Abstract: Adaptation of plants to the environment. Theme of the lesson. Environment of plants. How plants adapted to different conditions of life
To quote the great Jan Malcolm, it is worth noting that "life will always find a way." Nature is full of examples of evolution, providing a survival mechanism for the flora and fauna inhabiting the Earth. Below are ten animals and plants that, in the course of evolution, have developed specific characteristics or abilities that allow them to survive or even thrive in their habitat.
10. Gazelle Dorkas (Dorcas Gazelle)
Due to the fact that it is endemic to the Middle East and North Africa, a dorkas gazelle had to develop during the course of evolution a number of features that would allow it to survive, with almost no drinking water. First, they can do without drinking water all their lives, surviving only because of the liquid they get by eating plants. In addition, when it is almost impossible to find a liquid, a dorkas gazelle can save water by concentrating its uric acid, removing it from the body in the form of granules, not liquid. During such periods, they also significantly reduce the amount of fluid in their litter.
9. Crossbills
Crossbones include a whole range of passer-like species that have adapted to use the pine tree cones in their menu with great efficiency. Due to the fact that it is very difficult to reach the seeds inside the thorny cones with an ordinary beak, the crosses have developed a beak, the ends of which intersect, which allows them to quickly open the scales of pine cones and get to the seeds.
They also have very strong tongues that can slip in between the pine cone flakes with their beaks open and reach the seeds. They also feed on insects and fruits, but their beaks are specifically developed so that they can eat pine cones, which are much more accessible.
8. Bamboo
This particular plant, like a small number of other plant species, has developed a specific schedule for sowing its seeds. Bamboo does not bloom and does not produce seeds for many years, then a huge amount of seeds are produced and distributed at once. In mainland China, it is believed that bamboo blooms only once every 120 years, covering the earth with seeds like a blanket.
Scientists have put forward a number of theories as to why this particular ability has developed in bamboo, and one of the most plausible hypotheses is that plants do this so that animals feeding on their seeds cannot eat all the seeds. The only drawback of such a system is that adult plants often die if a huge number of young shoots begin to grow around them.
7. Panamanian Golden Frog (Panamanian Golden Frog)
Brought almost to extinction due to habitat loss, the Panamanian golden frog lives exclusively in the tropical forests of Panama, mostly alongside fast-flowing rivers and waterfalls. Because of the great noise in their natural habitat, they have developed an ability that is very rare in the animal kingdom: they use a semaphore.
The rudimentary form of sign language, which is a semaphore, is used by frogs to convey basic messages, such as a desire to mate or a warning of the approach of natural enemies. Males of these frogs also make whistling sounds, despite the fact that these sounds are practically useless due to the fact that this species of frogs does not have eardrums.
6. Phallostethus Cuulong
Photo: L.X. Tran
Found quite recently, in 2009, to be exact, the species of fish called Phallostethus cuulong is one of the very few species of fish that have their eggs fertilized in the body of a female. In order to facilitate this process, the males have developed a penis, which is located on their head. At its end there is a hook similar to a saw, with which males attach to females in the process of mating.
In order to keep up with the males, females have developed their reproductive organs in the mouth, in the back of the throat. The hook used by males is very useful, as it significantly increases the chances of successful fertilization.
5. Bearded (Lammergeier)
The name of this species is translated from German as “hawk hunting lambs”, which is quite appropriate given the myths and legends about the ferocity with which they hunt small animals, and even children (although this is most likely fiction). One happy, or vice versa, unhappy bird, depending on whether you like ancient Greek plays, contributed to the death of Aeschylus. One of the main sources of their nutrition is the bone marrow - food that is incredibly difficult to obtain.
In order to get the precious food from the bones of the corpses, bearded men throw bones from a height of about 80 meters, in the hope that they will hit the stones and break.
4. Marcgravia Evenia
“Marcgravia evenia” is a flowering climber that is mainly found in Cuban rainforests, and it is mostly pollinated by bats. Due to the fact that bats do not see well at long distances, this plant has developed a specific feature that helps it to stand out for its pollinators. Leaves in the shape of a saucer that grow above the flowering part of the plant serve as a kind of reflector for the radar antennas for the echolocation of bats, which allows bats to find them much faster.
Due to the rarity of this plant, as well as due to the fact that individual plants are scattered over a large area, any reduction in the time required for bats to search for a plant is very favorable for it. Scientists used the leaves from the vine of this plant to check the bats and their ability to find hidden food and found that the leaves reduced the search time by 50 percent. For comparison, the usual sheet reduced this time only by 6 percent.
3. Spotted Salamander
A relatively widespread and unassuming animal, the spotted salamander has one of the most unique characteristics in the animal world: it is the first vertebrate known to science that can use photosynthesis. For many years, scientists believed that the algae, which are symbiotic with the germ of the spotted salamander, were responsible for chlorophyll, which was found in the bodies of lizards.
However, Canadian researchers recently discovered that the pigments needed for photosynthesis were actually inside the cells of the spotted salamander. Moreover, they found that the embryos that interacted with algae had a much better chance of survival, and they grew much faster.
2. Cassowary Plum Plum
Endemic to New Guinea and the Australian tropics of northern Queensland (North Queensland) cassowary plum is a small tree on which a very toxic fruit grows, which is dangerous for almost all animals, including humans. There is only one creature that can eat the plum of the cassowary, and you probably already guessed from the name of the plant that this creature is a cazuar, a large non-flying bird. As in the case of most fruits, the seeds of the fruit are enclosed in fleshy pulp and they pass through the digestive system of cazouars without problems due to the fact that the digestive system of these birds is very short and quickly digests food.
In addition, the enzymes contained in the intestines of this bird neutralize the toxicity of the seeds. There is another small rodent that can consume the fruit of the plum cassowary, but it also eats the seeds, which does not help the spread of the plant. Unfortunately, at the moment the cassowary itself and the plummet of the cassowary are on the verge of extinction. They may soon not be, if appropriate measures are not taken to protect their habitat.
1. Mosquito of the London Underground (London Underground Mosquito)
The London underground system is a breeding ground for an entirely new type of mosquito, which branched off from its ground relatives in a process that took only a hundred years (much less than the thousands of years that the evolution process usually takes). During the construction of the metro, the mosquitoes, now known as the “Culex Pipiens molestus”, fell into the tunnels and began to gradually turn into a separate species.
Firstly, the original version of this mosquito was fed exclusively on the blood of birds, but this new species also feeds on the rodents and people. In addition, they have changed their breeding process to better adapt to the new habitat. Ordinary mosquitoes must first drink blood to lay eggs, and mosquitoes of the London Underground first lay eggs because it is difficult to find food there. And finally, worst of all for humans, they are active year-round, unlike most types of mosquitoes that hibernate in the winter. Fortunately, they can not interbreed with their ancestors from the surface, so they mostly remain in the metro system.
Objective: to form elementary concepts about the environment of the plant, the necessary conditions for the growth and development of the plant; the idea of individual signs of adaptation of plants to heat, lack of moisture, light, excessive moisture; the ability to distinguish the signs of adaptation of individual plants to different conditions of life; develop the ability to purposefully perceive the signs of objects of nature, to establish functional relationships structure - function in nature; bring up observation, inquisitiveness, the desire to explain perception in nature, to prove his thought.
Equipment: drawings depicting the environment of plants, herbariums, tables.
During the classes
I. Minute Observations
What day is today?
Have you noticed which trees grow near the school?
What grows under the trees?
Ii. Home task checking
1. Is it possible to grow a new plant without seeds? How?
2. Name all methods of propagation of plants without seeds.
3. What is live bait? What plants are alive?
4. What plants breed tubers, bulbs?
5. Game “Insert the missing word.”
Potatoes, dahlias multiply ...
And onions, tulips, daffodils - ...
6. Record from which plant organs grow:
Potatoes, dahlias (from ...);
Tulips, daffodils, snowdrops, onions (from ...);
Beans, pepper, cucumber (from ...).
Iii. Post topics and lesson objectives
Iv. Learning new material
1. Conversation.
What parts is nature divided into?
What belongs to inanimate nature? And what to live?
2. “Brainstorming”, “Microphone”.
1) What does the environment mean?
2) What is the plant environment?
1. They dress when the heat comes, and undress when the heat leaves. (Trees)
2. Everybody loves him, Everybody is waiting for him, and who looks at him - Everyone is crooked. (The sun)
3. All plants and animals consume, In every home have it. (Water)
4. The bird will spend the winter with blue feathers. Well know her everywhere, Like her. (Tit)
5. What do we breathe? (By air)
6. The smartest creature on earth. (Person)
7. Who changes clothes four times a year? (Land)
8. Once a year, on New Year's holidays, forest beauty will be in the house. (Christmas tree)
After discussing the proposed answers, the experts come to the conclusion:
The environment is all that surrounds us, and plants in particular.
This and the May quiet nights that float on the wings of nightingale songs. It is also a white water lily, which is washed with spring water on a watered river. This and the carpet of primroses, which shines under the attire of wide-bore oaks. These are the fragile flowers of sleep-grass that look at you, overcoming the midday nap. This includes emerald forests with rich vegetation, silvery ribbons of rivers, endless fields, flowering gardens. This is a blue sky, clean air, fertile land with its inhabitants — insects, birds, beasts. This is the environment.
3. Work with the textbook.
Consider the drawing (p. 126).
Find in the textbook what conditions are necessary for plant life (p. 127).
4. The story of the teacher with elements of conversation.
For the life of plants need certain conditions. Living conditions depend on the influence of various factors of nature. The factors of inanimate nature will play a very important role in the life of plants: light, water, temperature, mineral salts. Plants are also influenced by factors of living nature: the activities of various living organisms, including humans.
Light is essential for plant life and growth. Why? In shaded plants, shoots fade and become long and thin.
But not all plants need bright light. For example, kvasentsiya, wintergreen, thin-legged forest and other plants grow in shady places. These plants are dark green. They have a large number of chloroplasts capable of capturing diffused light.
Heat is also necessary for plant life. Some plants are thermophilic, others are cold-resistant. Heat-loving plants resemble from the south. From cultivated plants it is corn, beans, pumpkin, cucumbers, tomatoes.
Plants need water. But the need for water in different plants varies. For example, water lily lives in water. Plants like cabbage grow on land, but they need plenty of water. Cacti and some other plants need a little water. This is explained by the fact that these plants accumulate water in different organs: cacti - in the stem, others - in succulent stems, in the roots.
Minerals enter the plant from the soil. Of these, plants most need those that contain nitrogen, phosphorus and potassium.
In addition, plants are influenced by living organisms - animals, other plants and microorganisms. Animals feed on plants, pollinate them, spread fruits and seeds. Larger plants may shade smaller ones. Some plants use others as resistances. In addition, plants change the composition of the air. How? Tell that.
The root systems of plants fix the slopes of ravines, hills, river valleys, protecting the soil from destruction. Forest plantations protect the fields from shifts.
6. Work in a notebook (p. 31, problem 1, 2).
7. Adaptation of plants to different conditions of life.
The living conditions of plants are very diverse. Some plants need a lot of moisture. Such plants live in swamps, on the banks of rivers, lakes. Other plants need less moisture, and they grow on sandy soils, in waterless deserts.
Those plants that need a lot of light populate the open treeless areas. And there are those plants that can grow in a thick dark forest.
1) Consider the plants depicted in the picture of the textbook (p. 128). They grow in dry places. Name these plants.
What do you think helps them to withstand heat and lack of moisture? (Roots, foliage, branches).
Consider a herbarium of plants.
Some plants in dry places have strong long roots. For example, the roots of the camel thorn, which grows in the desert, reach 20 meters. They plants can get water from the deep layers of the earth.
Here is another plant that lives in dry places - stonecrop (Fig. P. 128). It grows among stones, on dry slopes, on sand. The stonecrop roots are short. However, the plant tolerates drought easily. If you bring it into the room, it will not dry for a long time. Why do you think? What is his foliage? (Meaty).
During rain the plant absorbs a lot of water by its roots, which saves it from dying in a dry season.
What other herbarium plants have succulent, fleshy foliage? (Young, hare cabbage).
What do you know indoor plants with fleshy foliage? (Cactus, aloe).
These are plants of deserts and dry steppes. They store moisture in thick leaves.
2) Water-loving plants.
Where do you think they grow? (On wet places, on marshy meadows, banks of rivers, streams, lakes, in water).
What do you know moisture-loving plants? (Kalyuzhnitsa, white water lily, yellow water lilies).
Let's look at these plants in the album "plants of my locality."
What is their stem? (Branched, juicy).
What foliage? (Large).
Yes. Wide or long leaves evaporate water, which sucks up short roots.
3) Light-loving and shade-tolerant plants.
Some plants need a lot of light - these are light-loving plants.
Others grow well in the shade - it is shade-tolerant plants.
Work in groups "Light", "Shadow".
The group "Light" is considering a plant that has grown in the open. The Shadow group considers a plant that has grown in a dense young pine forest.
Question to students:
What is the trunk of a plant? Why?
What are the lower branches of the trees? Why?
What are the top crowns of pines? Why?
Pupils in groups discuss assigned tasks and come to conclusions.
In the first case, the plant has grown in the open. Its branches are well lit by the sun. Therefore, they are all alive. The tree branches grow in breadth.
In the second case, the tree has a high trunk, at the top - a crown of living branches. All lower branches are withered. They did not reach the light.
4) Work with the textbook (p. 128).
Find the answer to the question in the textbook:
Due to what signs do plants grow well in the forest under the trees?
V. Consolidation and understanding of the material
1. Compilation of the table "Adaptation of plants to different conditions of life."
2. Work in groups.
Pupils unite with the group "Light", "Heat", "Moisture", "Soil". Group work is carried out according to the “What do plants need?” Support schemes (see appendix).
Use of the interactive technology "Ucha - I teach". Work organization
1) Prepare cards with reference schemes for each student of the same name group.
Introduction
1.1 Air environment
1.2 Aquatic environment
1.3 Environmental factors
2. Adaptation
2.4.1 Effect of temperature
3. Research part
Conclusion
application
Introduction
The topic I chose seemed relevant to me, since without plants it is impossible to imagine life on Earth. They create living conditions for all organisms: they release oxygen, serve as a source of food for all living organisms, etc. It became interesting for me to follow the life of plants in their environment, because at the moment on Earth there is a difficult ecological situation, and many environmental factors are changing the environment, and, therefore, the inhabitants of this environment are changing, they are adapting to living conditions. But not only the environment does not affect the plants. Plants also affect their habitat. That is why the adaptation of plants to the environment is an acute problem in our time, and it became interesting for me to learn more about it.
The purpose of this work is to study the influence of the environment, in particular, the city on plants.
Objectives: according to literary sources, to study the habitats of plants, to observe how plants change and adapt to their habitat in the city, and how plants affect the environment.
1. Habitats and environmental factors
Habitat is a part of nature that surrounds living organisms and has a direct or indirect impact on them. From the environment, organisms get everything they need for life and in it emit metabolic products. When studying the environment, the following main components are distinguished: air; aquatic environment (hydrosphere); vegetable world; wildlife, humans, domestic and wild animals, including fish and birds; soil (plant layer); subsoil (the upper part of the earth's crust, within which mining is possible); climatic and acoustic environment.
The impact on organisms is not only the environment, but also environmental factors: abiotic (temperature; light; humidity; salt concentration, etc.); biotic (influence of organisms or populations of one species on each other; interaction of individuals or populations of different species) , anthropogenic (direct human impact on populations; human impact on the habitat of various species).
1.1 Air environment
The air environment can be external, internal production and internal veins. The lowest and densest layer of the atmosphere contains up to 80% of its entire mass and extends in polar and middle latitudes. Outside air at the surface of the earth contains by volume: 78.08% nitrogen; 20.95% oxygen; 0.94% inert gases and 0.03% carbon dioxide. Often the air at the surface of the earth has various impurities, especially in cities: there it contains more than 40 ingredients that are alien to the natural air environment. The atmosphere has a powerful ability to self-purify from pollutants. The movement of air leads to dispersion of impurities. Dust particles fall from the air onto the earth's surface under the force of gravity of rain flows. Many gases dissolve in the moisture of the clouds and with the rains also reach the ground. Under the influence of sunlight in the atmosphere killed pathogens. But at present, the volume of harmful substances emitted into the atmosphere annually has increased dramatically, amounts to many millions of tons and exceeds the limits of the atmosphere’s ability to clean itself.
Especially harmful is sulfurous acid. It can lead to chlorosis in trees (yellowing or discoloration of the leaves) and dwarfism. In megacities, for example, there are no lichens on tree trunks, which are indicators of clean air. Urban air is also harmful for conifers, dying off of treetops, improper branching, etc. Another of the harmful substances is carbon monoxide (carbon monoxide). It is formed by the incomplete combustion of wood, fossil fuels and tobacco, the combustion of solid waste and the partial anaerobic decomposition of organic matter. Approximately 50% of carbon monoxide is formed in connection with human activities, mainly as a result of the operation of internal combustion engines of automobiles. Internal air in dwellings, as a rule, has a high content of carbon dioxide, and the internal air of industrial premises usually contains impurities, the nature of which is determined by the production technology. The atmosphere contains a lot of dust, which gets there from the surface of the Earth and partially from space. As a result of volcanic eruptions, forest fires, work of industrial facilities, etc. air is polluted by products of incomplete combustion. Most of the dust and other impurities in the surface layer of air. Even after a rain in 1 cm there are about 30 thousand motes, and in dry weather they are several times more. Dust, settling on the plants, clogs the pores on the leaves, interferes with the processes of respiration and reduces the amount of light needed by the plants. As a result of photosynthesis occurring on Earth, the vegetation annually forms 100 billion tons of organic matter, while assimilating about 200 billion tons of carbon dioxide and releasing about 145 billion tons of free oxygen to the outside. It is believed that due to photosynthesis all the oxygen in the atmosphere is formed.
The following data speaks about the role in this circulation of greenery: 1 ha of greenery averages 1 hour clean air from 8 kg of carbon dioxide (emitted during this time when breathing 200 people). A mature tree produces 180 liters of oxygen per day, and in five months (from May to September) it absorbs about 44 kg of carbon dioxide. The amount of oxygen released and carbon dioxide absorbed depends on the age of the greenery, species composition, planting density and other factors.
Thus, we can conclude that air pollution is very detrimental to the vital activity of plants. Plants emit oxygen, and we breathe it, so air pollution is our common problem, and we must fight it.
1.2 Aquatic environment
The aquatic environment includes surface and groundwater. Surface waters are mainly concentrated in the ocean, the content of 1 billion.375 million cubic kilometers - about 98% of all water on Earth. The surface of the ocean is 361 million square kilometers. The water in the ocean is salty, and most of it (more than 1 billion cubic kilometers) maintains a constant salinity of about 3.5% and a temperature of about 3.7º C. Significant differences in salinity and temperature are observed in the surface water layer, as well as in marginal and especially in the Mediterranean seas. The content of dissolved oxygen in water is significantly reduced at a depth of 50-60 meters. Groundwater is saline, brackish (lower salinity) and fresh; Existing geothermal waters have a higher temperature (more than 30ºС).
There are perennial plants, a necessary condition for life which is to stay in fresh and salty water. The amount of fresh water is only 2.7% of the total volume of water on Earth, and a very small proportion of it (only 0.36%) is available in places easily accessible for extraction. Most fresh water is found in snow and freshwater icebergs. But besides this problem, there is another, more important. This is pollution of fresh water.
The discharge of untreated wastewater into water sources leads to microbiological contamination of water. In order for the plant to continue its growth and development, it needs clean, fresh water.
In our city, St. Petersburg, one of the main problems is water pollution in the p. Neva, as well as Lake Ladoga (the main reservoir of drinking water for the city) and the uselessness of outdated water supply networks. To solve this problem, it is necessary to urgently replace the areas of dilapidated water supply and modernize the water supply stations.
1.3 Environmental factors
Environmental factors largely determine the development of the plant world and its fertility. A characteristic feature of Russia is that most of its territory has a much colder climate than in other countries.
Adaptation of a plant to specific environmental conditions is ensured by physiological mechanisms. Environmental factors can change naturally and randomly. Naturally varying environmental conditions (changing seasons of the year) in plants produce a genetic adaptation to these conditions.
In natural conditions of growth for a species, plants, in the course of their growth and development, are often affected by unfavorable environmental factors, which include temperature fluctuations, drought, excessive moisture, soil salinity, etc. Each plant has the ability to adapt to changing environmental conditions within the limits due to its genotype. The higher the plant's ability to change its metabolism in accordance with the environment, the greater its ability to adapt. This property is distinguished by resistant varieties of crops. As a rule, slight and short-term changes in environmental factors do not lead to significant disturbances in the physiological functions of plants, which is due to their ability to maintain a relatively stable state under changing environmental conditions, i.e. maintain homeostasis. However, sharp and long-term effects lead to the violation of many functions of the plant, and often to its death.
Under the action of adverse conditions, a decrease in physiological processes and functions can reach critical levels. Energy metabolism, regulation systems, protein metabolism and other vital functions of the plant organism are impaired. When exposed to a plant adverse factors (stressors) in it there is a stress state, a deviation from the norm - stress. There are three main groups of factors that cause stress in plants:
physical - insufficient or excessive humidity, light, temperature, radioactive radiation, mechanical stress;
chemical - salts, gases (herbicides, insecticides, xenobiotics, fungicides, industrial wastes, etc.);
biological - damage by pathogens or pests, competition with other plants, the influence of animals, flowering, fruit ripening.
The strength of stress depends on the speed of development of an unfavorable situation for a plant. With the slow development of adverse conditions, the plant is better adapted to them than with short-term, but strong action. In the first case, as a rule, specific mechanisms of resistance are manifested to a greater degree, in the second - non-specific ones.
In adverse natural conditions, the stability and productivity of plants are determined by a number of characteristics, properties and protective and adaptive reactions. Different types of plants provide stability and survival in adverse conditions in three main ways: using mechanisms that allow them to avoid adverse effects (dormancy, ephemera, etc.); by means of special structural devices; due to physiological properties that allow them to overcome the harmful effects of the environment.
Protection against adverse environmental factors in plants is provided by structural adaptations, features of the anatomical structure (cuticle, crust, mechanical tissue, etc.), special protection organs (burning hairs, spines), motor and physiological reactions, the production of protective substances (resins, phytoncides , toxins, protective proteins).
Structural adaptations include small leaves and even the absence of leaves, a wax-like cuticle on the surface of leaves, their thick omission and subsidence of stomata, the presence of succulent leaves and stems that preserve water reserves, etc. Plants have different physiological mechanisms that allow them to adapt to adverse environmental conditions.
Anthropogenic factors sometimes have a very adverse effect on plants. By tinkering with nature and adapting it to our needs, we change the environment of plants, thereby affecting their lives. Impact can be indirect and direct. Indirect impact is carried out by changing landscapes - climate, physical condition and water bodies, the structure of the surface of the earth, soil, vegetation and animal population. The increase in radioactivity as a result of the development of the atomic industry, and especially the testing of atomic weapons, acquires great importance. Man consciously and unconsciously destroys or suppresses certain types of plants and animals, spreads others or creates favorable conditions for them. For cultivated plants and domestic animals, man has created a largely new environment, many times increasing the productivity of the developed lands. But this excluded the possibility of the existence of many wild species. Improper plowing of the land and not only led to the death of natural communities, but also increased the water and wind erosion of the soil and the shallowing of rivers. However, the emergence of villages and cities created favorable conditions for the existence of many plant species. The development of industry did not necessarily lead to the impoverishment of wildlife, but often contributed to the emergence of new forms. The development of transport and other means of communication contributed to the spread of both useful and many harmful plant species. Direct effects are directed directly to living organisms. The growing power and the accelerating rate of change of nature by man cause the need for its protection. .
Therefore, we can conclude that plants are constantly exposed to the environment, which has a different effect on their development and livelihoods.
2. Adaptation
Adaptation is the development of any trait that contributes to the survival of the species and its reproduction. In the course of their life, the plants adapt to: atmospheric pollution, soil salinization, various biotic and climatic factors, etc. In my work, I will consider several important, in my opinion, types of plant adaptations. All plants and animals are constantly adapting to the environment. To understand how this happens, it is necessary to consider not only the animal or the plant as a whole, but also the genetic basis of adaptation.
In each species, the trait development program is incorporated in the genetic material. The material and the program encoded in it are transmitted from one generation to another, remaining relatively unchanged, thanks to which representatives of one or another species look and behave almost the same. However, in a population of organisms of any species there are always small changes in the genetic material and, therefore, variations in the characteristics of individual individuals. It is from these various genetic variations that the process of adaptation selects those signs or favors the development of those signs that most increase the chances of survival and thus the preservation of genetic material. Adaptation can therefore be considered as a process by which genetic material increases its chances of preservation in subsequent generations.
2.1 Adaptation of plants to air pollution
The main reasons for the deterioration of the earth’s plant cover are the diversity and multidirectionality of pathological phenomena that occur in plants and their communities. The occurrence of certain pathological phenomena not in one or a few plants of the same species, but in a larger number or in all plants - representatives of one population gives the emerging pathological phenomena a population significance. The occurrence of pathological phenomena in many or most plants of the same species in all or in most populations of the latter gives them species values, as they are able to change the characteristics of the signs included in the code of the signs of the species. Even with minor concentrations of air pollution, plants reduce their intensity to photosynthesis and slow down growth. Characteristically, for example, a decrease in the species composition of the flora in the steppe regions arising under the influence of smoke and gas emissions from metallurgical and coke-chemical enterprises. To neutralize the pollutants or reduce their concentration near the industrial zones and in the city are planted green spaces. They enrich the air with oxygen, phytoncides, promote the dispersion of harmful substances and absorb them. Forest crops with an area of 1 ha can precipitate 25-34 tons of suspended matter per year from the air, absorb huge amounts of carbon dioxide and other harmful substances, and purify about 18 million m 3 of air per year. Phytoncides secreted by trees, purify the air of cities from bacterial contamination. Having a great impact on the purity of the air, the vegetation itself is damaged and dies. The life expectancy of trees in cities and industrial zones is reduced by a factor of 5–8 compared with forest conditions (a linden tree lives 300–400 years in a forest, and 50 years in a city). The life expectancy of trees in cities and industrial zones is reduced by a factor of 5–8 compared with forest conditions (a linden tree lives 300–400 years in a forest, and 50 years in a city).
When landscaping a territory, it is necessary to choose woody, shrub and lawn plants, depending on the soil and climatic conditions, the qualitative and quantitative composition of emissions, the patterns of dispersion of pollutants in the atmospheric air in a given area, the effectiveness of a given breed for cleaning air from a particular pollutant or their combination ( dust - gas absorption), as well as its dust - and gas resistance.
Highly resistant to sulfur dioxide have ashlit maple, wrinkled rose, crown pincer. But they have a low absorption capacity. The balsamic poplar, white deren, are distinguished by their high absorption ability and stability.
On industrial sites, heavily and constantly contaminated with hydrogen sulfide, wild apple trees, steppe cherries and marine alissum successfully grow. The accumulation of chlorides in the leaves in the range of 0.7-1.5% causes the most severe injuries in horse chestnut, lilac, green ash and weakest damage in sweet elm, white willow, Canadian poplar.
To reduce the harmful effects of pollutants in the cities remove green spaces. By the nature of the action of landing divided into insulating and filtering. Isolating are called planting dense structures that create a mechanical obstacle in the path of the polluted air flow, forcing the flow to flow around the array. Under normal weather conditions, they reduce the content of gaseous impurities by 25-35% by dispersing and deflecting polluted air flow, as well as the absorbing effect of green spaces. Filtering is called planting, purged and diluted, playing the role of a mechanical and biological filter when passing polluted air through an array.
Plants do not possess the system of adaptation to harmful gases formed during the evolution. Gases and suspensions easily penetrate into tissues, plant organs through the stoma, acquiring the ability to influence cell metabolism, entering into chemical interactions at the level of cell membranes and cell walls. Dust, settling on the surface of the plant, clogs the stomata, which leads to a deterioration of gas exchange, disturbance of the water regime, and also complicates the absorption of light.
From this it follows that polluted air interferes with the normal vital activity of plants. But to fight air pollution they use plants, therefore, they fight harmful substances in the air, which means that they make not only their lives better, but also ours.
2.2 Adaptation of plants to soil salinization
According to the degree of soil salinity, they are distinguished: non-saline, slightly saline, medium saline. The type of salinization is determined by the content of anions in the soil: chloride, sulfate, chloride-sulfate and carbonate. Soda salinization has the most harmful effect, since soda disintegrates in the soil, forming a strong alkali (sodium hydroxide). Salts are readily soluble in water, so that in humid climates, they are usually washed out of the soil by precipitation and remain in it in trace amounts. In a dry and hot climate, not only is there no washing of the soil with rain, but, conversely, salt solutions rise with an upward flow of soil water from the depths of the substrate. Water evaporates, and salts remain in the upper layers of the soil. So, in the irrigation zone of our country there are up to 36% of saline lands. Along the coasts of the seas, even in humid climates, the soil is saturated with salts.
Salinization leads to the creation of a low water potential in the soil; therefore, water ingress into the plant is very difficult. The most important aspect of the harmful effects of salts is also a violation of exchange processes. Under the influence of salts, nitrogen metabolism is disrupted in plants, which leads to an intense breakdown of proteins, resulting in the accumulation of intermediate metabolic products that are toxic to the plant, such as ammonia and other sharply poisonous products. Under conditions of salinization, the formation of toxic products such as cadaverine and putrescine, which are analogues of carcass poison, are noted. An increased concentration of salts, especially chlorides, can act as an uncoupler of oxidation processes and thus disrupt the supply of plants with high-energy phosphorus compounds. Under the influence of salts, violations of the ultrastructure of cells occur, in particular changes in the structure of chloroplasts.
The harmful effect of high salt concentrations is associated with damage to the surface layers of the cytoplasm, as a result of which its permeability increases, and the ability to selectively accumulate substances is lost. Salts enter the cells passively along with transpiration water flow. Since in most cases saline soils are located in areas characterized by high summer temperatures, the transpiration intensity of plants is very high. As a result, a lot of salt enters, and this increases damage to plants.
It should also be noted that in saline soils a high concentration of sodium prevents the accumulation of other cations, including those necessary for plant life, such as potassium and calcium. In experienced plants experiencing a lack of moisture, an increase in the number of hairs in the suction zone is observed by almost 2 times.
The soil salinity factor caused a reduction in the leaf blade by a factor of 1.4, an increase in the number of conducting beams and a decrease in the number of parietal cells. In the cells of the mesophyll of plants of saline background, with an eye evaluation, an increase in the number of chloroplasts was detected, and a greater number of motor cells were observed characterizing the change in leaf structures towards xerophyticity. The size of motor cells is reduced 2.3 times. In the area of motor cells in plants experiencing salinization, the number of paring cells, which are the site of photosynthesis, decreases.
Salinization leads to changes in the stomatal apparatus. This reduces the size of the stomata, and their number per unit area increases.
Adaptation of plants to the conditions of salinization is carried out in many ways. The most important among them are osmoregulation and specialization, or modification of transport processes. Therefore, to obtain salt-tolerant forms of plants, it is necessary to carefully study the transport of ions, depending on the ionic composition of the medium and the genotype of the plants.
2.2.1 Plants and heavy metals
Currently, little is known about the mechanisms of accumulation of heavy metals by plants, because until now the focus has been on the assimilation of nitrogen, phosphorus and other nutrients from the soil.
In addition, a comparison of field and model studies showed that pollution of the soil and the environment (wetting of leaf plates with heavy metal salts) under field conditions has a less significant change in the growth and development of plants than in laboratory model experiments. In some experiments, a high content of metals in the soil stimulated the growth and development of plants. This is due to the fact that lower soil moisture in field conditions reduces the mobility of metals, and this does not allow their toxic effect to fully manifest. On the other hand, this may be due to a decrease in soil toxicity due to the activity of soil microorganisms as a result of a decrease in their number when soil is polluted with metals. In addition, this phenomenon can be explained by the indirect influence of heavy metals, for example, through their influence on some biochemical processes in the soil, as a result of which improvement in the nutritional regime of plants is possible.
Thus, the effect of metals on a plant organism depends on the nature of the element, its content in the environment, the nature of the soil, the form of the chemical compound, and the period from the moment of pollution. The formation of the chemical composition of the plant organism is determined by the biochemical characteristics of various types of organisms, their age and the biochemical patterns of the relationship between the elements in the body. The content of the same chemical elements in different parts of plants can vary widely.
2.3 Adaptation of plants to biotic factors
Biotic factors are a set of influences exerted by organisms on each other. Biotic factors affecting plants are divided into zoogenic and phytogenic.
Zoogenic biotic factors are the effect of animals on plants. First of all, they include eating plants by animals. The animal can eat the whole plant or its individual parts. As a result of eating the branches and shoots of plants by animals, the crown of trees changes. Most of the seeds go to feed birds and rodents. Plants that damage phytophagous animals are forced to fight for their existence and in order to defend themselves, they increase the thorns, diligently increase the remaining leaves, etc. An environmentally significant factor is the mechanical effect of animals on plants: it is damage to the whole plant when eaten by animals, as well as trampling. But there is a very positive side in the influence of animals on plants: one of them is pollination.
The phytogenic biotic factors include the influence of plants located at a short distance on each other. There are many forms of interrelationships between plants: interlacing and accretion with roots, interlacing of crowns, clinging of branches, using one plant for another to attach, etc. In turn, any plant community affects the totality of abiotic (chemical, physical, climatic, geological) properties of its habitat. We all know how strongly the difference between abiotic conditions is expressed, for example, in the forest and in the field or steppe. Thus, it is worth noting that biotic factors have an important role in plant life.
2.4 Adaptation of plants to abiotic factors
2.4.1 Effect of temperature
Heat and frost harm vital functions and limit the distribution of the species depending on their intensity, duration and periodicity, but above all on the state of activity and the degree of hardening of the plants.
Different life processes are not equally sensitive to temperature. First, the protoplasm movement stops, the intensity of which directly depends on the energy supply due to respiration processes and the presence of high-energy phosphates. Then photosynthesis and respiration are reduced. Heat is especially dangerous for photosynthesis, while respiration is most sensitive to cold. In plants damaged by cold or heat after returning to mild conditions, the respiration rate fluctuates greatly and is often abnormally elevated. Damage to chloroplasts leads to prolonged or irreversible inhibition of photosynthesis. In the final stage, the semipermeability of the biomembranes, the thylakoids of the plastids, is lost, and the cell sap is released into the intercellular spaces. If the protoplasm is damaged by cold, it should be distinguished whether it is caused by low temperature itself or freezing. Some plants of tropical origin are damaged when the temperature drops to several degrees above zero.
The effect of extreme high temperatures entails a number of hazards to plants: severe dehydration and drying, burns, destruction of chlorophyll, irreversible respiratory disorders and other physiological processes, finally, thermal denaturation of proteins, coagulation of the cytoplasm and death. Overheating of the soil leads to damage and death of superficially located roots, and burns of the root collar. In the protective devices of plants to high temperatures used different ways of adaptation. This is a thick omission that gives the leaves a light color and enhances their ability to reflect; shiny surface; reduction of the surface that absorbs radiation; vertical and meridional position of the leaves; coagulation of leaf blades in cereals; total leaf surface reduction, etc. The same features of the structure at the same time contribute to the reduction of water loss by the plant. Thus, the complex effect of environmental factors on a plant is also reflected in the complex nature of adaptation.
2.4.2 Effect of light on plants
Sunlight is one of the most important environmental indicators for plant life. It is absorbed by chlorophyll and is used in the construction of primary organic matter. Almost all indoor plants are light-requiring, i.e. develop better with full coverage, but vary in shade tolerance. Taking into account the relation of plants to the light, they are usually divided into three main groups: light-loving, shade-tolerant, tenidifferential.
There are plants that rather easily adapt to sufficient or excessive light, but there are also those that develop well only with strictly defined illumination parameters. As a result of adaptation of the plant to low light, its appearance changes somewhat. The leaves become dark green and slightly increase in size (linear leaves are extended and become narrower), the stem starts to be pulled out, which at the same time loses its strength. Then the growth gradually decreases, as the production of photosynthesis products going to the plant body is sharply reduced. With a lack of light, many plants cease to bloom. With an excess of light, chlorophyll is partially destroyed, and the color of the leaves turns yellow-green. In a strong light, plant growth slows down, they are more squat, with short internodes and wide, short leaves. The appearance of bronze-yellow leaf color indicates a significant excess of light, which is harmful to plants. If urgent action is not taken, a burn may occur.
The effect of ionizing radiation is manifested in the effect of radiation on the plant organism at different levels of the organization of living matter. The direct action consists in the radiation-chemical ionization of molecules, together with the absorption of the radiation energy, i.e. translates molecules into an excited state. Indirect exposure is accompanied by damage to molecules, membranes, organoids, cells as a result of exposure to water radiolysis products, the number of which increases dramatically as a result of irradiation. The effectiveness of radiation damage significantly depends on the oxygen content in the environment. The lower the oxygen concentration, the smaller the effect of the lesion. In practice, it is considered that the limit of lethal doses of oxygen characterizes the radio resistance of organisms. In an urban environment, the location of buildings also affects plant life. From this we can conclude that light is necessary for plants, but each plant is light-requiring in its own way.
3. Research part
Plant development is closely related to environmental conditions. Temperatures typical for this area, precipitation, nature of the soil, biotic parameters and the state of the atmosphere - all these conditions interact with each other, determine the nature of the landscape and the type of plants.
Each of the pollutants affects the plants in a special way, but all the pollutants affect some of the main processes. The systems that regulate the flow of pollutants, as well as chemical reactions responsible for photosynthesis, respiration and energy production, are primarily affected. In the course of the work I did, I realized that the plants that grow near the roads are significantly different from the plants that grow in parks. Dust that settles on plants, clogs pores, and interferes with respiratory processes, and carbon monoxide leads to yellowing or discoloration of plants and dwarfism.
I conducted my research on the example of aspen leaves. In order to see how much dust remains on the plant, I needed a sticky tape, which I glued to the outside of the sheet. The leaf from the park is not very polluted, which means that all its processes function normally. [cm. application photo №1,3]. A sheet that was in close proximity to the road, very heavily polluted. It is 2 cm smaller than its normal size, it has a different color (darker than it should be), and, therefore, it has been exposed to atmospheric pollutants and dust. [cm. application photo №2,4].
Another indicator of environmental pollution is the absence of lichens on plants. During my research, I found out that lichens grow on plants only in ecologically clean places, for example: in the forest. [cm. application, photo number 5]. It is difficult to imagine a forest without lichens. Lichens settle on trunks, and sometimes on tree branches. Especially good lichens grow in our northern coniferous forests. This indicates clean air in these areas.
Thus, we can conclude that in the parks of large cities lichens do not grow at all, tree trunks and branches are completely clean, and outside the city, in the forest, there are a lot of lichens. The fact is that lichens are very sensitive to air pollution. And in industrial cities it is far from clean. Factories and plants emit many different harmful gases into the atmosphere, it is these gases that destroy lichens.
In order to stabilize the situation with pollution, we, first of all, need to limit the release of toxic substances. After all, plants, like us, need clean air for normal functioning.
Conclusion
Based on the research I conducted and the sources used, I concluded that the plant environment has environmental problems that must be addressed. And the plants themselves take part in this struggle, they actively clean the air. But there are also climatic factors that do not so detrimentally affect plant life, but make plants adapt and grow in suitable climatic conditions. I found out that the environment and the plants interact, and without this interaction, the plants would have died, since all the components necessary for their livelihood, the plants derive from their habitat. Plants can help us cope with our environmental problems. In the course of this work, it became more clear to me why different plants grow in different climatic conditions and how they interact with the environment, as well as how plants adapt to life directly in an urban environment.
Vocabulary
Genotype is the genetic structure of an individual organism, the specific set of genes that it carries.
Denaturation is a characteristic change in the structure and natural properties of protein substances when the physical and chemical conditions of the environment change: when the temperature increases, the acidity of the solution changes, etc. The reverse process is called renaturation.
Metabolism is a metabolism, chemical transformations that take place from the moment the nutrients enter the living organism until the moment when the end products of these transformations are released into the external environment.
Osmoregulation is a combination of physicochemical and physiological processes that ensure the relative constancy of the osmotic pressure (OD) of the fluids of the internal medium.
Protoplasm - the contents of a living cell, including its nucleus and cytoplasm; the material substrate of life, the living substance of which organisms consist.
Thylakoids - membrane-bound compartments within chloroplasts and cyanobacteria. Light-dependent photosynthesis reactions occur in the thylakoids.
The mouth is a slit-like opening (stomatal slit) in the epidermis of the plant aerial organs and two cells that limit it.
Phytophagous - herbivorous animals, which include thousands of species of insects and other invertebrates as well as large and small vertebrates.
Phytoncides are biologically active substances formed by plants that kill or inhibit the growth and development of bacteria, microscopic fungi, protozoa.
Photosynthesis - the formation of organic matter by green plants and some bacteria using the energy of sunlight. During photosynthesis, carbon dioxide is absorbed from the atmosphere and oxygen is released.
Information resources used in the performance of educational and research work
1. Akhiyarova G.R., Veselov D.S .: “Hormonal regulation of growth and water exchange during salinization” // Abstracts of the participants of the 6th Pushchino School - the conference of young scientists “Biology - Science of the 21st Century”, 2002.
2. Big encyclopedic dictionary. - 2nd ed., Pererab. and add. - M .: Great Russian Encyclopedia, 1998. - 1456 pp., Ill. Editorial staff Prokhorov A.M. Ch. Editor Gorkin A.P.
3. Vavilov P.P. Crop, - 5th ed. - M .: Agropromizdat, - 1986
4. Vernadsky V.I., Biosphere, v.1-2, L., 1926
5. Volodko IK: “Trace Elements and Plant Resistance to Unfavorable Conditions", Minsk, Science and Technology, 1983.
6. Danilov-Danilyan V. I.: "Ecology, nature conservation and environmental safety" M .: MNEPU, 1997
7. Drobkov A. And.: "Trace elements and natural radioactive elements in the life of plants and animals", M., 1958.
8. Wikipedia: information portal: [Electron. resource] // Environment [website] Access mode: http: // ru. wikipedia.org/wiki/ Habitat (02/10/10)
9. Everything about the Earth: information portal: [Electron. resource] // Water shell [site] Access mode: http://www.vseozemle.ru/2008-05-04-18-31-40.html (23.03.10)
10.Sbio. info First bio community: information portal: [Electron. resource] // Biotic factors of the environment and the types of interrelations of organisms caused by them [website] Access mode: http: //www.sbio. info / page. php? id = 159 (04/02/10)
application
Photo No. 1. Aspen leaf from the park.
Photo №2. Sheet, located next to the roadway.
Photo №3. Dust on sticky tape from a sheet of park.
Photo №4. Dust on a sticky tape from a sheet located near the roadway.
Photo №5. Lichen on a tree trunk in the forest park.
Lesson: the world around us (№23)
Theme. The dependence of plants on natural conditions.
Purpose: summarize children's knowledge about wildlife, its diversity and variability, and its dependence on inanimate nature, that is, on environmental conditions.
Tasks of the lesson:
To form a system of individual concepts about the laws of the development of nature.
Create a foundation for studying the subject in the following classes.
Develop the ability to work in groups and in pairs.
To cultivate national pride for their people, for their country.
Type of lesson: lesson of learning and initial consolidation of new knowledge.
Methods: problem, explanatory and illustrative, partial-search
Forms: frontal, work in pairs, group
Equipment: manual, presentation.
During the classes
Stage of the lesson
Activity of students
FUUD (formation of universal educational actions)
I .Organization
moment .
The lesson begins,
He will go to the guys for future,
Try to understand everything
Interesting to know.
The mood to work. Organizes clarifies the thematic framework. Checks students' readiness for a lesson
Personal PUDs : positive attitude.
II . Actualization of knowledge. Motivation of students learning activities
A) Riddle :
You cover the whole world
You warm the whole planet
You smile in the window,
And your name is all ... The sun
What is the main source of life on Earth? (The sun)
B) Work in pairs :
Show how the sun distributes its rays to the earth? Is the distribution uniform or uneven? (uneven) How does this affect Earth?
Are the natural conditions on Earth identical?
- (The sun unevenly distributes its rays to the Earth.The North and South Poles receive only oblique rays and remain cold. Both in winter and in summer they glide over the surface of the Earth and heat it very weakly. itcold belt.
Where the sun's rays hit the Earth directly, the sun rises high, in the winter as hot as in summer. Herehot belt.
Everything that is between the cold and hot belt is calledtemperate belt. Here summer is not very hot, and winter is not very harsh.)
Natural conditions
Cold belt
Temperate zone
Hot belt
Temperate zone
Cold belt
C) On the board: fill in the table
Pictures of different plants trees, shrubs, grass, mosses, lichens, grass.
Name the group in one word (we have plants in front of us)
Why? (common parts)
Name parts of plants
Are there any exceptions in the list?
Yes. Not all plants have flowers, for example, conifers do not have them; trees have trunks, and shrubs have bushes; leaves of conifers are called needles; Not all plants have roots either, for example, algae have neither roots nor a stem.
What do the words heat, light, air, water mean?
These are the main conditions necessary for life: the growth and development of the plant.
…………..
Oak
Currant
Spruce
Buttercups
Reindeer moss
(appears after explanation) Parts
Fetus
Flower
Sheet
………….
…………..
…………………………..
Heat
Shine
Air
Water
Nutrition
Plants
Oak
Currant
Spruce
Buttercups
Parts
Fetus
Flower
Sheet
Stem
Root
Living conditions
Heat
Shine
Air
Water
Nutrition
Children's stories
Educational ccd : reproduction of information
Regulatory CRAs: accept and save the task.
III . Setting goals and objectives of the lesson.
Problem question:
Plant life will depend on different environmental conditions? (well no)
How? (in different environmental conditions there will be different plants)
Yes. Determine the topic of the lesson.To trace the dependence of plants on natural conditions.
What is needed for this?
Consider a few plants. Determine their living conditions.
Find out how the plants have adapted to different environmental conditions.
How will we work?
I offer work in a group
Definition and justificationunderstanding of the lesson
PWD: interest in educational material.
Educational ccd : building answers.
IV . Primary learning new knowledge.
Group work.
For a series of landscape pictures determine the natural conditions. Think together which belt is right for you. Justify your choice ..
(Landscape pictures of the Arctic zone and tundra)
Cold belt
Temperate zone
Hot belt
Plant examples
(dwarf willow, lichen, moss on stones, saxifrage, moss, dwarf birch)
Landscape pictures of the forest and forest-steppe zone
Cold belt
Temperate zone
Hot belt
(Birch, chamomile, raspberry, oak)
Landscape pictures of the desert
Cold belt
Temperate zone
Hot belt
Plant examples
(saxaul, tumbleweed, solyanka, juzgun)
Analysis and synthesis.
Communication UU D: work in pairs
V . Dynamic pause.
Pock
There is a mountain ash on the hill,
Keeps straight, exactly back.(Sling - hands up.)
She does not just live in the world -
The wind turns, turns the wind.(Rotation of the trunk.)
But the ashberry only bends,(Tilts to the side.)
Do not be sad - laughs.
Free wind blows menacingly
On the pock of a young.(Children wave their hands.)
Full of movement
Personal PUDs : installation on a healthy lifestyle.
VI . Primary check of understanding.
Discussion of the total work in groups
Children justify the choice of the name of the natural belt.
Why is this plant you have chosen in your natural belt?
The discussion of each poster is supported by a short message that the child prepared in advance.
On the globe we attach a flag with the name of the belt.
Slide №1,2 (Stories to the lesson)
Cold belt. Arctic Desert Area .
At the North Pole is a zone of arctic deserts. Here is a long and fierce winter, the land is shackled with permafrost and covered with snow and glaciers. The polar night lasts for several months in a row, and the polar day lasts for several months.Vegetation is almost absent and yet it is in the form of lichens.
Cold belt. Tundra.
In the cold zone is tundra. In the tundra, the sun does not rise above the horizon during the long winter months, snow covers from October to June. Summer is only two months. The soil freezes to such an extent that in summer it does not have time to thaw, therefore there are many swamps in the tundra. In the tundra, only grass grows mostly, and there are almost no trees. Ferocious cold winds and permafrost allow only dwarf trees to survive, the trunks of which bend down to the ground. Mosses, lichens, saberjack, cloudberries, blueberries, lingonberries, dwarf trees - that’s all the vegetation of the tundra.
-Do children correctly determine the natural conditions? How did the plants adapt? (trunks low bend down to the ground, small leaves, small roots, since the permafrost does not allow to grow deeply to the roots.
Slide 2.Temperate zone
In the temperate zone is not very hot summer and not very harsh winter. There are four distinct seasons. The flora is rich: trees, shrubs, grass. We live in the temperate zone.
Hot belt.
Life in the desert is very harsh. The summer is hot with almost no rain, butwinter is short but frosty.The soil is poor, salty, so plants in the deserts are usually low, drought-resistant. These are solyanka, camel thorn, juzgun, wormwood. For life in conditions of lack of moisture and soil salinity plants have developed a number of adaptations. They have very long roots. Solyanka, for example, have hairs and scales that protect them from excessive evaporation and overheating.
Work with the textbook . C. 24. Answers to questions. Discussion of the sources of interesting information about the representatives of the kingdoms of nature.
Additionally: task on the workbook (p. 18, task 21-22, p.23, task 27).
Work in pairs
Educational ccd : building answers.
Communication UU D : come to a common decision.
VI . Reflection.
– What can you say about the nature of the earth?(It is diverse.)
Continue the phrase:
I learned that the plants ………………. (Adapt to different environmental conditions)
I was surprised ………………………
The most interesting thing in the lesson ..........................................
I would like to know……………………………………………….
Which of your classmates would you like to say: “Thank you!”?
What do you think we will work on in the next lesson?
Self-assessment and correction.
PWD: understanding the reasons for success.
Regulatory CRAs: speak out loud the sequence of actions.
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