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Detailed solution part 1 Life in fresh water around the world for students in grade 4, authors A.A. Pleshakov, E.A. Kryuchkova 2015
- Gdz part 1, 2 on the world around for grade 4 can be found
- Gdz tests on the world around you for grade 4 can be found
- Gdz control and measuring materials on the surrounding world for grade 4 can be found
1. Describe the body of water from the photo.
Answer. In this reservoir, the water is almost stagnant. Its surface is covered with water lilies and capsules. You can see reed leaves. On the plants are pond snails and planarians. There are mosquito and dragonfly larvae in the water.
2. Consider fresh water plants in the herbarium. Determine them using the atlas-determinant.
Answer. Plants - cattail, reed, reed, arrowhead
3. According to the drawing on p. 180-181 get to know the living organisms of fresh water. Try first to name them yourself, covering the signature with a strip of paper, and then check yourself.
Answer. Animals - duck, beaver, water strider, swimming beetle, crucian carp, bivalves, crayfish, heron, frog, pike, reel, pond snail.
Use this picture to tell about ecological connections in fresh waters.
Answer. The inhabitants of fresh water bodies are an interconnected living system. Food chains begin with aquatic plants: unicellular algae, or multicellular higher plants. They are eaten by aquatic invertebrates (molluscs, crayfish, insect larvae), herbivorous fish (carp, carp, roach) and birds (ducks, geese). Insects and their larvae are eaten by amphibians and many species of fish. The next link in the food chain are predatory fish that eat herbivores. These are perch, pike, zander. Reptiles prey on fish: snakes and vipers, birds: herons, kingfishers, harriers, as well as mammals: otters and minks. Dead plants and animal remains are processed by microorganisms that live at the bottom of the reservoir and in the water column. The decomposed nutrients then become a source of minerals for aquatic plants.
According to your observations, tell me what plants and animals of fresh water are found in your area.
Answer. A freshwater community can be defined as any body of fresh water (river, pond, lake, or other body of water). Plants characteristic of the freshwater community: algae, reeds, sedges, water lilies, vodokras, calamus.
Animals characteristic of the freshwater community: molluscs, various types of fish (bream, crucian carp, roach, pike, perch, catfish), turtles, crustaceans, water rats, nutria, muskrats, beavers, many species of birds nest on the banks and in coastal thickets.
Build a food chain model for a freshwater community in your area.
An example of a freshwater community food chain:
Algae → small fish (e.g. roach) → predatory fish (e.g. pike).
Algae → daphnia → fish (crucian carp, roach) → bird of prey (heron).
Close ecological bonds have formed in the freshwater community. Algae and other plants, as well as unicellular organisms, serve as food for small fish. Predatory fish feed on small fish. Fish and crustaceans serve as food for predatory fish and birds of prey. When plants and animals die, their remains are processed by microorganisms.
According to the plan given on p. 165, give a description of the natural community of the reservoir in your region.
Answer. The name of the community is fresh water.
What organisms make up a community. Freshwater reservoirs are usually rich in aquatic and semi-aquatic vegetation. Reeds, cattails, reeds, arrowheads, susaks, chastuhas, and barnacles live on the coast and in shallow waters. At a depth of more than a meter, aquatic plants live: a white water lily (it is incorrectly called a white lily) and a yellow capsule (it is incorrectly called a water lily). The roots of these plants are at the bottom of the reservoir, and the leaves and flowers float on the surface. A small water fern, Salvinia, also floats on the surface. This is a rare plant listed in the Red Book. Chilim, a water chestnut, is also listed in the Red Book. A much more common plant is duckweed, one of the smallest flowering plants. Naiad, pondweed, hornwort grow in the surface layer of water. Also, unicellular algae live in the water column.
Ecological connections in fresh water. The inhabitants of fresh water bodies are an interconnected living system. Food chains begin with aquatic plants: unicellular algae, or multicellular higher plants. They are eaten by aquatic invertebrates (molluscs, crayfish, insect larvae), herbivorous fish (carp, carp, roach) and birds (ducks, geese). Insects and their larvae are eaten by amphibians and many species of fish. The next link in the food chain are predatory fish that eat herbivores. These are perch, pike, zander. Reptiles prey on fish: snakes and vipers, birds: herons, kingfishers, harriers, as well as mammals: otters and minks. Dead plants and animal remains are processed by microorganisms that live at the bottom of the reservoir and in the water column. The decomposed nutrients then become a source of minerals for aquatic plants.
The value of the natural community for man. Fresh water bodies are an indispensable source of fresh water for drinking and other water supply purposes. Freshwater reservoirs are a source of commercial fish, which man has long used for food. A river, lake, pond or brook can decorate any natural corner in an unusual way. Contemplation of water, water sports, water games are a source of good mood, health and pleasure from unity with nature.
Human influence on the community. Unfortunately, humans usually have a negative impact on freshwater communities. Pollution of water bodies with sewage and waste leads to the death of sensitive plant and animal species. While relaxing on the water, many people thoughtlessly tear the beautiful flowers of water lilies and fragrant egg capsules. Flowers quickly wither and are thrown away. It would be much better to photograph them alive and unharmed for a long and good memory. Overfishing undermines the fish resources of water bodies.
Community protection. In order to help the inhabitants of the reservoirs, it is necessary at the end of winter, when the oxygen reserves in the water are exhausted, to make holes in the ice. This will help avoid fish kills. You can not tear the flowers of aquatic plants, fish by prohibited methods, dump waste into the water, wash vehicles. In order to preserve fresh water bodies, some of them have been declared protected areas.
P. 184. Discuss
1. The names of which plants and animals speak of their life in water?
Answer. Water strider bug, swimming beetle, crayfish, pond snail, water rat.
2. Various plants and animals are adapted to life in and near water.
Answer. In water striders, the legs are saturated with fat from below, so they do not drown. Duckweed has no roots, it floats on the surface of the water. The heron has long legs and a long beak to make it easier to hunt in shallow water.
3. If frogs disappear, how will it affect mosquitoes, herons?
Answer. With the disappearance of frogs, all ecological relationships will be disrupted. Frogs may disappear due to water pollution. Then there will be more mosquitoes, but fewer herons (since herons eat frogs). In addition, at least a dozen more animals will suffer.
test yourself
1. What living organisms make up the freshwater community?
Answer. Freshwater reservoirs are usually rich in aquatic and semi-aquatic vegetation. Reeds, cattails, reeds, arrowheads, susaks, chastuhas, and barnacles live on the coast and in shallow waters. At a depth of more than a meter, aquatic plants live: a white water lily (it is incorrectly called a white lily) and a yellow capsule (it is incorrectly called a water lily). The roots of these plants are at the bottom of the reservoir, and the leaves and flowers float on the surface. A small water fern, Salvinia, also floats on the surface. This is a rare plant listed in the Red Book. Chilim, a water chestnut, is also listed in the Red Book. A much more common plant is duckweed, one of the smallest flowering plants. Naiad, pondweed, hornwort grow in the surface layer of water. Also, unicellular algae live in the water column.
Animals living in water bodies are invertebrates, for example, water strider bugs, swimming beetle, leech, crayfish, mosquito larvae and other insects, mollusks: toothless, pond snail, coil, various microorganisms.
Freshwater fish: crucian carp, tench, roach, chub, carp, ide, silver bream, pike, perch, zander, catfish and many other species. Amphibians and reptiles of water bodies: various types of frogs and their tadpoles, water snake and common snake, Nikolsky's viper.
The life of many birds is closely connected with water bodies: ducks, geese, herons, kingfishers feed and nest near the water. Such animals as beaver, otter, mink, muskrat live in the aquatic and near-water environment.
2. What plants and animals of fresh waters need special protection?
Answer. Water lilies, egg capsules, herons, beaver, crayfish, bivalve mollusks need special protection.
3. In what kind of work on the protection of aquatic life can schoolchildren participate?
Answer. Schoolchildren can help adults drill holes in winter to provide oxygen to fish, clean up debris from the shore, and participate in the work of the Blue Patrol organization.
Homework assignments
1. In the warm season, make observations near a river, lake or pond.
Answer. Dragonfly observations. The dragonfly insect is an animal that is one of the fastest moving animals: although its average flight speed is usually from 5 to 10 km / h, some species are able to reach speeds of up to one hundred km / h during flights over long distances.
So, despite the image of an idly staggering dragonfly, created in one well-known fable, this insect is very mobile and leads an active lifestyle.
Dragonflies have three pairs of legs, which are covered with a layer of protective bristles. During the flight, the limbs of the insect are folded in the form of a "basket" in order to grab the prey with lightning speed if it is detected. The wings have dark spots that act as vibration protection.
Dragonflies live mainly among meadows, fields and on the edges of forests. A prerequisite should be the presence of a reservoir nearby.
Dragonflies lead a solitary lifestyle, preferring to hunt on their own. Due to its specific structure of wings, the dragonfly can both hover in the air, making an instant stop, and make flights over long distances, covering several hundred kilometers without rest.
During landing, the dragonfly does not fold its wings, like many other insects, but always leaves them in a straightened state.
The main peak of activity falls on daylight hours, during which dragonflies fly in search of prey.
During hot hours, they can be observed in large numbers along the banks of reservoirs and above forest edges.
The flight of the dragonfly is silent, thanks to which the dragonfly can imperceptibly approach its prey.
They can perform intricate turns in the air, do somersaults, and even fly backwards. Thanks to this ability, dragonflies can easily get away from predators chasing them.
2. In the Green Pages book, read the chapter on beavers. What ecological connections are disclosed in this chapter? Give examples. What was the most interesting part of this chapter for you? Prepare a message.
Answer. Post subject: Beavers
Message plan:
1. Description of the appearance of the beaver.
2. Nutrition of beavers.
3. Beaver habitat.
4. Beaver dwellings.
Important information for the message: Weight - up to 30 kg. Body length - up to 1 meter. Valuable waterproof fur. Special tail designed for taxiing in water. Knows how to build floating houses - huts and dams.
The beaver is a large rodent that lives along river banks. He is known as a good swimmer and dam builder.
An adult beaver can weigh up to 30 kilograms, and its body length can be about a meter. The beaver's body is covered with valuable fur that does not get wet in water. There is no fur on the tail, instead of it there are scales. The tail with scales helps the beaver "steer" in the water.
Beavers live near water bodies. They feed on plants and also love the bark of various trees.
Beavers live either in burrows or in floating houses - huts. To prevent the dwelling from being flooded during the flood, beavers build a dam from branches.
3. In the book "The Giant in the Glade" read the stories "Take care of the crayfish", "Why do we need shells in the river." Have you had to deal with cases similar to those described in the stories? what do you think about it?
Answer. 1. Crayfish are orderlies of reservoirs. It is crayfish that purify the water by eating all kinds of leftovers at the bottom. For example, the time has come for some fish to die, and crayfish eat it dead.
2. The guys catch crayfish in the spring in a small river and get them out of their holes with their hands; a lot of crayfish are caught, the number of those caught is measured in tens per person; guys always take females with caviar. This is strictly prohibited! Thus, these guys reduce the population (reproduction) of crayfish and their numbers.
3. Shells are an obligatory part of the reservoir. They are filters for water, passing water through themselves, contribute to its purification. Therefore, by destroying shells, we are destroying natural filters.
Think about the branches of agriculture. What crops are grown in your area?
Answer. Agriculture is divided into branches:
field farming is the cultivation of field crops (wheat, rye, oats, corn, buckwheat, potatoes, flax, sunflower)
vegetable growing (cucumbers, tomatoes);
fruit growing (apple, pear, strawberry, cherry, plum);
floriculture (chrysanthemums, asters, peonies, roses, hyacinths, gladioli).
Among the well-known natural communities, consider a pond. In it, as well as in any other natural community, plants, animals and microorganisms are unevenly distributed. The most populated part of it is the coastal (shallow water), where a variety of herbaceous plants grow, since the living conditions are most favorable here: the water warms up better with sunlight, more oxygen, etc. Many animals live in this part of the pond, for example gray heron. This bird usually stands for a long time in shallow water on long legs, patiently waiting for prey - frogs, aquatic insects, which it grabs with its long beak. Dragonflies fly over the coastal part of the pond - predators with large eyes, with which they detect small insects and grab them on the fly. Dragonfly larvae are inactive, they live among aquatic plants and are also predators.
Figure: Natural communities - reservoir biocenosis
Diverse population of the water column. Various microorganisms live in this part of the pond: unicellular algae, protozoa. These microorganisms feed on small crustaceans (daphnia, cyclops), and they, in turn, feed on fish fry, amphibian larvae, such as tadpoles. The latter are the food of many predatory fish (perch, pike, etc.).
At the bottom of the reservoir, life is poorer compared to its coastal part and the water column, since the sun's rays weakly penetrate here, the water is cool, there is little oxygen in it. In this part live single-celled plants and animals. Remember that an ordinary amoeba lives on a muddy bottom, and white planaria lives under snags and stones, snails, for example, an ordinary pond snail, crawl along the stems of aquatic plants. It periodically rises to the surface of the pond to stock up on fresh air, and the pond snail feeds on aquatic plants. Water beetles live at the bottom: swimmer, water-lover, etc. The first of them is a predator, it destroys insect larvae, worms, tadpoles, fish fry. The water beetle feeds on aquatic plants and does not refuse animal food.
The food chain here can be like this. Single-celled algae feed on daphnia, mosquito larvae. They serve as food for bedbugs and beetles, which are eaten by fish and frogs. They can also be grabbed by the same heron that feeds in shallow water.
Forest - natural community
We have all been in the forest more than once. Here, at the edge of the forest, a lizard darted and disappeared among the grass. Fresh heaps of earth indicate that a mole lives in the soil here. It is twilight in the forest, not hot, almost no wind is felt. Walking along the path, we stumble upon the web of a cross-spider. Here is a tall anthill with ants swarming on the surface. There are many flowering plants in the sunlit glades. On them, flying from flower to flower, bees and bumblebees collect nectar and pollen. Looking closer, in some places on the leaves we will notice butterfly caterpillars, and among the accumulation of aphids, ladybugs devouring them scurry about. Some bird fluttered up, holding a caught grasshopper in its beak.
Thus, the differences between different natural communities are immediately noticeable. The heat, bright sun and wind on the shore of the pond are replaced by coolness, dusk and silence of the forest. And even without knowing the exact names of the plants and animals we saw, we notice differences in their composition.
Impact of human activities on natural communities
In natural communities, before the appearance of man, the number of various organisms in individual years could vary greatly. But if there were no catastrophes (extensive fires, floods) or significant climate changes, the formed natural communities continued to exist for hundreds and thousands of years. However, with the advent of man on Earth, the situation has changed. Human activity has become a factor influencing natural communities.
In primitive society, when people were few in number, they did not have a significant impact on nature. But the more people became on Earth, and most importantly, the more often they resorted to collective action, the more their influence increased. The advent of agriculture had a particularly strong impact. Even when plowing up a virgin area of the steppe, the composition of plants and animals on it changes. And in order to obtain new plots of land suitable for cultivation, people began to cut down, burn and uproot the forest. Here the change of plants and animals became even more abrupt. But even if the forest is not reduced completely, then ordinary felling in it greatly changes the forest natural communities. In clearings, the composition of plants and animals is always different than under the forest canopy.
The use of various chemicals for pest control also has a strong impact on wildlife, as it kills not only pests, but also many other animals, often very useful and playing a large role in the community.
Road construction and industrial construction, other structures also have an impact not only on the area directly occupied by them, but also on the surrounding area. For example, during the construction of hydraulic structures, primarily dams on rivers, the water regime is completely changed, and, accordingly, natural water communities. Also, a strong impact is observed during land reclamation - drainage of swamps and marshy soils: due to the lowering of the groundwater level, the composition of plants changes, and with it the composition of animals.
As a result of human activity, there are almost no untouched natural communities on Earth. Currently, various measures are being taken in all countries aimed at preserving all the nature around us.
Conservation of natural communities
The protection of natural communities is given great national importance. The fauna of the country is considered state property, that is, the property of the entire people. The law requires reasonable and humane treatment of animals. It obliges all citizens in their personal lives and in official activities to strictly comply with the requirements and rules that contribute to the conservation of natural complexes and individual species of animals.
In order to preserve natural communities, a wide network of reserves, sanctuaries and other protected areas has been created, in which human intervention in natural communities is completely or partially prohibited and where wild animals and plants are in the most favorable conditions.
Topic: A reservoir is a natural community.Target: To form students' ideas about the life of fresh water. To acquaint with the flora and fauna of fresh water bodies, the role of man.
To develop the cognitive interest of students, to teach reasoning and drawing conclusions.
I. Organizational moment
II. Testing knowledge and skills
What is a community?
What community are we already familiar with?
Why is a forest called a natural community? Your answer
confirm with examples.
(The forest is a natural community, because the plants, animals, fungi and microorganisms living in the forest are closely related. For example, plants that die in autumn rot during the winter with the participation of bacteria. And new ones grow in their place)
You have a test. You have 2 minutes to complete it.
Test "Forest - natural community"
^ 1. The forest is called a natural community because...
a) a variety of plants grow next to each other in the forest;
b) all the inhabitants of the forest live together, are closely connected between
yourself;
c) the entire forest - from the tops of the trees to the ground - is inhabited by animals.
^ 2. In the forest, plants form tiers:
a) upper - mosses and lichens, middle - trees, lower - shrubs;
b) upper - trees, middle - herbaceous plants, lower -
shrubs;
v) upper - trees, middle - shrubs, lower- herbs,
mosses and lichens.
^ 3. They live on trees ...
a) squirrels, woodpeckers, nutcrackers;
b) mice, hares, bears;
c) moles, moose, worms.
4. They live in the forest floor ...
a) hedgehogs, moles, shrews;
b) bacteria, insects and their larvae;
c) ladybugs, bark beetles, forest mice.
^ 5. Edible mushrooms include ...
a) fly agaric, wax talkers, gall mushrooms;
b) raincoats, powder coats, red mushrooms;
v) chanterelles, mushrooms, boletus.
^ 6. Orderlies of the forest are called ...
a) woodpecker, wolf;
b) bees, wild boars, jays;
c) ground beetles, grasshoppers, bark beetles.
7. Make a food chain corresponding to the forest community.
Answers.
b; 2. in; 3 a; 4 b; 5 in; 6 a
III Learning new material
Message about the topic and purpose of the lesson.
Look at the screen
(film screening)
What do you think the lesson will be about today? How did you guess?
- Quietly splashing water,
duckweed, lily, cattail,
And the egg-pod, and the reed.
There is a toothless, pond snail,
The water strider is running.
Everywhere life is in full swing.
This… ( fresh water).
You and I know that reservoirs are divided by origin into
two groups. Which?
As you already understood, today we will talk about fresh water.
We need to answer the question: is a body of water a community?
What types of fresh water bodies do you know?
(river, lake, stream, pond, canal, reservoir)
What body of water is shown on the slide? Justify your answer.
(I think it's a lake because the body of water is surrounded by forest and has a lot of plants.)
Could it be a pond or a river?
Good! Convinced. This is a forest lake. Let's observe how life flows in this lake.
What can you say about the surface of the lake?
This is a duckweed plant. Find its description. What did you find out about him?
What other plants do you know? (Cattail, reed, reed.)
Take a close look at these herbs.
What other plants can you name?
(Lilies are white and yellow.)
These are not exact names. Plants are called water lily and water lily. What did you find out about them?
(The water lily is popularly called the white water lily, it needs
protection. The capsule grows not only in lakes and ponds, but also in
rivers, it must also be protected.)
Look closely at this flower. Where could you see him?
In the village of Staronizhesteblievskaya, next to the road, there is a pond in which people grow lotuses.
Unlike ordinary water lilies, this lotus has a thousand-year history of using not only flowers, but also all parts of the plant. In Asia, lotus leaves and stems are eaten as an addition to salads, the rhizomes are used in China as an immunity-boosting medicine, lotus seed heads are boiled and added to main dishes throughout India, and the seeds are eaten fresh and dried and even cooked. like popcorn in Cambodia. It is believed that the use of any part of this plant gives harmony and wisdom.
Where do you think the roots of water lilies are located?
(The roots of egg-pods and water lilies are at the bottom of the reservoir, and wide leaves float on the surface).
On the banks of the reservoir grows a succession (slide show) this medicinal plant is remembered for the fact that its seeds are thorns that cling to clothes.
^
Trailer, wit, dogs, bident, scrofulous grass
in the people they call a series of tripartite. The first three names are apparently given for the ability of its jagged seeds to cling to animal hair and human clothing. The name scrofulous grass speaks for itself. It has long been considered the most effective remedy for scrofula.
arrowhead (slide show) can be recognized by the leaves. They look like arrows with large wide tips, the plant reaches a height of one meter.
Why does lake water have a greenish tint?
^ The smallest algae float in the water column, thanks to them, the water in the lake has a green tint.
What role do plants play in a pond?
(Plants are food and home for animals.)
What else?
In our classroom? (Produce oxygen.)
^ IV Fizminutka
Let's continue our conversation, try to guess riddles:
Crawls backwards, backwards
Everything underwater lacks claws. (Crayfish.)
Parents and children have all clothes made of coins. (Fishes.)
At the bottom, where it is quiet and dark, lies a mustachioed log. (Som.)
Tail wags, toothy, but does not bark. (Pike.)
Who has eyes on horns, And a house on his back? (Snail.)
A blue airplane landed on a white dandelion. (Dragonfly.)
The motley cracker catches frogs, walks waddle-stumbling. (Duck.)
Who are these riddles about?
- The fauna of the reservoir is rich and diverse. Get to know
them closer in the textbook. What kind of animals are we
not named yet?
(Heron, beaver, water strider bug, crucian carp, swimming beetle, bivalves, tadpoles, pond snail, coil.)
Read on your own in the textbook page 195 about animals
reservoir. What did you learn about water strider bugs, crayfish, mollusks, pond snails, coils? (Children's answers.)
What predators live in water bodies?
Who are the tadpoles?
(Tadpoles are young frogs and toads that are born from eggs and at first look very much like small fish)
we just can't.
A variety of living organisms live in fresh water. Prove that they are related.
(For example, plants release oxygen into the water, whichanimals breathe. Animals feed on plants in the reservoir. Carp feeds on plants and insect larvae, andpike - carp.)
How do all the inhabitants of the reservoir live?
What conclusion can be drawn from this?
But man interferes in the life of this community. What does this lead to? Read about it in the textbook on page 196.
What troubles did man bring to the reservoir?
(Fishing led to an increase in the number of sick fish. The destruction of bivalves made the water cloudy, which threatened the existence of many plants and animals.)
What should be done so that the ecological balance in the community is not violated?
(It is necessary to protect rare plants (kugoby and water lily), do not catch orderlies, filter clams, do not kill tadpoles and frogs- there will be a lotmosquitoes and midges.)
Well done! I think that is exactly what you will do in reality. Read the article at home
V. Consolidation of the studied
And at the end of the lesson, make up the food chains that have developed in the pond. (Check in pairs.)
A group audit is organized.
VI. Summing up the lesson
Grading.
VII. Homework
Page 191-200.
Answer the "Check Yourself" questions.
Complete tasks 2.4.
Prepare an answer to the question "Should we protect swamps?"
Goal setting for the teacher: to acquaint students with the reservoir as a community, with the diversity of the inhabitants of the freshwater reservoir. To reveal and explain the connections between members of the reservoir community. Develop communication skills while working in groups. Develop logical thinking. Formulate rules aimed at protecting the inhabitants of the reservoir. Teach children to take care of water. To continue the formation of the ability of students to see the beauty of their native nature.
Goal-setting for the student: to know the names of the flora and fauna of fresh water bodies of the region (at least 10 names of plants and animals). Understand the meaning of connections between members of the freshwater community, be able to talk about them. Know the rules of behavior near water bodies and follow them.
Equipment: photographs depicting sedge, lotus, cattail, dragonfly, crayfish, frog, pike; letters V O D O E M; a poster depicting a fresh water reservoir; 2 envelopes containing pictures with representatives of the animal and plant world; album sheets and felt-tip pens.
During the classes
1. Organizational moment.
2. Communication of the topic and objectives of the lesson. Updating of basic knowledge.
We all rent our corner from mother nature,
And the roof over our heads is the essence of the dome of the sky.
And the whole big and old house is crammed with tenants,
And you need to get along in it, even though we ourselves have a mustache.
There are a lot of different people - some are smaller, some are larger,
Who chooses the bottom in the river, who chooses the water faster.
Who likes to get up early, and who likes to go to bed late.
Know how to pick up a neighbor to get along in the tower.
Neighborhood is sometimes difficult, community is not friendship.
Perhaps he is sometimes a rescue service for us.
The one who will bring more benefit is suitable for us as neighbors,
There is something to enjoy with him.
A different neighbor is dangerous, but in general the world is beautiful!
Today we will play an exciting game and get to know another community. But with what? You tell me yourself.
Cards with letters on the board. Answer: WATER
Puzzles:
1. In the middle of the field
The mirror lies
blue glass,
The frame is green. (Lake)2. Everyone bypasses this place:
Here is the land
Like dough;
Here sedge, hummocks, mosses:
No leg support. (Swamp)3. Slightly shaking in the breeze
Ribbon in space
Narrow tip in the spring,
And wide - in the sea. (River)
4. Young birches
Ours in front of us
Fixing hair.
And the month, and the stars -
It reflects:
What is this mirror called? (Pond)5. I’m running to my mother’s river
And I can't be silent.
I am her own son
And he was born in the spring. (Stream)6. Wide wide,
deep deep,
Day and night beats on the shore.
It does not drink water
Because it's not tasty
Both bitter and salty. (Sea)
Name the extra word from the words that you guessed and explain your answer
Sea. Because it's not fresh water.
In the lesson we will talk about fresh water bodies. We will find out what kind of community exists in fresh water bodies of flora and fauna, how they depend on each other, what they mean for a person and how a person should behave so as not to disturb the life of this community. Let's create a picture of a fresh water body and consider the connections that exist in it.
What do you think a reservoir is?
Students' perception of water.
So, a reservoir is a complex natural community in which plants, animals, fish, insects and mollusks get along together.
Sounds like music depicted by the sound of water. Show paintings depicting a lake, river, pond, swamp.
In low places on the Earth's surface, water accumulates from rains and snowmelt, which forms reservoirs. What are fresh water bodies?
Natural reservoirs are reservoirs that are created by nature, without human intervention.
Artificial reservoirs are reservoirs that have been created by man.
Give examples of artificial and natural reservoirs and how they are formed.
If the depression is closed, and the water has nowhere to go, a lake is formed. This is a natural reservoir. Often people themselves create artificial reservoirs. They are called ponds.
What fresh water can a person have at home? What representatives live in it?
Aquarium. Algae, snails, fish.
Who loves nature
Knows a lot about her
He looks at the pictures
And instantly guess.
Let's start the first stage of the game. Look at the pictures and write down in two columns the names of the inhabitants of fresh water that you already know.
| Plants | Animals |
| Lotus | Dragonfly |
Oral check.
3. Physical education.
Fish swim and frolic
In clean warm water.
They will come together, they will disperse,
They will bury themselves in the sand.
Then moving the fins,
They play hide and seek for more than a day.
And never rest
He does not know the bottom of the river.
4. Work on new material. Introduction of new concepts.
Trees and shrubs grow on the banks of many reservoirs. But the closer to the water, the more moist the soil. Trees and shrubs cannot grow near the water itself, as their roots will get wet. But there are plants that grow near the shore, in shallow water. And there are also plants that just need a lot of water. All plants of the reservoir - coastal or aquatic - are well adapted to their habitat. Let's guess some of them.
Standing above the water
Shaking his beard. (Reed)Jugs and saucers
They don't sink and they don't fight. (water lilies)Curls dropped into the river
And sad about something
What is she sad about?
Doesn't tell anyone. (Willow)
There are usually many inhabitants of the animal world in and around the water. These are freshwater, mollusks, insects, waterfowl. The following riddles are about these inhabitants.
jumping animal,
Not a mouth, but a trap.
Will fall into a trap
Both a mosquito and a fly. (Frog)You can't see yourself
And the song is heard. (Mosquito)Horns came out on the track:
- You won't butt?
I touched them a little
Horns hid again.
round house:
Maybe a gnome
Does he live in this house?
It's magical, this house, -
It crawls along the path! (Snail)For parents and children
All clothing made from coins. (Fishes)Prickly, but not a hedgehog.
Who is this? (Ruff)At the bottom where it's quiet and dark
A mustachioed log lies. (catfish)People live under water
Walks backwards. (Raki)
We are moving on to the next stage of the game. Now we need to find out how all the inhabitants of the reservoir are connected. We will make "Water chains".
As an epigraph to this work, let's take one of the laws of ecology, formulated by the American scientist Barry Commoner: "Everything is connected with everything." Let's check this law on an example, let's try to connect a cattail and a heron. (Cattail - mosquito - frog - heron).
Drawing up a chain can be accompanied by photographs.
5. Project work "Fresh water community". Group work.
On the board is a poster depicting a reservoir.
Teacher: Now, at the third stage of the game, we will work in groups. You have two envelopes in front of you. They contain pictures. Using your previously acquired knowledge, as well as atlases - determinants, select pictures only with the inhabitants of fresh water: plants and animals. Stick them on our poster, where a pond is drawn. Group 1 settles the plant world in the reservoir, and group 2 - the animal world.
Group work.
Draw ecological lines - connections. Make a conclusion.
All the inhabitants of fresh water are interconnected. Everyone needs each other. There are no extras. Everyone lives together. Therefore, the reservoir is called a natural community.
6. Drawing up rules of conduct near water bodies.
Our nature is a real treasure. There are a lot of water bodies in Russia. They exist on earth for thousands of years, they are one of the wonderful riches that our Motherland is endowed with. But it is necessary to protect this wealth. In the world, 97 percent of the world's water resources are in the oceans, where the water is too salty and therefore unsuitable for drinking, growing crops and industrial use.
At the fourth stage of the game, you need to draw up certain rules. But first, let's answer the following questions:
Should this wealth be protected? Who can destroy fresh water? How do people interfere in the life of the reservoir?
Children come to the conclusion that a person can cause great harm to the reservoir and its inhabitants.
How should a person behave near water bodies so as not to harm nature? How should a person protect fresh water bodies?
The rules of human behavior on the reservoir and near it are drawn up. Rules can be formulated in groups, drawing pictures (signs) and hanging on the board. Students talk about the rules that a person must follow.
7. Summing up.
In the form of a frontal conversation:
What did you learn in the lesson?
What is the importance of the plants of the reservoir for the life of animals and humans?
A variety of living organisms live in a fresh water reservoir. They are adapted to the conditions of life in a reservoir and are closely related to each other. The value for animals is oxygen, home, food, and for humans - oxygen, food, beauty. The natural community must be protected. We must preserve natural wealth for those who will live on Earth after us.
8. Homework.
Try to solve crossword puzzles. It is necessary to write the inhabitants of fresh water in empty cells. If you do not know any names, then you can find the answers in reference books, atlases - determinants, encyclopedias.
Literature:
- Pourochnye development at the rate of the world around. O.V. Kazakova, N.A. Sboev. Moscow. "WACO". 2004.
- Teach children to guess riddles "Yu.G. Illarionova. Moscow. Education. 1985.
Family competition "Living Water" Theoretical round.
Completed by: Larina T.I.
Lazovsky natural reserve named after L.G. Kaplanova
Vladivostok
Natural community - a set of plants, animals, microorganisms adapted to the conditions of life in a certain area, affecting each other and the environment. In the natural community, the circulation of substances is carried out and maintained. The number of species in a community depends on climatic conditions and the type of plant community. By their origin, communities are natural or can be created by man (artificial). Usually, a natural community is called a biogeocenosis. The concept of biogeocenosis, introduced by V. N. Sukachev (1940), has become widespread mainly in Russian literature. Abroad, especially in English-speaking countries, the term “ecosystem” is more often used in a similar sense, although the latter is more ambiguous and is also used in relation to artificial complexes of organisms and abiotic components (aquarium, spaceship) and to individual parts of the biogeocenosis (for example, decaying stump in the forest with all the organisms inhabiting it). Ecosystems can have arbitrary boundaries (from a drop of water to the biosphere as a whole), while biogeocenosis always occupy a certain territory. Further in our work, we will use both these concepts as equivalent.
So, biogeocenosis is a stable community of plants, animals and microorganisms that are in constant interaction with the components of the atmosphere, hydrosphere and lithosphere. The energy of the Sun, mineral substances of the soil and gases of the atmosphere, water enter this community, and heat, oxygen, carbon dioxide, and waste products of organisms are released from it. The main functions of biogeocenosis are the accumulation and redistribution of energy and the circulation of substances.
Biogeocenosis is an integral self-regulating and self-sustaining system. It includes the following mandatory components: inorganic (carbon, nitrogen, carbon dioxide, water, mineral salts) and organic substances (proteins, carbohydrates, lipids, etc.);
autotrophic organisms - producers of organic substances;
heterotrophic organisms - consumers of ready-made organic substances of plant - consumers (consumers of the first order) and animal (consumers of the second and subsequent orders) origin.
Heterotrophic organisms include decomposers - reducers, or destructors, which decompose the remains of dead plants and animals, turning them into simple mineral compounds.
Speaking of biocenoses, only interconnected living organisms that live in a given area are considered. Biocenoses are characterized by species diversity, i.e. the number of species of living organisms that form it;
population density, i.e. the number of individuals of a given species, per unit area or per unit volume (for aquatic and soil organisms);
biomass - the total amount of animal organic matter, expressed in units of mass. Biomass is formed as a result of the binding of solar energy. The efficiency with which plants assimilate solar energy varies in different biocenoses. The total production of photosynthesis is called primary production.
Plant biomass is used by first-order consumers - herbivorous animals - as a source of energy and material for creating biomass; moreover, it is used extremely selectively, which reduces the intensity of the interspecific struggle for existence and contributes to the conservation of natural resources. Herbivorous animals, in turn, serve as a source of energy and material for consumers of the second order - predators, etc.
The greatest amount of biomass is formed in the tropics and in the temperate zone, very little - in the tundra and the ocean.
Organisms that are part of biogeocenoses are influenced by inanimate
nature - abiotic factors, as well as from wildlife - biotic influences.
Biocenoses are integral, self-regulating biological systems, which include living organisms living in the same territory.
The energy of sunlight is assimilated by plants, which are subsequently used by animals as food.
Food connections.
Biogeocenoses are very complex. They always have many parallel and intricately intertwined food chains, and the total number of species is often measured in hundreds and even thousands. Almost always, different species feed on several different objects and themselves serve as food for several members of the ecosystem. The result is a complex network of food connections.
Development and change communities
The change of natural communities can take place under the influence of biotic, abiotic factors and humans. The change of communities under the influence of the vital activity of organisms lasts hundreds and thousands of years. Plants play a major role in these processes. An example of a community change under the influence of the vital activity of organisms is the process of overgrowing of water bodies. Most of the lakes are gradually shallowing and decreasing in size. At the bottom of the reservoir, over time, the remains of aquatic and coastal plants and animals accumulate, as well as soil particles washed off the slopes. Gradually, a thick layer of silt forms at the bottom. As the lake becomes shallow, its shores become overgrown with reeds and reeds, then with sedges. Organic residues accumulate even faster, forming peaty deposits. Many plants and animals are replaced by species whose representatives are more adapted to life in new conditions. Over time, a different community is formed on the site of the lake - a swamp. But the change of communities does not stop there. Shrubs and trees unpretentious to the soil may appear in the swamp, and eventually the swamp may be replaced by a forest.
Thus, the change of communities occurs because as a result of a change in the species composition of communities of plants, animals, fungi, microorganisms, the habitat gradually changes and conditions favorable for the habitat of other species are created.
Change of communities under the influence of human activity. If the change of communities under the influence of the life activity of the organisms themselves is a gradual and long process covering a period of tens, hundreds and even thousands of years, then the change of communities caused by human activity occurs quickly, over several years.
So if sewage, fertilizers from the fields, household waste enter the reservoirs, then the oxygen dissolved in the water is spent on their oxidation. As a result, species diversity decreases, various aquatic plants (salvinia floating, highlander amphibian) are replaced by duckweed, algae are blue-green, and "water bloom" occurs. Valuable commercial fish are being replaced by low-value ones, mollusks and many insect species are disappearing. A rich aquatic ecosystem turns into an ecosystem of a decaying reservoir.
If the human impact that caused the change of communities stops, then, as a rule, a natural process of self-healing begins. Plants continue to play a leading role in it. Thus, tall grasses appear on pastures after grazing stops, typical forest plants appear in the forest, the lake is cleared of the dominance of unicellular algae and blue-greens, fish, mollusks, and crustaceans reappear in it.
If the species and trophic structures are so simplified that the process of self-healing can no longer occur, then a person is again forced to intervene in this natural community, but now with good goals: grasses are sown on pastures, new trees are planted in the forest, water bodies are cleaned and juveniles are released there. fish.
The community is capable of self-healing only in case of partial violations. Therefore, the impact of human economic activity should not exceed the threshold, after which self-regulation processes cannot be carried out.
Change of communities under the influence of abiotic factors. The development and change of communities has been greatly influenced by abrupt climate changes, fluctuations in solar activity, mountain-building processes, and volcanic eruptions. These factors are called abiotic - factors of inanimate nature. They violate the stability of the habitat of living organisms.
So, having considered the concept of the general concept of biogeocenosis (natural community) and the food connections existing within them, let us consider a freshwater reservoir as a natural community, which exist in abundance on the territory of our region.
Any natural body of water, such as a lake or a pond, with its plant and animal population is a separate biogeocenosis. This natural system, like other biogeocenoses, has the ability for self-regulation and continuous self-renewal. Plants and animals inhabiting the reservoir are unevenly distributed in it. Each species lives in the conditions to which it is adapted. The most diverse and favorable conditions for life are created in the coastal zone.
Here the water is warmer, as it warms up with the sun's rays. It is sufficiently oxygenated. The abundance of light penetrating to the bottom ensures the development of many higher plants. Small algae are also numerous. Most of the animals live in the coastal zone. Some are adapted to life on aquatic plants, others actively swim in the water column (fish, predatory swimming beetles and water bugs). Many are found at the bottom (barley, toothless, larvae of some insects - caddisflies, dragonflies, mayflies, a number of worms, etc.). Even the surface film of water serves as a habitat for species specially adapted to it. In quiet backwaters, you can see predatory water strider bugs running on the surface of the water and swirling beetles swimming quickly in circles. The abundance of food and other favorable conditions attract fish to the coastal zone.
In the deep near-bottom parts of the reservoir, where sunlight weakly penetrates, life is poorer and more monotonous. Photosynthetic plants cannot exist here. The lower layers of water remain cold due to weak mixing. Here the water contains little oxygen.
Special conditions are also created in the thickness of the water in open areas of the reservoir. It is inhabited by a mass of the smallest plant and animal organisms, which are concentrated in the upper, warmer and well-lit layers of water. Various microscopic algae develop here; algae and bacteria feed on numerous protozoa - ciliates, as well as rotifers and crustaceans. This whole complex of small organisms suspended in water is called plankton. In the circulation of substances and in the life of a reservoir, plankton plays a very important role.
2. Food connections and stability of pond biogeocenosis.
Consider, due to what the system of inhabitants of the reservoir exists and how it is maintained. Food chains consist of several consecutive links. For example, plant residues and bacteria developing on them are fed by protozoa, which are eaten by small crustaceans. The crustaceans, in turn, serve as food for fish, and the latter can be eaten by predatory fish. Almost all species do not feed on one type of food, but use different food objects. Food chains are intricately intertwined. An important general conclusion follows from this: if any member of the biogeocenosis falls out, then the system is not disturbed, since other food sources are used. The greater the species diversity, the more stable the system.
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Note.
When compiling the list of references, I would like to note that it does not contain links to Internet resources. By this we do not claim that we did not use its capabilities and that the work was written by us exclusively on the processing of printed material. No, it’s just that most of the articles and books listed in the list of references were actually found by us on the Internet, and when writing this work, we simply used their electronic ones (often scanned copies), which had all the details of the printed edition. In this regard, we most actively used the website of the World Wildlife Fund - WWW.WWF.RU.
