Presentation on the topic "diversity and distribution of organisms on earth." Lesson summary "Diversity and distribution of organisms on Earth

GEOGRAPHY LESSON IN 6TH GRADE

TOPIC: “Diversity and distribution of organisms on Earth”

Lesson objectives:

1) to form knowledge about the organisms inhabiting the Earth, their diversity and significance, the characteristics of the distribution of animals and plants on Earth, the factors influencing the existence of organisms;

introduce the concept of “biosphere”, “latitudinal zonation”, “ altitudinal zonation».

2) continue to develop such personality qualities as thinking, memory,

curiosity;

3) develop interest in the subject, organic world, environmental

4) culture

Lesson type: combined

Equipment: screen, multimedia projector, map “natural zones of the world”, textbooks, notebooks, presentation “biosphere”, definition formulation diagram.

I.Organizational moment.

II.Checking homework.

(work in pairs, each has a piece of paper on the table with a task)

Today in class on such a warm and spring day, I wanted to tell you what weather changes await us in the coming months, but while I was walking my newspaper got wet and many of the words are now impossible to read, so I read the Gismeteo message, but I couldn’t understand many of the words, help should I fill in the missing words :

Gismeteo message about weather conditions spring months for residents of Russia.

Spring! The days become………………, the sun rises………….above the horizon and shines…………. .The change in the height of the sun above the horizon is explained by the fact that ……………. .At the same time, the earth’s axis is always tilted in one direction towards………….the star.

March 21 is the day……….., this is when ………..is equal to……….., but on ……….June the sun will be at its zenith above…………. .And for residents living in the territory of the……………..circle, June 22 will be a polar day, and June 22……..polar night.

But the residents of the ………..belt will receive the most warmth, and the residents of the ………….belt will experience cold and frost. Well, you and I: residents of the village of Gorshechnoye living in the ……………belt will not feel a lack of warmth.

II.Updating basic knowledge

Now let's remember what geographical shells we are already familiar with?

Which geographic envelope shown in the picture? (slides 1,2,3) (hydrosphere, lithosphere, atmosphere.)

The atmosphere is the air shell of the Earth, the lithosphere is the solid shell, hydrosphere - aquatic, and we, plants, animals, birds, what kind of shell do we form?

What is the biosphere? (children’s answers).

And who will answer me, what will we study in class today?

III.learning new material

Communicating the topic and objectives of the lesson .

The biosphere is the shell of the Earth where life exists. It includes not only the flora and fauna of the planet, but also rivers, lakes, oceans, soil cover, and the lower layer of the atmosphere. Today we will pay more attention to plant and animal organisms.

Tell me, what are living organisms?

Why?

Earth. Some live now, others disappeared, but were handed over to their descendants.

inherit your qualities. Nowadays there are several million species of organisms living on Earth.

We will get acquainted with some of them today in class.

Scientists decided to divide all living organisms into 4 groups or 4 kingdoms: (slide 4) help me determine what other 3 kingdoms scientists distinguish, and in order to correctly complete the task, open the textbook on page 142, take pencils and underline what 4 kingdoms of living organisms scientists distinguish , check with each other whether you completed the task correctly and write this diagram in your notebook. Whoever completes it first, raise your hand. (Checking completed work slide 5)

(group work)

And now you have a task: I give each group an envelope with images of some living organisms, you must guess what it is and most importantly spread them out under that kingdom Which one do you think they belong to? (afterwards the completed task is checked)

What's happened bacteria? Can we see them? Why.

The bacteria are very small. (slides 6,7)

But they are not just small. Their body consists of only one cell! These are the first organisms to appear on our planet. Scientists know at least 2,500 species of bacteria. They are found everywhere. Bacterial spores were found in the upper layers of the atmosphere, and the bacteria themselves were found in drill holes at a depth of 3 km.

Some of them are capable of existing in completely unsuitable conditions for life: in hot springs, in glaciers, on the bottom of the oceans, with a high background radiation.

The meaning of plants huge in the biosphere.

Which main role do plants play on the planet?

That's right, the main function of plants is to produce oxygen.

Scientists identify about 350 thousand plant species.

Plants are divided into several large groups: algae, mosses, horsetails, ferns, conifers, and flowering plants. From biological features lichens, it should be noted their ability to easily tolerate drying out, spreading in all geographical areas and the ability to colonize the land surface as the first living organisms. A representative of the lichen, reindeer moss serves as food reindeer. Some lichens are used in perfumery and medicine. Brown and red algae in the seas form unique underwater forests and meadows. Sailors call such algae “living barriers.” One of the largest algae

kelp.

Mushrooms are classified into an independent kingdom, essentially

different from plants and animals and currently numbering about 100 thousand species As reserve nutrients Fats accumulate in the cells of fungi, as in animals.

Representatives of this kingdom are widely known to all of you, this cap mushrooms(slide 16,17)

What mushrooms do you know?

Fungi are widespread and have adapted to different conditions environment.

Mushrooms are used in food industry for the production of alcohol, wine, kvass, in baking, in the production of proteins and vitamins.

PHYSICAL MINUTE

Once upon a time there lived a king

Peas and did exercises every day.

He turned his head around

And he danced in a crouch.

I reached my ears with my shoulders

And he bent over backwards,

He raised his hands to the sky,

I grabbed the sun.

Animals are the most diverse kingdom.

How can we explain the diversity of the animal world? (Students' answers)

More than 2.5 million species are known. Animals include large number species: insects, arachnids, crustaceans, echinoderms, mollusks, arthropods, chordates, reptiles, mammals,

fish. They inhabited three habitats: land-air, water and soil. Life in every environment has its own

peculiarities. And how plants come in a variety of sizes from tiny to gigantic. Single-celled animals form a group called Protozoa. They are widespread on Earth, most of them

lives in water. Amoebas are often found in fresh water bodies (slide 20,21)

ciliate slipper, green euglena.

Other representatives of the Animal Kingdom are well known to you, for example, fish, frogs, snakes, dogs, tigers, etc. Animals feed on ready-made organic substances

Where do most living organisms live?

Analysis of figure No. 92 p. 143 (conclusion is drawn)

Determine the boundaries of the biosphere (slide 22) (from the ozone layer to a depth of 3 km in the earth’s crust)

What is necessary for the life of plants and animals? (light, heat, moisture)

You named the conditions necessary for life, are these conditions the same everywhere on Earth?

Which areas on Earth have more favorable conditions? (closer to the equator)

Look at the map “flora and fauna”, where do the fewest species of animals and plants live? (beyond the Arctic Circle)

Why?

Where on the planet is the coldest and most severe climate?

And if you and I go to the equator, what will happen?

There is a change on Earth natural conditions with latitude. In the direction from the poles to the equator, different natural zones are successively located.

(work on a map)

Let's use the “natural zones” map to name what natural zones are located when moving from north to south?

Open the textbook on p.143 Latitudinal zoning, Let's use the textbook material to formulate a definition - what is latitudinal zonality, and the diagram will help us definition = keyword +essential features ( diagram on the board )(change of natural zones from the poles to the equator)

Why is there a change in natural zones, what conditions change? (heat, moisture)

Where else on Earth does consistent temperature change occur? (in the mountains)

Read in the textbook p. 143, what is the name of the phenomenon of changes in natural zones in the mountains? (altitudinal zone). Let's formulate a definition of what altitudinal zone?

Imagine that you are climbing mountains that are located in the tropics, what natural areas will you see?

- That's right, well done, now let's play. I ask a question and you answer if you agree, then “Yes”, if you disagree, then “no”:

$1. Can we say that the biosphere is the living shell of the Earth?

$2. What were the first organisms to appear on our planet - animals?

$3. Most organisms live around earth's surface?

$4. The higher you go in the mountains, the higher the temperature?

$5. The upper boundary of the biosphere is the stratosphere?

$6. Bacteria found in boreholes at a depth of 3 km?

$7. Latitudinal zonation is a change in natural zones from the pole to the equator?

$8. The main reason for latitudinal zonality is the change in the illumination of territories from the equator to the pole?

$19. Are the most organisms found in the Arctic and Antarctic deserts?

10. Are the flora and fauna of these zones very poor?

IV.Lesson summary:

· Learned…..

· It was interesting.....

· It was difficult...

· It seemed important to me...

· I realized that...

Lesson…. · Will the knowledge gained in this lesson be useful in later life?

V.Final stage of the lesson:

Student assessment

Homework P.46

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Slide 2

Goals and objectives:

To form an idea of the factors of the distribution of organisms on Earth;
Introduce the concepts of “biosphere”, “latitudinal zonation”, “altitudinal zonation”

Slide 3

In the process of evolution, a special shell was formed on Earth - the biosphere (Greek bios “life”).

This term was first introduced in 1875 by the Austrian scientist Eduard Suess.

Biological evolution is a natural process of development of living nature, accompanied by changes in the genetic composition of populations, the formation of adaptations, speciation and extinction of species.

Slide 4

In the 20s of the twentieth century, the outstanding Russian scientist academician Vladimir Ivanovich Vernadsky (1853-1945) developed the “Doctrine of the Biosphere”

Slide 5

What is the “biosphere”? To what boundaries (upper and lower) does it extend? What

represented by organisms? Fill out the diagram

Biosphere
Bacteria
Biosphere
Bacteria
Mushrooms
Plants
Animals

Slide 6

The boundaries of the Earth's biosphere are drawn along the boundaries of the distribution of living organisms, which means...

That its upper boundary passes at the height of the ozone layer at an altitude of 20-25 km...

...and the lower boundary passes at the depth where organisms cease to be found.

Slide 7

What conditions influence the distribution of organisms on Earth? Fill out the table

Slide 8

Read paragraphs 3, 4 Define the phenomena “Latitudinal zoning”, “altitude

zoning” using the formula: definition = keyword + essential features

Determine from Fig. 93 Natural areas Earth

Latitudinal zoning is the sequential arrangement of natural zones from the poles to the equator, associated with changes in the ratio of heat and moisture.
Altitudinal zonation - the sequential arrangement of natural zones in the mountains

Slide 9

Slide 10

Animals of the arctic deserts

1 - guillemot; 2 - guillemot; 3 - musk ox; 4 - polar bear; 5 - harp seal.

Slide 11

Arctic desert plants

1 - moss pillow; 2 - polar poppy; 3 - saxifrage; 4 - lichen.

Slide 12

Tundra plants

1 - polar willow; 2 - dwarf birch; 3 - cotton grass; 4 - sedge; 5 - dryad; 6 - poppy; 7 - moss.

Forest-tundra plants

Slide 13

Animals of the tundra

1 - polar owl; 2 - reindeer;

3 - lemming; 4 - arctic fox.

Animals of the tundra

Slide 14

Animals of the taiga

1 - elk; 2 - musk deer; 3 - brown bear; 4 - lynx;

5 - sable; 6 - chipmunk; 7 - capercaillie; 8 - crossbill.

Slide 15

Taiga plants

1 - spruce; 2 - fir; 3 - larch; 4 - juniper; 5 - blueberries; 6 - sorrel.

Slide 16

Mixed forest

Slide 17

Plants of broadleaf forests

1 - oak; 2 - linden; 3 - maple; 4 - hazel; 5 - elderberry;

6 - corydalis; 7 - violet; 8 - lungwort.

Slide 18

Animals of broadleaf forests

1 - bison; 2 - red deer; 3 - wild boar; 4 - fox; 5 - jay; 6 - tawny owl; 7 - stag beetle.

Slide 19

Forest-steppe

Slide 20

Animals of the steppes

1 - saiga; 2 - gopher; 3 - marmot; 4 - bustard; 5 - steppe eagle; 6 - steppe lark; 7 - corsac; 8 - manul.

Slide 21

Semi-desert

Slide 22

rocky desert

Slide 23

sandy desert

Slide 24

Desert Animals

1 - Central Asian tortoise; 2 - sand faff; 3 - agama; 4 - Scorpio; 5 - darkling beetle; 6 - jerboa; 7 - caracal; 8 - goitered gazelle; 9 - Bactrian camel.