VEGETABLE
ANIMAL
WORLD
AND
BELARUS

My country

MY COUNTRY

Natural resources of Belarus

NATURAL RICHES OF BELARUS
flat surface;
minerals;
natural communities;
drinking water;
plants and animals.

Ecological problems:

ECOLOGICAL PROBLEMS:
depletion of mineral reserves;
environmental pollution;
extinction of many animal species and
plants;
disruption of natural balance.

Nature conservation of Belarus

SECURITY
NATURE
BELARUS

Reserves and national parks of Belarus

RESERVES AND
NATIONAL PARKS
BELARUS

Nature reserves are areas in which all
nature is preserved in its natural state,
Where
prohibited
any
economic
human activity.
National parks are areas
which is allocated only for security
natural communities, but is also used for
tourism and recreation.
Wildlife sanctuaries are protected areas,
which does not protect all of nature, but only
some types of plants and animals. Here
prohibited
only
some
kinds
economic activity.

Berezinsky Biosphere Reserve

BEREZINSKY
BIOSPHERE RESERVE

Belovezhskaya Pushcha National Park

NATIONAL PARK
BELOVEZHSKAYA PUSHCHA

Pripyat National Park

PRIPYATSKY
NATIONAL PARK

Narochansky National Park

NAROCHANSKY
NATIONAL PARK

National Park “Braslav Lakes”

NATIONAL PARK
"BRASLAV LAKES"

Polesie Radiation-Ecological Reserve

POLESSKY RADIATION-ECOLOGICAL
RESERVE

Protection of plants and animals
security
surrounding
environment
Creation
reserves
national
parks
entry
plants and
animals in
Red
book
performance
rules
behavior
in nature

Text materials:

1 text

A natural community is a group of animals, plants, microorganisms, adapted to the conditions of existence in a given territory, exerting a continuous influence not only on each other, but also on their habitat.

Natural communities are subdivided

by area:

• large-scale (continent, ocean, taiga, steppe);
• medium and small (meadow, river, lake, pond)

by grouping method:

• natural (forest, sea);
• artificial (field, aquarium).

In each natural community, only certain plants, animals, and microorganisms can exist that are adapted to living conditions in a specific area. Wolves and foxes live in the forest; they cannot be found in the ocean. Sea fish cannot live in fresh river water.

The main form of communication between the inhabitants of a natural community is food.

Food chain: plants - herbivores - predators.

For example, plants - caterpillars - insects - insectivores - predators.

Organisms that contribute to decomposition are important in the biocenosis (natural community). organic matter(excrement, corpses of dead animals) - gravedigger beetle, worms, molds, bacteria.

Thus, the circulation of substances continuously occurs in the natural community.

Communities also interact closely with each other to form ecosystems. These high-level organizations are also connected and form the biosphere of planet Earth.

Natural communities can change under the influence of:

• biotic factors;
• human activity;
• abiotic factors.

For example, lake - swamp - forest. This process takes hundreds of years. It occurs under the influence of natural causes: the remains of animals and plants accumulate at the bottom of the lake, the shore is overgrown with reeds and sedge. Organic residues form peat deposits. The microclimate of the reservoir changes, therefore it changes species composition animals. And so on.

Changes in the natural community “river - decaying pond” occur due to the destructive impact of human activity over several years.

The biocenosis tends to recover after the cessation of harmful external influences. However, the influence of human management should not exceed a certain threshold, after which the ecosystem is no longer capable of self-regulation and restoration. This is the only condition for maintaining ecological balance in nature.

Abiotic factors are unregulated influences inanimate nature: sudden climate change, volcanic eruption, fluctuations in solar activity.

The natural community has a tiered structure. This is especially clearly observed in the forest biocenosis: the tops of the most tall trees- lower trees - undergrowth (shrubs) - grasses - mushrooms, mosses and lichens. The underground layering has a mirror structure: forest litter - small roots of herbaceous plants - roots shrubs - deep in the soil the roots of the tallest trees.

The presentation talks about what a natural community is, what they are like and how they are classified. The life of the meadow is examined in detail. The presentation is rich in illustrations. The basis for this presentation was the textbook " The world. 3rd grade."

2 text

Natural communities.

They exist as a unity of living and inanimate nature: a union of animals, plants, microorganisms living in a certain territorial area, influencing each other and the environment.

Types of different-scale natural communities

• mainland
• oceanic
• deserted
• Taigi
• Steppes
• Pond
• Swamps
• Lakes

The small ones are included in the large ones.

Connections within the community.

The main ones are food:

1. Plants receive nutrients from soil and water, use the energy of the Sun for growth and development.
2. Herbivorous animals (caterpillars) feed on plants.
3. Predators (birds and animals) feed on them.
4. Animals that feed on waste (earthworms).
5. With the help of moldy fungi and bacteria, the remains decompose.

Thus, the circulation of substances occurs through food chains.

Forest - multi-storey building

1. Mosses, lichens
2. Shrubs, herbs
3. Shrubs
4. Trees

These floors are shared by animals, birds, and insects. There are fewer animals in the forest than plants.

Mushrooms in the forest

Edible: boletus, boletus, white.

Inedible: fly agarics, toadstools.

Forest insects.

Ants, ladybugs, forest bugs, bark beetles.

Forest birds and animals.

Predators: wolves, foxes.

Herbivores: hares, moose.

Omnivores: bears, wild boars, hedgehogs.

Blackbirds, nightingales, warblers, tits, larks.

An example of the food chain of the “Forest” community.

Plant grains - mouse - owl.

Meadow

These are areas with grass vegetation. If they are small, then they are called lawns, large ones - meadows.

Jellied and alpine.

If during a flood period a meadow is flooded with water, it is called flooded. Here the grass grows more actively.

Alpine meadows are surrounded by peas. The higher you go into the mountains, the more the natural landscape changes: at the foot of the mountains forests grow, which are replaced by shrubs on the slopes, and closer to the top there are meadows.

Plants.

Forage: clover, bluegrass, mouse pea, foxtail.

Blooming: dandelion, bluebell, yarrow.

Poisonous: buttercup, hemlock, hellebore.

Mushrooms: honey fungus, champignon, puffball.

Meadow insects.

Butterflies, bees, bumblebees, ladybugs, grasshoppers, beetles.

Animals and birds.

Mice, moles, toads, lizards, foxes, wolves, hares.

Wagtail, quail, corncrake.

An example of a food chain for the Lug community.

Clover - butterfly - dragonfly - frog - snake - predator - fox.

A natural community that arises due to excess water in the soil. Those places in the swamp where the humidity is highest are called swamps. Many bacteria, microorganisms and insects (mosquitoes) live here.

Swamp plants and animal world

Moss, berries (cranberries), sedge, wild rosemary, heather, calamus, valerian, string, sundew.

Amphibians (frogs, newts), snakes (vipers), herons.

An example of a food chain for the Boloto community.

Frog - mosquito - stork.

This presentation will help teach a biology lesson according to the Federal State Educational Standard in 5th grade. Lesson topic: "Natural communities." The lesson covered different kinds natural communities, the reasons for their formation. Work in groups and reflection in the form of a test are provided.

View document contents
“Presentation “Natural Communities” 5th grade.”

NATURAL COMMUNITY

(BIOCENOSIS).

Exploring chemical composition tel

inanimate living nature,

scientists have determined that both living and

inanimate nature

consist of the same

chemical substances

Inanimate nature

Live nature

Movement of substances in nature.

Solar energy.

Carbon dioxide.

Oxygen.

Water (evaporation).

The plant is then eaten by the animal, which

in turn, to other animals.

So plants transfer substances to animals,

who received

from inanimate nature.

POWER CIRCUIT - trophic (food) relationships between organisms, in which each previous organism serves as food for the next.

Food chain-

Make a power chain

Cycle of substances in nature

• the movement of substances from inanimate nature through a chain of living organisms into inanimate nature.

Inanimate nature

Manufacturers

Destroyers

Consumers

Natural community-

a collection of living organisms living in one territory and interconnected with each other.

CHARACTERISTICS OF NATURAL COMMUNITIES.

1.Special natural conditions (temperature, light, water, etc.)

2. Special flora and fauna (flora and fauna)

• Manufacturers;
• Consumers;
• Destroyers.

3. Power circuits.

Game "Third Man"

Work in groups.

• Determine what community we are talking about?
• Create a power chain.
• Determine who is the producer, consumer, destroyer.

The natural community is an oak forest.

• Plant-hare-fox.

• Plant-mouse-owl.

Natural community-desert.

• Camel cactus.
• Plant - goitered gazelle - jackal.

Natural community - reservoir.

Plant - crucian carp - pike.

Natural community – meadow.

Plant-grasshopper-tit-hawk.

Check yourself.

0-1 mistake - 5 (Well done!)

2-3 mistakes – 4 (Good!)

4-5 errors - 3

More than 6 mistakes - need to learn!

Reflection:

I liked everything, I understood the material,

I felt comfortable in class!

I didn’t understand the material, the lesson was not comfortable!

● Paragraph 20 assignments in workbook

● Make a crossword puzzle “Natural community” by choosing one of the communities: meadow, field, swamp, river.

Homework

Lesson plan for a lesson on ecology in 3rd grade. Prev meth Man and the world

Lesson topic: What is a natural community? What is ecology?

Lesson objectives:

- form an idea of ​​the natural community, the concept of “ecology”, systematize and generalize knowledge about the relationships in nature;

— develop the ability to establish natural relationships, predict the consequences of a person’s disturbance of the balance in nature;

— create conditions for the formation of the belief that everything in nature is interconnected, that human disturbances of natural balance can lead to the death of all living things, including humans, that every person is responsible for preserving natural connections.

Equipment: drawings of forest plants, cards for modeling connections in the forest, task cards, table “Protected areas”, exhibition of books about national parks and nature reserve of the Republic of Belarus.

During the classes

1. Organizational moment

2. Checking homework

Students choose to complete any task from any level on their own.

1st level	2nd level	3rd level
1. Name the letter with the correct answer. A swamp is: A) a piece of land where plants grow in conditions of excessive moisture; B) a piece of land where the main trees are trees.	1. Answer the question: What living conditions are swamp plants adapted to?	1. Answer the question: What do swamp plants experience under conditions of excess moisture?
2. Underline the bog plants among the listed plants: cranberries, blueberries, blueberries, wild rosemary, pine, peat moss.	2. Divide the listed plants into groups: cranberries, blueberries, blueberries, strawberries, wild rosemary, cattail, lily of the valley, sundew, pine.	2. Divide the listed plants into possible groups: cranberry, blueberry, blueberry, strawberry, wild rosemary, cattail, lily of the valley, sundew, pine, birch, hazel.
3. Find out the plant from the description: Round small reddish leaves covered with hairs with large bubbles at the ends that secrete droplets of sticky juice.	3. Emphasize which of the named characteristics belong to cranberries. The leaves are small, large, leathery, soft, shiny dark green above, silvery below with a waxy coating; stems are short, long thread-like; pinkish, dark red berries, sour, sweet.	3. Find out the plant by description, correct errors in the description. Large, oval, bluish-blue berries with a bluish bloom, black inside; the leaves are large, oval, dark green above, bluish below, covered with a bluish waxy coating.
4. Complete the sentence. In the swamp you can meet birds such as owls,...	4. Complete the sentence. Many wading birds have long...	4. Complete the sentences. A) Birds’ adaptations to life in a swamp are: ... B) Most swamp plants have small leaves, which is an adaptation to smaller ...
5. Fill in the missing words. Plant – mosquito – … – stork	5. How are these living organisms related to each other: plant, grass snake, frog, stork, mosquito.	5. How are these living organisms related to each other: crane, frog, mosquitoes, plants, midges, heron.

Tasks of the first level are estimated at 1 - 2 points, level 2 - 3 - 4 points; third - 5 - 6 points. To evaluate the results, you can use the following table:

Number of points	Mark	Number of points	Mark
1	1	11 — 14	6
2 – 3	2	15 — 18	7
4 – 6	3	19 — 20	8
7 — 8	4	21 — 25	9
9 — 10	5	26 – 30	10

The number of tasks can be reduced; instead of one of those presented in the table, students offer questions or assignments on the topic that they have compiled.

3. Learning new material

Answers to textbook questions.

Game "Look for connections"

Pairs of words are written on the board or on cards, between which students look for connections:

Reservoir - fish; forest - trees, tree - woodpecker, cone - woodpecker, squirrel - marten, oak - mouse, forest - mushroom, meadow - butterflies; swamp - frog; oak - jay; the lake is a toothless, the flower is a butterfly.

— Conclude what types of connections are reflected here (there is no need to explain the connections in each pair of objects).

Based on the game, the knowledge that there are “housing” and food connections between plants and animals is updated.

Formulation of the lesson topic

— What natural houses are named in this game?

Cards with the words are placed on the board: forest, meadow, swamp, pond.

— These natural homes are called natural communities.

A card appears on the board above the cards already displayed. Natural communities.

— How do you understand the word “community”?

- Look at the pictures in the textbook, reflecting food connections in a meadow, in a pond (work in pairs) and establish how the depicted organisms are related to each other.

Conclusion: plants and animals are connected by food connections.

“In the forest, too, all plants and animals live together. Let's prove it. Let's simulate the forest “floors” already familiar to us.

On the board there are drawings of forest plants arranged in three rows (if there are no drawings, the names of the plants are written down). Students identify the plants in the top row (first tier) and check that all the plants are there; if there are errors, they are corrected. The next two rows are checked in the same way.

— Could plants live in the forest without being located in different tiers?

— Conclude why some plants grow in the upper tier, others in the second and third?

— Thus, layering is an adaptation of plants to living together.

Didactic game “Spiderweb” (work in pairs)

On the cards (as well as on the board), students are offered the following diagram:

- Using a pencil, draw the connections that exist between the indicated objects.

Discussion of the results obtained based on the diagram depicted on the board (the diagram is constructed using prepared cards, connections are drawn on the board with chalk).

— What does the resulting drawing remind you of?

- What conclusion does the resulting web allow you to draw?

— Look at the picture of a food web in an oak forest in the textbook and answer the question in the textbook.

Conclusion: in a natural community, food chains intertwine and form a single food web.

- And again we return to the diagram on the board and discuss the question: What will happen if all insectivorous birds disappear in the forest?

As students answer, the teacher removes cards with the names of plants and animals from the diagram.

A diagram appears on the board.

— Comment on the diagram using the textbook text:

During the commentary process, the diagram is supplemented with generalizing materials:

— What will happen if plants do not receive nutrients, enough water, light and heat?

— What will happen if the plants disappear?

— What will happen if herbivores disappear?

— What will happen if microorganisms and burying beetles disappear?

— Why is it necessary to know the connections that exist in nature and why should they not be broken?

- Compare your conclusion with the text of the textbook.

Reading textbook text

— What is the significance of the science of ecology for humans?

- So, ecology answers the question of why and how we need to protect nature and the connections that exist in it.

— Based on the table, find out how nature reserves differ from nature reserves and national parks:

Protected areas

Work on tasks under the heading “Reason” (work in pairs).

4. Consolidation of what has been learned

- Read the textbook's conclusion.

Assignment for those interested: prepare a report about one of the national parks or reserves of the Republic of Belarus.

See also lessons:

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