and important business - research. To do this, he came up with a marvel - an apparatus that magnifies and helps to see: what small organisms are built of - a microscope. Somehow, in a warm winter evening, Robert Guk decided under the microscope to consider ................................................................................................................................................................................................................................................................................................... ... There he saw many, many balloons.

Robert zoomed in to see what parts these balls are made of.

Today I invite you to become explorers.

Organizes and directs the activities of students to the active and conscious assimilation of new material.

(There is an inscription on the board: A CELL is a living brick of the body.)

Read what is written on the board? What do bricks and cages have in common? (Buildings are built with bricks, and organisms are built with cells.)

The cell is the basis of any organism. slide 1

What would you like to know about the cell? (Students: find out the structure of the cell, find out what work it does in the body?)

Teacher: Now look at the slide and compare if our lesson goals matched?

1. Learn the structure and functions of an animal cell.

2. Determine the role of each organoid in the life of the cell.

3. Learn to recognize organelles by their appearance. slide 2

Now we can clearly see that our goals coincided and therefore.

Forward to " JOURNEY IN THE CAGE»!!! slide 3

Why do you need to know the structure of the cell. (Student answers)

It is in the cells that changes begin to develop, leading to diseases. Therefore, physicians often need a very detailed study of the cells of a sick person, their structure, shape, chemical composition, and metabolism. Ideas about the structure and development of cells are widely used in genetics - the science of heredity and variability of organisms. Sometimes knowledge of cell theory helps forensic scientists to detect a criminal, establish paternity, and reveal much more - exciting, mysterious, unknown.

Every self-respecting traveler should check how well he is going on the road. What can we take with us on the journey of knowledge?

(Students: - equipment (microscope, textbook, additional material). slide 4

Teacher: right, but we still have to take with us one of the most important things - the knowledge base that we have accumulated in previous lessons.

So the cage seems small

But look through the microscope:

After all, this is a whole country ... These words will become our motto.

Game "Complete the offer"

When they say that the human body works like a clock, they mean that the nervous system, simultaneously controlling the vital activity of all systems, allows the body to perform all the necessary movements with the help of musculoskeletal apparatus that a person has a healthy heart, which ensures the movement of blood through the body, and good lungs- gas exchange. At the same time, the digestive system provides digestion food, and the urinary organs and digestive organs together withdraw waste products of metabolism from the body. Each organ system is necessary for the life and activity of the human body.

Man relates to the natural world

Let's go on a trip....

So, write down the topic of the lesson in the route sheets.

Consider what the tissues of different human organs look like

We saw many, many balls that are shaped like a cage.

Having done the work, you mark the structure of the cell in the route sheets and draw a conclusion.

Student performances

Despite its tiny size, the cell is unusually complex. Every cell is constantly undergoing thousands of different chemical reactions. No wonder it is compared to a chemical plant. Let's get acquainted with the amazing and complex structure of the cell. slide 6

Every cage is covered on the outside shell./ membrane/ The membrane separates the contents of the cell and the cell from the external environment. It has holes – pores. The pores in the cell membrane are necessary for the exchange of substances with the environment, through them water and other substances enter and leave the cell. Slide 7

Inside the cell, all its space is occupied by a colorless viscous substance. This cytoplasm. It moves slowly - this is one of the properties of a living cell. This fluid carries nutrients. With strong heating and freezing, it is destroyed, and then the cell dies.

The nucleus is located in the cytoplasm. Core- the main organelle of the cell, it controls all life processes. It contains special bodies - chromosomes, which store all the information about the cell, which, without dying, will be transmitted from cell to cell, from generation to generation, carefully carrying the baton of Life. Slide 8

Metachondria are located in the cytoplasm of cells. Their form is different. They can be oval, rod-shaped, filiform. They participate in the exchange of oxygen, they are called "energy stations" of the cell.

Endoplasmic reticulum–The endoplasmic reticulum connects the main organelles of the cell. Represents a system tubules and cavities. This is where nutrients are produced.

Lysosomes are small bubbles. With their help, intracellular digestion is carried out. Their main role is the removal of waste food from cells

Microfilaments-it very thin protein filaments with a diameter of 5-7 nm. They help the cell move

Almost all animal cells contain hollow cylindrical unbranched organelles calledmicrotubules . They help the cell keep its shape.

Conclusion: cells of any human organ, interconnected by intercellular substance, formthe clothof this organ / nerve cells form nervous tissue, fat cells - fat, muscle cells - muscle tissue /

Like organ systems, cells work in concert with their neighbors.Slide 9