Mineral nutrition of plants. Mineral nutrition Notes on biology mineral nutrition of plants

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

FULL NAME.: Avtaikina Angelina Alekseevna

Item: biology

Class: 6th grade

Lesson type: lesson in learning new knowledge

Routing lesson

Target

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

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

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

Tasks

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

Develop the ability to compare and draw conclusions;

Planned result

Subject:

Plant diversity

The role of fertilizers in plant life

Personal UUD:

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

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

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

Regulatory UUD:

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

Cognitive UUD:

1. Work with table

2. Construction of logical statements

3.Explanation of the meaning of new words

4.Compare and highlight features plants

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

Communicative UUD:

1. Learn to work in a group

2. Listen to your friend and justify your opinion

3. Express your thoughts and ideas

Basic Concepts

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

Means of education

PresentationPowerPoint

Handouts (worksheets, photos of plants)

Methods:

Verbal methods: - conversation,

Description,

Explanation

Visual methods: - tables,

Slide show,

Practical: - working with photographs of plants

- problematic (problematic presentation of the material being studied)

Shapes:

Frontal, individual, pair and group types of work

Technology study

Teacher activities

Student activities

Developed skills

Motivation (self-determination)
To educational activities

Hello guys!

The bell gave us a signal

The time has come to work.

So let's not waste time

And let's start working!

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

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

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

Teachers listen

Communicative:ability to listen and hear.

Updating knowledge

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

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

The main vegetative organ of a plant

Lateral part of the shoot

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

State of plants in seed

underground organ

Branching of the shoot in the apical part into several flowers

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

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

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

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

Mineral nutrition of plants

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

Regulatory UUD:

1. Determine the goals and objectives of the lesson

Assimilation of new knowledge

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

And what zones are distinguished at the root?

What is in the suction zone?

Well done boys.

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

That's right, guys.

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

Well done.

Let's take a look at interactive whiteboard and see how mineral nutrition is carried out?

Water+Minerals

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

This is how soil nutrition of plants occurs.

Guys, now we will work in groups.

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

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

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

Right!

It turns out that we have special environmental groups:

Let's try to characterize them.

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

We have worked well, we should rest.

Answer questions.

Nutritional organ - root

Zone of division, growth, absorption and conduction.

Root hairs

Mineral because they absorb water and minerals from the soil

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

Conductive fabric

Work in groups, classify photographs of plants

Ground-air, water, soil, organism

Distribute photographs into habitats

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

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

Distribute photographs of plants into ecological groups

Cognitive UUD:

Drawing up support diagrams

Compare and highlight the distinctive characteristics of plants

Communicative UUD:

Learn to work in groups

Express your thoughts and ideas

Subject results:

Know how mineral nutrition is carried out

Plant diversity

Physical education minute

And the clock goes on and on

Tick-tock, tick-tock

Who in the house can do this?

This is the pendulum in the clock,

Beats every beat (Tilts left and right.)

And there is a cuckoo sitting in the clock,

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

The bird will crow for time,

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

The arrows move in a circle.

They don't touch each other. (Rotation of the body to the right.)

You and I will turn around

Counterclockwise. (Rotate your body to the left.)

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

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

And sometimes they are in a hurry,

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

If they don't get started,

Then they completely stand up. (Children stop.)

Listen to the teacher and perform the movements

Assimilation of new knowledge

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

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

That's right guys.

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

And you answered this question correctly.

They are divided into organic and mineral.

Do you know what fertilizers are called organic? Mineral?

Organic fertilizers - manure, humus.

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

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

Well done, everyone handled the game well.

Answer teacher questions

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

Fertilizers.

Anticipated student responses.

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

Cognitive UUD:

Construction of logical statements

Drawing up support diagrams

Explanation of the meaning of new words

Compare and highlight features

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

Communicative UUD:

Learn to work in groups

Listen to your friend and justify your opinion

Express your thoughts and ideas

Subject results:

Know how mineral nutrition is carried out

Plant diversity

Reflection

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

Choose the correct statements

1. Plants only absorb water from the soil

2. Plant nutrition is only soil based.

3. Root hairs are located throughout the root

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

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

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

7. Fertilizers are divided into organic and mineral

8. Organic fertilizers include phosphate fertilizers

9. There are 5 ecological groups of plants

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

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

Assessment of children.

The lesson has come to an end. It's time to record homework.

P.13, write down your homework in the worksheets

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

What else would you like to know?

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

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

Regulatory UUD:

Performance evaluations

PersonalUUD:

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

Evaluate your own contribution to the work of the group

Mineral nutrition of plants- this is their absorption of water and inorganic (mineral) substances dissolved in it. Minerals needed by plants contain atoms of such chemical elements such as nitrogen, phosphorus, potassium, calcium, sulfur, boron, manganese, chlorine and others. The plant needs nitrogen, phosphorus and potassium in relatively large quantities; other elements are needed in very small quantities. However, despite this, the absence or deficiency of any element causes one or another plant disease.

Higher plants provide mineral nutrition through their roots. The roots are located in the soil and absorb water and dissolved substances from it. inorganic substances. The exception is mosses. They do not have true roots, although many species have rhizoids (primitive root-like structures). Mosses absorb the aqueous solution not only with rhizoids, but also with the above-ground parts of the plant. Lower plants, represented by algae, absorb the aqueous solution with their entire body.

Since higher plants absorb minerals from the soil, it is important that the soil contains these substances. This determines the fertility of the soil. In fertile soils, all the minerals needed by plants are present in sufficient quantities.

When plants absorb water solutions with their roots, the minerals in the soil decrease. The soil is becoming depleted. In nature, when plants or their parts die, they decompose in the soil. As a result, minerals sooner or later return to the soil. Even if the plant was eaten by an animal, when it dies, the minerals will still return.

However, in agricultural fields and gardens, most of the harvest is taken by humans. Minerals do not return to the soil. Therefore, feeding plants with various fertilizers is required. There are special rules for applying certain fertilizers. Each fertilizer is applied in a certain amount and at a certain time, at a certain stage of plant development. It should be remembered that an excess of fertilizers is just as harmful to plants as a deficiency. In addition, plants grown with the addition of large quantity fertilizers are dangerous for humans because they contain substances harmful to them.

Plants absorb water and minerals dissolved in it not with the entire root, but with a certain zone of the root, which is located closer to the tip of the root (but not at the very tip). This zone is called suction zone. Here the integumentary cells have outgrowths - root hairs. They are very small and penetrate between soil particles. Water and salts dissolved in it, containing atoms of chemical elements necessary for plants, penetrate through the membranes of root hairs.

From the integumentary cells with root hairs, the aqueous solution then moves along the parenchyma tissue to the center of the root. Here are the vessels. Along them, the aqueous solution rises up to the stem and leaves due to the so-called root pressure I and the evaporation of water from the leaves. Root pressure is caused by different concentrations of dissolved minerals in different parts of the plant.

Minerals, or rather the atoms of chemical elements included in them, are used by plants in various processes life activity. So nitrogen is included in proteins. Proteins are the main one construction material living cells. Therefore, nitrogen promotes plant growth. Potassium is also required for cell division and growth. Phosphorus is included in cell membranes And nucleic acids. Iron is necessary for the synthesis of chlorophyll, and magnesium is part of chlorophyll.

1. How does the root absorb water and minerals?

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

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

Soil is one of the habitats of plants.

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

3. Why are fertilizers added to the soil?

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

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

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

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

Nutrition - absorption by the body chemical substances to obtain energy and “building material”.

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

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

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

Saussure's experiments

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

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

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

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

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

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

Rice. 3. Nitrogen fertilizers

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

Nitrates

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

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

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

Rice. 4. Root hairs under a microscope

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

The influence of watering conditions on the growth of coleus

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

Rice. 5. Coleus

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

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

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

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

Rice. 6. Soil

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

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

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

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

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

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

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

Excess of any fertilizer can harm plants and agricultural consumers.

Plant growing methods

Modern greenhouses use hydroponics and aeroponics methods.

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

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

Bibliography

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

1. Sbio.info().
2. Plantphys.bio.msu.ru ().
3. Blueberry.ru ().

Homework

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

Municipal budgetary educational institution

"Basic secondary school

named after Hero Soviet Union I.I. Borzova of the village of Serednikovo"

Shatursky municipal district, Moscow region

OPEN BIOLOGY LESSON IN 6TH CLASS ON THE TOPIC:

“MINERAL NUTRITION OF PLANTS.

SOIL PROTECTION"

Biology teacher:

Dupik V.A.

2017

III. Motivation to learn new material. Formulation of the problem(teacher’s explanation with elements of conversation).

Teacher: The remarkable Russian scientist Vasily Vasilyevich Dokuchaev created the science of soils - pedology. He said that soil is more valuable to us than oil, coal, and gold. Why do you think? (Slide 1)

Students: Plants grow on the soil, which are food for humans and animals. Even if a person eats food of animal origin, these animals themselves feed on plants.

More expensive than pearls and gold under your feet -

Earth, ordinary earth, ordinary soil,

You can't feed people with pearls,

And bread, fruits and vegetables - for sure.

Teacher: Imagine that the soil suddenly disappeared. What will happen?(problematic question).

Students: Plants and animals will disappear. This means that people will not be able to live on earth either. Soil is needed for life, and life cannot be measured in money. The soil can be compared to a thin film covering the land of our huge planet. But without this film there would be no plants, no animals, no humans on land.

Teacher : Do you think it could really happen that the soil suddenly disappears? (students' answers).

Teacher: What reasons can lead to soil destruction? (students' answers).

The main reasons leading to soil destruction are wind, water, deforestation, pesticides and irrational land use. (Slide 2)

The destruction of the fertile soil layer is called erosion (translated from Latin"erosion" means to corrode).

1. IN identifying the location and cause of the difficulty:

What questions did you have difficulty answering?

These are questions related to the main causes and types of soil destruction.

- Why did the difficulty arise? (We do not know the definition of “Soil Erosion”)

1. Building a project for getting out of a problem.

The destruction of soil under the influence of wind is calledwind erosion. (Slide No. 3)

Students prepared messages with a presentation at home. Let's listen to their messages.

1 Student. Wind erosion, or deflation, is accompanied by the blowing of small soil particles by the wind and their transfer over considerable distances. In places where blowing occurs, crops die due to the exposure of the root system of plants and their penetration by particles moving at high speed, while in the zone of fine earth deposition, crops are buried under a thick layer of dusty sediment. During strong winds Such a huge amount of dust rises into the air to great heights that it becomes dark, like twilight.

Such storms are called dusty (or black), they can occur at any time of the year (Slide 4) Dust storms not only destroy crops, but also greatly reduce soil fertility. Often in windy areas, where the wind force is maximum, the soils completely lose their humus horizon within a few days.

Wind erosion is most common in steppe regionswhere there are few forests.

The destruction of soil by water is called water erosion (Slide 5).

2 Student. Water erosion occurs under the influence of temporary flows of atmospheric water (rainfalls, melt water, etc.) Wherever there is even a slight slope, water washes away almost all the soil from it. After heavy rains, muddy streams flow across the land. Mud is nothing more than soil particles washed away by water. At the site of the washout, huge ravines are formed.

3 Student. Erosion can also occur whenimproper processing soil. (Slide 6)

The tractor, cultivating the field, leaves furrows on it. If they are laid along the slope of a hill, then when it rains, streams of water rush down and quickly expand the furrows, forming gullies, which are the beginning of a ravine.

To prevent soil erosion, the mountain slopes are plowed in the transverse direction. (Slide 7).

4 Student. Pesticides. It’s a shame to see people bury various pieces of iron, glass, paper, and household waste in the soil. Therefore, landfills cause great harm to the soil. (Slide 8)

Application of fertilizers, pesticides, various types toxic substances for pest control Agriculture leads to the accumulation of these substances in the soil. These substances are then absorbed by plants and enter our body.

5 Student. Experts note that soil erosion also occurs in pastures where massive livestock grazing occurs.

A classic case of land destruction occurred on the island of St. Helena, where the Portuguese introduced goats. After 300 years, the multiplying animals literally “shaved” the island. The soil has collapsed almost completely; this is approximately 20 to 40 cm of fertile layer. You may think that 300 years is a long time.

At the same time, according to scientists, it takes from 300 to 1000 years to restore a fertile layer 2.5 cm thick with natural vegetation. The soil recovers very slowly.

1. Primary consolidation of material with commenting

Teacher: Guys, we looked at the types and causes of soil erosion and realized that the soil can die: wind, sun, lack of water, trees, pesticides in the fields can make the soil a lifeless desert.

What conclusion can be drawn from this?

Students: The soil must be protected!

Teacher: Right! Therefore, one of the important tasks of man is SOIL PROTECTION.

Let's remember once again what causes of soil destruction we learned today (students recall the types of erosion and suggest methods of protection).

1. Wind erosion:

a) planting trees and shrubs; (Slide 10)

b) improving soil structure. (Slide 11)

2. Water erosion:

a) planting trees and shrubs;

b) proper tillage of the soil.

3. Pesticides:

a) use of organic fertilizers;

b) prohibition of use in the fieldspesticides, herbicides and artificial fertilizers.

The cleaner the soil, the better the quality of the food grown on it. An example of obtaining environmentally friendly products is LLC EH "SPARTAK".

Student’s message about the use of soils and fertilizers at SPARTAK EH LLC (message attached)

Slides on soil and fertilizers LLC EH "Spartak"

VII. Creative practical activities to implement the constructed project.

To summarize and repeat the topic, watch the presentation research work, which were prepared by the students of our class.

Inclusion in the knowledge system and repetition.

− Where will you be able to apply open knowledge in the future?

− Where can this knowledge be used in life?

1. Reflection on educational activities.

- So, what did you meet? (With the concepts of “plant nutrition”, “root nutrition”, “soil”, its role in plant life, “fertilizers”.)

− What is the main property of life? (Metabolism and energy.)

− In what environments do higher plants live? (In soil and air.)

− Which organ provides mineral nutrition to plants? (Root.)

− How did you discover new knowledge?

− Have you achieved your goal?

− What type of food did you look at today?

− In the next lesson you will look at aerial nutrition of a leaf - photosynthesis.

Homework: §15. Questions and tasks at the end of the paragraph.