Project how a plant develops from a seed. How a plant develops from a seed

Growth and development are one of the main properties of living organisms, including plants. For each systematic group, these processes have their own characteristics. In this article, you will learn about the types of growth and development cycles of plants. What do these concepts mean? Let's figure it out together.

Growth and development: the difference between concepts

These two biological processes are closely related. The growth and development of plants is the changes that occur to them. What is the difference between them? Growth is a quantitative increase in the entire living organism or its individual parts. This process takes place throughout life. This type of growth is called unlimited. The development of plants is a qualitative change. Over time, there is a complication in the structure of organisms. In a multicellular organism, this occurs through differentiation, which manifests itself in an increase in the diversity of organelles.

Growth processes are closely interconnected. The fact is that some stages of the cycles of plant development and the processes of vital activity accompanying them can occur only with certain sizes of organs.

During sexual reproduction, a new organism develops from a zygote - a fertilized egg. This structure is not specialized. It divides many times to form new cells called blastomeres. Initially, they have the same structure. But when the number of blastomeres reaches 32, their structure begins to change depending on the location.

The concept of phytohormones

Plant growth and development are not determined only by the size of the organism. These processes are regulated by special chemicals - phytohormones. Depending on the composition and structure, they can have a different effect on plants. For example, abscisines contribute to the onset of leaf fall, auxins stimulate the growth of the root system. Under the influence of cytokinins, cells begin to divide, and the appearance of flowers is associated with the release of gibberellins.

Plants do not have special organs that secrete phytohormones. It's just that some of them are more saturated with substances than others. Thus, a high concentration of cytokinins is observed in the roots and seeds, and gibberellins in the leaves. But the effect of hormones is the same for all parts of the organs. Synthesized in one of them, they are transported to others.

Educational fabric

The growth, and therefore the development of plants, is ensured activity of educational tissue, or meristem. Its cells have a polygonal shape, a large nucleus, numerous pores in the membrane and ribosomes in the cytoplasm.

Depending on the origin, a distinction is made between general and special educational fabrics. The former develop from the embryo of the seed. Their cells are constantly dividing and give rise to apical or apical meristems. And already from it the epidermis, parenchyma and procambium develop.

In addition to the apical, depending on the location of the meristem, there are lateral (lateral), marginal (marginal) and intercalary. The latter provide intercalary growth. During cell division of the intercalary educational tissue, the stem internodes are lengthened and the leaf petioles develop.

Plant development stages

Every plant organism, like all living things, is born, grows and dies. This development is called individual. Several phases are distinguished in it:

• dormant seed;
• from seed germination to the onset of the first flowering;
• from the first to the last flowering;
• from the last flowering to withering away.

In representatives of different taxonomic units, the duration of the stages of plant development differs significantly. For example, sequoia lives for 3 thousand years, and milk vetch - 3 years.

The historical development of plants is associated with the evolutionary processes taking place on the planet. The first plants to appear on Earth were algae. Over time, the climate has changed significantly. The result of this was the "emergence" of plants on land. This is how the higher spore plants appeared - mosses, moss, horsetails and ferns. From them modern seed plants originated.

From seed to bloom

Perennial plants grow rhythmically. This is due to seasonal changes in nature. In winter or during drought, the plants are dormant. This applies not only to deciduous species, but also to evergreens. The development of flowering plants begins with the germination of a seed, which can remain dormant for even several years. Their development is associated with the onset of favorable conditions. For a seed to germinate, it needs moisture, warmth and air. It first absorbs water and swells. Further, the root begins to appear, which anchors the future plant in the soil. Then the shoot sprouts. The required amount of heat and moisture depends on the type of plant. For example, carrot seeds germinate at 5 degrees Celsius, while cucumbers and tomatoes germinate at 15 degrees Celsius. Winter species require freezing temperatures.

Life cycle

For spore plants, repetition of developmental stages is characteristic. Let's consider this process using the example of mosses. In the life cycle of the development of plants in this section, the gametophyte predominates - the sexual generation. It is represented by a green leafy plant that attaches to the substrate using rhizoids. Over time, a sporophyte forms on the gametophyte. It consists of a spore box on a leg. This structure is short-lived and only exists during the growing season. This is the name of the season favorable for the growth and development of plants.

When the spores mature, they spill out into the soil. Gametophyte develops from them again. Gametangia with sex cells are formed on it. Further, with the help of water, fertilization occurs, the result of which is a sporophyte. The cycle of development repeats itself again.

So, growth and development are interrelated processes. They are characteristic of all living organisms. Growth is called quantitative changes that are manifested in an increase in the size and volume of the plant as a whole and its individual parts. Development is a qualitative change. This property is manifested in the specialization and differentiation of cellular structures.

Goals:

1. Determine the conditions for germination and development of a plant from a seed as a result of practical work.
2. Teach students to solve a problem by various methods or gain new knowledge (experiments, information retrieval, a computer, an encyclopedia, and other sources) and practically apply the acquired knowledge and experience in life.
3. Develop educational and cognitive interest; to educate curiosity, the need for new knowledge, inquisitiveness of the mind.
4. To foster love for their land, value attitude to the life of people, plants, animals; to cultivate a successful student in oneself, to strengthen the concept of a “good student” model.

Equipment:

1. Textbook, notebook.
2. Diagram-drawing "Development of a plant from a seed". (Look application to the lesson)
3. Test"The development of a plant from a seed."
4. Practical equipment (bean seeds, sprouted bean seeds, napkins, experiment cups, etc.)
5. Tables, cards, drawings depicting the stage-by-stage development of a plant from a seed.
6. Video film "Seasons", "Spring", "April".
7. Audio recording of music for relaxation "Rain Music", "Sounds of the Forest".

During the classes

I. Organizing time

Involvement of children in activities. Highlighting the content area. Organization of student self-determination in relation to a known norm of activity in the lesson.

II. Knowledge update

1) actualization of ZUN, sufficient for the "discovery of new knowledge"

No beginning, no end
No back of the head, no face.
Everyone knows: both young and old,
That she's a huge ball.
(planet Earth)

Teacher questions:

– Why is there life on Earth? (There are special conditions: water, soil, air.)

- What would happen on Earth if it flew around the Sun in a different orbit? (Celestial bodies farther from the Sun receive too little solar heat, they are very cooled, and those closer to the Sun are too hot for living beings.)

- What is the main condition for the emergence and development of life on Earth? (The Earth has air and water shells. Air and water became the main conditions for the emergence and development of life on Earth.)

- What does all life on Earth need? (In warmth, light, water and air.)

- What is the name of the science that studies wildlife? (Biology - "BIOS" - life, "LOGOS" - teaching.)

- How did plant science - botany come about? (Ancient people, collecting plants, accumulated knowledge about them.)

III. Formulation of the problem

SPRING is the sun
SPRING is joy
Spring is life.
The evil blizzard has fizzled out,
The night has become shorter than the day.
A warm wind blows from the south
Drops fall, ringing ...
Lay down in the fields of a blizzard
Into their white beds
And SPRING is everywhere
Drives winter from the yard.
(G. Ladonshchikova)

WATCHING THE FILM "The awakening of nature from winter sleep", "Thawed patches".

Breathes, grows
But he cannot walk.
(Plant)

IV. "Discovery of new knowledge by children"

1) the inclusion of children in the situation of choosing a method for solving the problem.

– We decided that it would be clearer if we ourselves observe what happens to the seed under different conditions, and determine all the conditions for the germination and development of a plant from a seed. (The method is practical research work).

2) Solving the problem by children using the chosen method.

PRACTICAL WORK

• "Conditions for the germination of a plant from a seed",
• "Conditions for the development of a plant from a seed"

Purpose: to determine under what conditions a seed will germinate and under what conditions it will not. (Workbook, p. 34, No. 76, 77.)

Table no. 76. The observations were carried out for 5 days. The table was filled in daily.

1. Seed in a dry napkin - no germination, no changes.
2. Seeds in a damp napkin and warm - swollen, a root appeared.
3. Seeds in a glass of water - swollen, did not germinate.
4. Seeds in the refrigerator in a damp cloth (slightly swollen, not germinated)

Table No. 77. The observations were carried out for more than 2 weeks. The table was filled in at the lessons "The World Around", observations were made daily.

1. The seed with the root was planted in the soil in cups. The soil is always moist.
2. A sprout appeared on day 3, the sprout breaks through the shell and grows upward.
3. The plant sheds the seed coat.
4. The first leaves appear on the new plant.
5. The grown plant in the closet is yellow, frail.

Students talk about personal experiences, observations, show drawings, photographs, sprouted plants.

3) Fixing a new concept algorithm ("discovery" of new knowledge)

Filling out the diagram - drawing by students individually and by the teacher on the blackboard.

CONCLUSION: For germination and development of a plant from a seed, MOISTURE, HEAT, AIR, LIGHT, MINERAL SUBSTANCES are needed.

RIDDLES

I got out of the crumble barrel,
The roots started up and grew. (Sprout)

He has no hands
He has no legs
I could break out of the ground. (Sprout)

The cramped house split into two halves,
And beads fell into the palm of your hand - pellets.
(Seeds of peas, beans, beans, acacia, rape, radish, turnip ...)

HOW SEEDS GROW

Each seed contains a tiny plant embryo inside a tough outer shell. In order for it to grow, each seed contains a supply of nutrients. The most important thing that is necessary for the germination of the embryo is water and heat. Therefore, the young shoot is always directed towards sunlight. And the root grows down into the soil.

Seed growth begins like this: water penetrates into the seed shell, and it swells. The root is the first to break through the shell and begin to grow downward. Then the sprout breaks up. The root is overgrown with thin, hair-like processes that draw water and minerals from the soil. After the sprout makes its way to the soil surface, green leaves appear on it.

V. Primary anchoring. CLUB Whychek

"I am a researcher."

1. Independent solution of typical tasks by children.
2. Pronouncing the way to solve the problem in loud speech.

1) Defense of the research paper "How do plants grow and why do they grow up?" -

SOURCES OF OBTAINING INFORMATION (BOOK, COMPUTER, ADULTS, ENCYCLOPEDIA, etc.)

2) Defense of the research work “Pomelo. What is this plant? How to grow it? " -

(The plant is grown from the seed of the pomelo, the fruit of citrus plants is the pomelo).

Vi. Creating a Success Situation

Additionally:

Test "Development of a plant from a seed" (It is possible to test in the next lesson.)

1) Independent solution of typical tasks by children.

Self-test.

2) Creation of a situation (The girl lost a mandarin escape, forgot to water);

Self-esteem. The children are happy with the work.

- What did you like the most?

- Now children will be able to properly plant flower seedlings in a technology lesson for a school flower bed.

Vii. Lesson summary

1. Today we were researchers, achieved success, made the right conclusions. (The necessary conditions for the germination and development of a plant are water, heat, light, oxygen, minerals).
2. Who defended what topics of projects?

How did you solve the problem of finding information? What research methods were used? Who helped? (The joy of success, the pleasure of the work done)

HOMEWORK:

- Tell parents about the work done; about the conclusions in the lesson on the topic; that you liked that now you can plant any plant yourself.

- In the next lesson we will talk about plants again - about early flowering plants. Search for material for this lesson.

ADDITIONALLY:

A lesson in kindness.

ECOLOGICAL MINUTE: "The importance of plants and animals in human life"

Tree, flower, grass and bird
They do not always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.

Plants are different, beautiful and not very, small and large, with flowers and without them, and even invisible to the naked eye. Forest, meadow, field, any body of water, deserts and steppes is a diverse and very interesting flora. Not all plants reproduce by seed. The largest department of the plant kingdom is flowering or angiosperms. They differ from all other higher plants, with the exception of gymnosperms by their seed formation.

In nature, every spring you can see how a plant develops from a seed. Germination is the name of the process by which an adult plant grows. When the seed enters a favorable environment, and this should be a warm, moist soil, it first swells, the shell bursts and a primary root appears. It draws in water and minerals, the embryonic stalk quickly begins to grow upward and brings the cotyledons to the surface. The plant straightens up, real leaves begin to grow. Now it provides itself with food as a result of photosynthesis. Plants growing in deserts and steppes are able to withstand dehydration and heat.

How did the plants in the steppe adapt? Steppe vegetation is mostly grasses. They have a well-developed root system, thin tough leaves, waxy coating on them or pubescence. This allows you to extract water from deep layers of the earth and use it economically. When dehydrated, plant cells shrink and dry out; in drought-resistant plants, the cytoplasm is more elastic and adapted to endure compression and loss of moisture. But when it rains, the steppes bloom, many insects fly, plants rush to continue their kind.

How does fertilization take place in plants? In order for a seed to originate and develop, and then a new plant is formed, the female and male cells must connect. The bonding process is called fertilization. Pollen must be transferred to the female parts of the flower, that is, pollination must occur. Pollen is carried by birds, wind, water and insects. The pollen, getting on the stigma, fertilizes the ovule, which turns into a seed, and the fruit surrounding the seed develops from the ovary. Good fruit growth is ensured by fertile soil. There is a mutual influence of soil on the growth of plants and plants on its fertility. How do plants affect the soil? Plants receive mineral nutrition from the soil, accumulate organic matter, dying, they decompose, and humus forms in the soil, this is the most fertile layer in which plants will develop again.

Plants have no organs of sight and hearing, they cannot move from place to place, but, nevertheless, they react to various stimuli and know how to defend themselves from enemies. How do plants protect themselves? Thorns, thorns, needles, poisonous sap, resin - all this is protection from being eaten. some plants are not eaten because they are poorly digested and not nutritious. Many contain alkaloids that affect insects and animals as well as humans - negatively. Some plants secrete substances that destroy insect DNA. There are plants emitting current when branches break off. And with the help of smells, they call on their defenders for help, who destroy pests. Huge spaces on the ground are occupied by plants, this suggests that they are able to defend themselves.

year 2014

Project name: "The development of a plant from a seed"

Project Manager: Vyzhelevskaya Alla Petrovna

Objective of the project : Trace how new plants grow from seeds.

Project objectives:

• Select project participants
• Prepare the necessary equipment for the project
• To individually create conditions for the germination of plants for each participant in the project.
• Self-germinate a selected plant from a seed
• Register your observations in a diary
• Draw conclusions on this project

Activities:

• search engine - work with literature and Internet resources about various plants
• creative - developing interest and broadening the horizons of students
• research- observation of grown plants

Object of study:tangerine, tomato

Subject of study:plant growth conditions

Practical project output:creation of a collective project

Terms of project implementation: December 23, 2013 - February 21, 2014

Relevance

The world of plants is amazing and diverse. Every attentive observer and thoughtful researcher can discover something new in him. At the lessons of "The World Around" we got acquainted with plant growing, with the development of plants from seed. This served as the basis for the creation of our project. In our class, several students expressed a desire to grow their own plant and observe its development.

Hypothesis

Among the wide variety of plants, there are those that are not so demanding on the length of daylight hours and can grow in artificial conditions. Therefore, we assumed that tangerine and tomato seeds can also be germinated at home.

Project implementation plan

1. Clarify the growth conditions for mandarin, tomato.
2. Germinate the seeds and place them in the soil.
3. Observe the development of the sprouts.
4. Monitor compliance with the terms.
5. Keep an observation diary.
6. Get the end result.
7. Make a conclusion.

Expected results

It is assumed that as a result of the work, a project will be created.

Grade 4 students will show interest and take an active part in the search for materials about plants in order to further design the project.

The implementation of the project will allow solving the problems of fostering an active life position in children, forming a sense of responsibility.

Implementation of the project

"The development of a plant from a seed"

The project, which was carried out from December 23, 2011 to February 21, 2012, can be described as a research project. 3 students of the 4th grade took part in the project.

Stages of project implementation:

• introduction to the project (23 December 2013)
• individual work in the project (December 23, 2013 - February 10, 2014)
• registration and presentation of observations in the form of observation diaries (February 16, 20124)
• creation of a collective project (February 21, 2014)

At the first stage the topic of the project was chosen, after discussing the situation, a hypothesis was revealed, the participants of the project were selected.

In the second stage independent work of the project participants was carried out according to their individual tasks. To find the necessary information, the Internet resources and the library fund were used.

In the third stage the results of their observations are presented in the form of observation diaries. The project participants shared their observations with the class.

Diary of observations of Maria Kovaleva:

Irina Kulichkova's observation diary:

Observation diary Konopelko Svetlana:

On the final stagethe main attention was paid to the collective analysis of the carried out cases and the creation of the project.

Project results

Our research has shown that plants such as tangerines or tomatoes are less demanding on the length of daylight hours and can grow in artificial conditions.

Sources of

Literature: