Indoor flowers are a bright decoration of an apartment or house. They produce oxygen, it will become easier to breathe in the room. They won't wither like a bouquet. It is interesting to watch the flowers, the process of the appearance of buds, their transformation into a flower, cheer up.
To have a blooming garden in an apartment, it is not necessary to be a florist and understand the intricacies of caring for plants. Unpretentious indoor plants blooming all year round make it possible to decorate your home in an interesting way and not spend a lot of time caring for them.
Unpretentious indoor flowers for an apartment
Flowers unpretentious in care are quite popular. There are several dozen types of them. They easily adapt to indoor growing conditions. Do not require special care technologies. You do not need to spend a lot of time caring for a mini garden. You choose the plants that you like the most.
If you choose plants that bloom all year round, in winter you will have your own garden on the windowsill. What are unpretentious indoor plants blooming all year round and how to choose them?
Indoor maple abutilon
The plant blooms until autumn, and as soon as the day begins to shorten, its flowering gradually fades away. The plant enters the phase of winter sleep. But, if you provide regular watering and constant artificial lighting, Abutilon will bloom all year round.
Indoor maple resembles a tree with leaves, like a maple. Thanks to this feature, the plant got its name. Flower care consists in regular watering and monitoring its growth. From time to time, you need to pinch off shoots that do not grow as you planned.
Abutilon can be natural and hybrid. Hybrid varieties of plants are distinguished by a variety of flower colors and their shape.
Anthurium male happiness
This plant is popularly known as "male happiness". It is often given to men; the flower is unpretentious in care. The plant perfectly adapts to room conditions. The rules for caring for a flower are simple: provide constant diffused light, water regularly and maintain humidity.
Anthurium has large fleshy dark green leaves and a pronounced cob flower. The flower itself is surrounded by a colored leaf of red, white or pink. Anthurium symbolizes strength, passion and masculinity, activates male energy in the house.
Pelargonium home care
These indoor plants blooming all year round have flowers of white, red, raspberry color. Pelargonium blooms almost continuously. She will decorate the apartment all year round. The flowers have a faint spicy fragrance.
Pelargonium care is simple. Water regularly, monitor the color and condition of the flower. The flower can grow high or low. The height of the bush depends on the lighting in the room. If you need the bush to be tall, then put the flower pot in the shade. Pelargonium will stretch in height, remaining just as beautiful.
Geranium is magnificent
Geranium magnificent can be called a classic. It is in almost every home. This plant blooms all year round if you remember to water it. Geranium has a specific smell. It can smell like lilac, mint, lemon or rose.
The plant perfectly repels flies, disinfects the air from bacteria, germs and dampness. Putting Geranium near your bed is not recommended. If you breathe in its aroma for a long time, your head will hurt.
Make sure the Geranium has plenty of light. It is placed in the southern part of the apartment or house. Watering the plant should not be plentiful and rare. When Geranium is watered every day, it can die.
Rose Chinese room care
Unpretentious indoor plants blooming all year round can be of incredible beauty. Chinese rose does not need special care. It is worth putting it in a bright place, and it will systematically delight you with small roses of red, raspberry or pink color. During the flowering period, the rose should be watered more. Lack of water can adversely affect its appearance. Dry soil is the main cause of bud drop.
Begonia royal care at home
A thermophilic plant that loves water, but does not like to be sprayed. Begonia will not bloom if it is cold. The optimum temperature for a flower is 20 degrees Celsius. Begonia can suffer from fungal diseases, so dry leaves and flowers are removed immediately after they appear.
The flower will bloom brightly if it is placed closer to the light source. There are about 20 plant species. If you are just starting to grow flowers, it is easier to buy a blood red Begonia, care for it is effortless.
Spathiphyllum home care
A plant with a complex name and interesting white flowers. Spathiphyllum is perfect for those who are just learning how to care for flowers. The plant tolerates the absence of water and light. If left for a week, the flower will not die.
Spathiphyllum has long shoots and white flowers. They look like calla lilies, which can be seen in wedding bouquets. The plant blooms all year round. The flowering boom occurs in the summer. At this time of the year, the plant pleases with a lush, intense color.
kalanchoe houseplant
These indoor plants are also very unpretentious, bloom all year round and can stand without watering for a whole month. The plant does not like strong moisture. It can grow both in the shade and in bright light. Kalanchoe blooms with small flowers, reddish or yellow.
Balsam room
Balsam blooms all year round. Leaves are almost invisible behind its flowers. Thanks to the assortment of varieties, it is easy to choose a flower that fits perfectly into the apartment. Balsam requires regular watering and spraying. It tolerates temperature fluctuations well.
indoor hibiscus
The plant blooms all year round from spring to autumn. It has an interesting feature, its flower lives only a day. Then new buds appear again and so on in a circle. Hibiscus grows in the form of a tree. It constantly needs to be shaped so that the plant is neat. During the flowering period, it is better to put the flower in a bright place. There Hibiscus will show itself in full glory.
You can choose Hibiscus with interesting shapes and colors. Modern varieties are pleasantly pleasing to the eye with their diversity and juiciness.
Kaleria flower
The second name of this plant is "Colombian Beauty". The plant blooms until winter, with beautiful flowers. For the winter, Koleria should be placed in a dark place, previously under the root, cutting off the shoots. It sleeps during the cold season. If Koleria does not rest, next season you will not see flowers or they will be negligible.
Koleria loves moderate watering and subdued light. If you pay attention to the plant in time, it will delight you with its lush color.
phalaenopsis orchid
If you want bright, unpretentious indoor plants in your apartment, feel free to choose Phalaenopsis. This flower belongs to the Orchid family. Does not like direct sunlight and grows best in the eastern part of the house or apartment.
Phalaenopsis has golden yellow flowers with brown spots. The plant looks incredibly beautiful. Water the plant early in the morning with a small amount of water. The frequency of watering is regulated by the appearance of the plant and its condition.
spurge mile
This cute flower belongs to the succulent plant family. It has small spines on the leaves and blooms in small colors. Like cacti, Euphorbia Mile has small spines on the leaves. If you put a flower in a bright place, it will bloom profusely and all year round. Indoor plants, such as Mile, can be without water for a long time and, like all the above species, bloom almost all year round. It is very unpretentious in care and if you forget to water it a couple of times, its appearance will not deteriorate.
Thanks to the bracts, the flowers of the Euphorbia Mil plant are very bright, juicy, and interesting. The plant is perfect for the hallway, living room, it can be put in the bedroom.
fuchsia flower
Fuchsia blooms from spring to autumn. If you provide her with the right care, she will delight with flowers all year round. In an apartment, Fuchsia will feel good in a cool place, away from bright light. It is ideal to place the plant in the eastern or western part of the apartment.
Fuchsia loves regular watering and systematic care. The range of plant varieties will allow you to choose the right type for the color and shape of the flowers. Fuchsia will perfectly fit into any interior design of an apartment or house.
Clerodendrum thompson
The plant came to our country from Asia. It has the shape of a bush, quite compact. Clerodendrum looks interesting, both in the office and in the apartment. Blooms from spring until autumn. With regular care, it can bloom all year round.
Clerodendrum flowers are corolla-shaped and look spectacular. During the flowering season, the plant needs regular care and feeding. The soil in the pot should be constantly moist. But, pouring a flower is also not worth it. If the air in the room is dry, the plant is sprayed every day with water at room temperature.
In the winter season, the flower rests and recovers. It is transferred to a room with a temperature of 12 degrees Celsius, the number of waterings is reduced and left here until spring.
Saintpaulia uzambara violet
This type of plant is quite popular, because it does not require significant care and blooms all year round. Violet blooms in small flowers, has fluffy leaves with villi. The color of the flowers depends on the variety of the plant. You need to water Saintpaulia in a pan so that the leaves do not become moldy and do not rot.
During the flowering period, the plant is watered twice a month. The earth in a pot is covered with moss. It not only looks beautiful, but also useful for the flower. If the plant is regularly watered and fed, it will bloom almost all year round.
Hoya carnosa
In the people, this plant is called "Wax ivy". The flower does not need regular watering. Due to the fact that water accumulates in the leaves of the flower, the plant can live without watering for up to 2 months. Carnosa can live without regular feeding. Feels best in the south side of the apartment, but the northern part of the room will not die.
If suddenly the flower dries up, this is not a reason to panic. Tear off a couple of shoots and put them in a glass of water for 1.5 weeks. Shoots sprout roots and the plant can be potted again. Replanting an adult plant is rarely worth it. This is done only when the old pot is already small for him.
With regular care and feeding, Karnoza will delight you with its beauty all year round.
christmas flower
Unpretentious indoor plants blooming all year round are always in demand. Not everyone has time to devote it to flowers, but they want to be closer to nature. The Decembrist is an interesting plant that will delight you with flowers throughout the year. They say that if the Decembrist blooms at Christmas, a happy year awaits you.
The Decembrist has leaves that look like a long chain and small flowers of an almost fiery color. The plant is not afraid of temperature changes, can live without frequent watering. It can be kept indoors with dim lighting.
When the Decembrist blooms, it cannot be moved from place to place. This plant is "cowardly" from movement will drop all the flowers. In the winter season, the Decembrist will delight your eyes with juicy and bright colors. The plant does well in vertical flower stands.
Indoor clivia flower
Homeland Clivia - South Africa, with its humid climate. The plant can grow in almost any environment. It is placed where other plants could not live. You can water the flower as you like. Clivia does not tolerate only frank busting of water.
The plant tolerates the absence of strong lighting perfectly and can live in a darkened living room or in the hallway. Clivia begins to bloom in February. This is wonderful, because during this period there is not enough summer and heat.
The flower has long shoots, orange, red flowers look like a bell. Perfectly manages without top dressing and spraying. Clivia is an ideal plant for busy people who forget to take care of flowers.
rose room
Indoor rose plant is not very whimsical, but requires self-care. Thanks to beautiful, bright colors, she is taken care of and kept in the apartment. A room rose in the warm season can be taken out to the veranda or put on the balcony.
With proper care, the plant blooms profusely all year round. The interval between the formation of new flowers and the death of old ones is about 7 weeks. The rose loves sunlight, but you should not allow the plant to overheat.
Best of all, the rose grows in the eastern part of the room, you can place the plant in the western part of the room. The optimum temperature in the room is up to 25 degrees Celsius.
The plant needs to be sprayed (once every few days) and watered well. Do not let the soil dry out, this will negatively affect the appearance of the rose. In the cold season, the rose is transferred to a room with a temperature of only 11-15 degrees Celsius and the frequency of watering is reduced. If the plant is regularly looked after, it will delight you with its lush color and beauty.
Primula indoor flower
The plant resembles a small bush, has small flowers of red-orange color. Primula perfectly tolerates dry air, so it does not need to be sprayed. The plant is kept on the southern windows of the room, but protected from direct sunlight.
Watering should be moderate. Do not flood the flower, it may die from this. In the winter season, the frequency of watering is reduced. Primrose blooms all year round and looks spectacular, both in a private apartment and in the office.
indoor jasmine
Jasmine is a houseplant with evergreen leaves and small flowers collected in inflorescences. Depending on the type of plant, the flowers may or may not smell. Jasmine is placed on the east or west window of the apartment so that it has enough light.
Watering the plant should be plentiful, but do not flood the flower. Water the flower only when the soil is dry. Water for irrigation can be slightly warmed up or taken distilled. When the flower is actively growing (April-August), it is fertilized with potash fertilizers once a week.
Jasmine blooms almost all year round. If you get used to it, then caring for the plant will not take much time, and the flower will decorate your house for many years.
Ruellia
A plant with evergreen leaves and quivering flowers. Despite the fact that the plant blooms all year round, the flowers live only a day and die off. The plant can be in the form of a bush or liana. The leaves of Ruellia are dark green with white veins.
At the same time, several buds appear on the plant, several flowers bloom. Ruellia grows well on the western and eastern windows in the apartment. If you put it on the north window, then in winter it may not have enough light. Water the plant as the soil in the pot dries out. By autumn, the frequency of watering is reduced. Autumn and winter is the period when the plant is restored. He doesn't need a lot of water. The optimum temperature for keeping a flower is 19-24 degrees Celsius.
pachistachis flower
A plant that blooms at any time of the year. With fleshy leaves and beautiful candle-like flowers, Pachistachis is a leader among flowers. If you need unpretentious indoor plants blooming all year round, it is chosen more often than other flowers.
The plant loves diffused light and relatively cool temperatures. You can not put a flower near the central heating battery. Warm air adversely affects the plant. Drafts should be avoided and fresh air should be provided to the flower.
It is ideal to keep Pachistachis indoors, which is often ventilated. But, pay attention, there should be no drafts. The dryness of the air in the room can be compensated by spraying the plant. It will appreciate your efforts and will bloom bright and lush.
Ethiopian calla
Ethiopian calla is an unpretentious plant that can grow in a darkened room. It has fragile stems and pale white flowers. Fluctuations in temperature, humidity and light do not affect plant growth.
The plant begins to bloom in November and until May. June and July are periods of rest for Calla. At this time, reduce the frequency of watering and try not to move the pot with the plant.
In spring and autumn, the leaves of the flower may die off, which will eventually be replaced by new shoots. Dead leaves are removed to prevent mold and fungal diseases from developing. With constant care, Calla blooms intensively almost all year round.
Whatever kind of flowers you buy, it is worth remembering that every plant needs a recovery period. Flowers cannot bloom all year round without respite. If you provide the plant with constant care and give it time to recover, it will delight you with its beauty for a long time.
Source
Source: vrutmilife.com
01/09/2019 | admin | No comments yet
Year of ecology and indoor flowers
Budgetary preschool educational institution
"Kindergarten No. 9 in Tara"
Tara municipal district of the Omsk region
Environmental project
Flowers around us.
music director of BDOU "Kindergarten No. 9 of the city of Tara",
project participants:
educators of BDOU "Kindergarten No. 9 of the city of Tara":
Maksimenko N.G., Sychevskaya T.G., Plotnikova E.A.
Tara - 2013.
The relevance of the project.
Familiarization of preschoolers with nature is one of the most important tasks in working with children. At the same time, it is very important that the acquired knowledge is not presented in isolation, without reference to the whole complex of phenomena surrounding the subject of study. Children should always see the connection of a particular species with the environment, its influence on this environment, they must understand that plants and animals depend on each other and on the environment.
Environmental education is one of the main directions in the education system, it is a way of influencing the feelings of children, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, understand that our Earth cannot exist without plants, as they not only help us breathe, but also treat diseases.
Flowers are not only beauty, but also a part of wildlife that must be protected and protected, and, of course, known. To know the structure of a flower, its appearance, features, healing properties.
Everyone can pick a flower, but not everyone can say which flower they picked.
Educational area– optimization of mental activity of children through the cooperation of teachers and parents.
Members . Educators, children 4-6 years old, parents.
Interaction of teachers:music director, educators, parents.
Project type: creative, information-research, medium-term, collective, individual (together with parents).
Problem question:"What are the flowers and why are they on Earth?"
Target: Activation of cognitive and creative activity of children,
development of the creative potential of pupils and teachers, active involvement of parents in the educational process.
Tasks:
- Define what a flower is.
- To teach children to classify flowers according to their place of growth (meadow, garden, field, house).
- Introduce children to the professions of people associated with floriculture.
- Teach children how to plant and grow flowers.
- Note the importance, the role of flowers for the life and activities of humans, animals, insects.
- To develop the constructive, visual abilities of children in the manufacture of flowers, using different materials and technical means.
- Develop the ability to compare and analyze.
- Develop imagination, thinking in the process of observation, study of natural objects.
- Develop the ability to convey your feelings from communication with nature in drawings and crafts. Replenishment and enrich the vocabulary of children and their knowledge of the colors of forest, meadow, garden, indoor.
- To cultivate a caring attitude towards flowers, the ability to take care of them.
- To cultivate communication skills, independence, diligence, observation and curiosity towards all living things.
Project methods:
- research: experiments, problematic issues, observations;
- self-observation;
- collective observation;
- verbal: conversations, reading literature, consultations for parents, explanations, instructions, verbal instructions;
- simulation technology;
- relaxation;
- aromatherapy;
- listening to music.
Project organization forms:
- Cognitive directly organized activity (application, drawing, modeling, music, speech development, natural and social world);
- Tours;
- Didactic games;
- Labor activity of children;
- Ecological quiz.
Resource support for the project.
- A corner of nature in a group, a flower garden on the site of the kindergarten.
- Methodological tools.
- Material and technical (computer, camera, stationery, music library, glassware for experiments, pots, jars, magnifying glass, plastic knives for experiments, individual saucers for experiments, napkins, gardening equipment, nurseries, sports equipment)
- visual material:
A) live flowers, in illustrations, made from different materials;
b) board games;
c) didactic games on ecology;
d) the library of a young florist, the album "Legends of Flowers".
- Equipped with natural and waste material.
Project implementation timeline: 1 month.
Expected Result:development of children's cognitive interest, expansion of ideas about meadow, forest, garden and indoor flowers. Positive-emotional and conscious attitude to nature, to the colors that surround the child. Flowers are not only a decoration of the Earth, but also healers. Willingness to participate in practical activities to improve the natural environment (planting, caring for flowers). The skills of cultural behavior in nature, the ability to protect and take care of it were formed.
Project stages.
Stage 1. Goal setting (problem identification).
Stage 2. Project development.
Stage 3. Implementation of the project (organization of joint work of children and teachers on the project).
Stage 4. Summarizing.
1. Indoor plants (middle group).
2. Garden flowers (senior group).
3. Meadow and forest flowers (middle group).
6. Ball of flowers.
7. Exhibition of drawings, photo exhibition and flower collage.
Stages of project implementation
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Period |
Events |
Responsible |
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I. Preparatory stage |
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June |
|
Musical director: Danilenko O.V.; Educators: Plotnikova E.A., Maksimenko N.G., Sychevskaya T.G. |
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II. main stage |
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June 2 weeks |
Purpose: acquaintance with the colors of our region and kindergarten.
goal: Formation of the foundations of musical culture for children. "Cactus - hedgehog", "Daisies" Vikhareva NOD NGO "Music" in the middle group on the topic: "He looks like a hedgehog" (expand children's ideas about cacti); NOD NGO "Music" in the middle group on the topic: "Flowers of our land" (expand children's ideas about the meadow and forest flowers of our land, know and name them); GCD NGO "Music" in the senior group on the topic: "Flowers around us" (expand children's ideas about garden flowers, know and name them, cultivate respect for nature) Appendix 4
Labor activityon the site, in the group - planting flowers, watering flower beds, loosening the soil, caring for indoor flowers.
Working with parents:
Artistic and creative activity:
"The flower is your talisman";
Working with parents:
|
Plotnikova E.A. Maksimenko N.G. Sychevskaya T.G. Sychevskaya T.G. Maksimenko N.G. Plotnikova E.A. Musical director Danilenko O.V. Educators. Maksimenko N.G. Sychevskaya T.G. Plotnikova E.A. Sychevskaya T.G. Maksimenko N.G. Plotnikova E.A. |
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3 week |
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Parents and caregivers |
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III. The final stage |
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4 week |
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Danilenko O.V. Plotnikova E.A. Maksimenko N.G. Sychevskaya T.G. |
During the project:
we summarized and enriched the experience of children in the field of environmental education through the use of scientific methods and techniques. We collected invaluable material about flowers, systematized it and summarized it as experience in this project. The children have: an interest in recognizing nature, the characteristics of life and the development of plants; the desire to independently carry out instructions for caring for plants; skills of observation and experimentation in the process of search and cognitive activity.
During the period of work on the project, the children enriched the vocabulary and replenished their vocabulary, if at the beginning of the work on the project the children knew 3-4 flower names, then by the end - more than 10. During the experimental activity, we developed the children's imagination, thinking, formed the skills of elementary research activities .
We got acquainted with plants and learned to convey our feelings in drawings and crafts made from natural materials.
Adults have become more actively involved in creating conditions for the realization of creative and cognitive abilities in children, in organizing and holding environmental events and competitions.
List of used literature:
- The world of nature and the child (Methodology of ecological education of preschool children): Textbook for pedagogical schools in the specialty "Preschool education" / Edited by L.M. Manevtsova, P.G. Samorukova. - St. Petersburg: AKCIDENT, 1998.
- E.A. Alyabyeva "Thematic days and weeks in kindergarten", "Final days on lexical topics" 2006.
- L.A. Vladimirskaya “From autumn to autumn” 2004.
- A.I. Ivanova “Living Ecology”, “Ecological Observations and Experiments in D/S 2005.
- "We" - the program of ecological education of children in 2005.
- A.V. Kochergin "Scenario of classes on environmental education of preschoolers" 2005.
- S.N. Nikolaev "Young ecologist" 2002.
- ON THE. Ryzhova Ecological education in kindergarten: lectures 1 - 8. - M .: Pedagogical University "First of September", 2006.
- ON THE. Ryzhova Ecological project "Tree". Magazine "Hoop". - N 2. - 1997.
Appendix 1.
Synopsis of directly organized activities in the middle group. Educational area "Cognitive development".
Topic: "Secrets of indoor plants."
Completed by the educator of the 1st qualification category Sychevskaya T.G.
Tasks:
- continue to form in children an interest in the plant world.
- bring to the understanding that indoor plants are a living organism,
Requiring some care;
- to give children an idea about the features of indoor plants;
- to consolidate the knowledge of children about the parts of the plant.
- to cultivate love for plants, the desire to care for them, to enjoy the results of their work.
Integration of educational areas:
"Cognition", "Communication", "Socialization", "Reading fiction".
Materials and equipment: Doll Dunno, illustrations of indoor plants, attributes for the didactic game "Collect it right", soundtrack by Paul Maria James Last - a lonely shepherd.
Preliminary work:
- monitoring the growth and development of plants in the group;
- examining parts of the plant in the process of transplantation.
– care for indoor plants in a corner of nature (watering, loosening, spraying, rubbing the leaves.)
- Didactic games: "Guess by the description", "What is missing?", "Find what I can powder", "What is superfluous?".
- Word games: "Describe indoor plants", "Flower Shop".
GCD progress.
- Guys, I'll give you a difficult riddle.
“Neither arms nor legs, but moves,
No nose, but breathes
And there is no mouth, but he drinks and eats?
- correct plant
How does the plant move? (turns to the light).
- How does it breathe? (through leaves and roots.)
How does he drink and eat? (by roots.)
“Well, where is the food for them stored?” (in the earth, soil.)
- That's right, guys, plants do not eat like a person, and if it is deprived of soil, it will not be able to live, and what will happen? (will die.)
- Guys, since plants can eat, breathe and move, what can I say about them? (they are alive like us.)
- Now look carefully at the plants (asparagus, ficus, geranium, lily of the valley, begonia, geranium). Which one is redundant? (lily of the valley.)
- Why? (children's answers.)
- That's right, the lily of the valley grows on the street, and all the others are only indoors, and that's why they are called? (houseplants.)
- You know guys, today I will tell you about the secrets of indoor plants. We have just learned the first one. (houseplants live only at home.)
And some of them can heal people. (demonstration of Aloe, "living tree", geraniums.)
- Aloe tightens and disinfects wounds, the “living tree” treats a runny nose, it causes sneezing and pathogenic microbes simply “fly out” of the nose;
- Geranium leaves soothe ear pain.
- And to find out one more secret, I suggest looking at these illustrations (a flower bed that blooms in summer and houseplants on the windowsill, the same, but in winter.)
— What can be said? (houseplants live all year round, and garden, meadow, forest ones die;
But indoor plants also grow large, or lose their leaves.
- How do they survive? (Sprouts appear, we plant.)
- Correctly
- We will find out one more little secret a little later, and I turn everyone into flowers.
Fizminutka "Flowers".
I ask you for a flower
Raise your petal
Get out of the pot
Stomp three times
And shake your head
Meet the sun in the window
Tilt the stem slightly
- here is the charge for the flower,
Wash your spine
And get back in the pot
All the leaves are moving
(children perform actions according to the text.)
I turn everyone into children!
“Look how beautiful everyone has become! Guys, we can admire the beauty of flowering, greenery in winter.
- On the street? (no.) In the house? (yes.) Indoor plants, like a piece of summer, warm us and delight us.
- Guys, someone made a mess here, scattered the cards.
- Oh, it's you Dunno! Why are you so sad?
- Let's help Dunno to assemble the picture correctly!
— Didactic game "Collect correctly"(Flower pot, root, stem, leaves, flower if the plant is flowering.)
- Well done guys, Dunno is very happy and thanks you. Dunno, do you know what children's works of art are about indoor plants?
- Guys, let's remember and tell him (children's answers: “The Snow Queen”, “Thumbelina”, etc.)
Now you know too! Where are you in a hurry? (Dunno runs to his friends to tell about everything).
- And we will sit down on the carpet and imagine that we are small houseplants.
Psycho-gymnastics "I am a plant." (to the music).
- You were planted in warm, soft soil, you are still sprouts, defenseless and fragile, but someone's kind hands water you, loosen the ground so that your roots breathe, wash your leaves. You start growing, the stem grows stronger, you reach for the light. You feel so good living on the windowsill with other indoor plants.
And now we all get up and listen to a poem by E. Blaginina.
(Child reads.)
"The tits are jumping
Under my window.
Birds rejoice -
It's nice for them
look at it
nice window,
Where winter is summer
Where flowers are full.
- We will continue to learn new things about indoor plants, we will take care of them.
Reflection:
— What did you like today?
Why do you like taking care of indoor plants?
- Remember the "secrets" of indoor plants.
Conversation "Conditions necessary for the life of indoor plants."
Purpose of the conversation:
- Continue to form children's ideas about caring for indoor plants.
— Deepen your knowledge of plant care techniques.
- To educate a humane attitude towards indoor plants, as to objects of nature.
Educator. Children, today we will continue to learn how to care for indoor plants. Let's remember what needs to be done for this? (Children list the techniques and order of care).
What have you recently learned? (to loosen the earth.) why do you need to loosen the earth? (So that water drains well and that it is easier for roots to grow in loose soil.) How do you loosen the earth? Explain: closer to the stem, loosen shallowly, and further from the stem deeper.
How do you know if a plant needs to be watered? (The earth is dry to the touch, light.) What kind of water do we water (warm, which has been in watering cans since yesterday.) How to wash plants (wipe large leaves with rags, plants with soft leaves from their spray bottle.)
Why do we care for plants? (children's answers)
Children, plants need not only to be looked after, but also fed, they need to be fertilized. There is a special fertilizer for this (the teacher shows). With such solutions, the plant is fed once a week after watering it, so that the solution is better absorbed into the soil. On my desk is everything you need to take care of the plants. You will now take care of the plant yourself.
(children perform a practical task. On the table there are pots with houseplants ficus, which needs to wipe the leaves, a fat woman with dry soil, geraniums with wilted leaves.)
Educator. What difficulties did you encounter during the assignment. (Children's answers.)
How did you guess that the ficus needs to wipe the leaves?
Why did you water the fat woman?
And why did you decide to remove wilted leaves from the geranium, maybe it needs to be watered? Now guys, let's summarize our conversation and once again repeat the rules for caring for indoor plants (children's answers).
If you take a sprout and pour it into a pot of earth
Plant, field a flower, you know what you will understand later,
What did not work in vain appeared in that pot,
A hat of green leaves framed by flowers!
Appendix 2
Synopsis of directly organized activities in the middle group. Educational area "Reading fiction".
Theme "Golden Meadow" (according to Prishvin)
Completed by the educator of the 1st qualification category Maksimenko N.G.
Region integration. "Reading fiction”, “Health”, “Physical culture”, “Cognition”, “Socialization”, “Communication”.
Tasks:
- introduce children to the writer M. Prishvin and his story "Golden Meadow"; - expand and clarify children's knowledge about dandelion;
- introduce the concepts: fishing, go to the heel, fuk;
- develop the ability to emotionally respond to the beauty of nature and the content of a literary work;
- educate the foundations of an ecological worldview.
Equipment:
Portrait of M. Prishvin, M. Prishvin's book with the story "Golden Meadow", photos or pictures depicting dandelions, "dandelions" made of paper and pieces of cotton wool for breathing exercises.
GCD progress:
Educator - Guys, today we are going to meet an amazing person. Most of all he loved children and nature. Take a look at his portrait. (Show). This is a portrait of the writer Mikhail Prishvin. I will read to you the story of the writer Mikhail Prishvin, which is called "Golden Meadow". But who will be the main character of the story, a riddle will tell you.
Dandelion Riddle
There was a golden flower
Became gray in a week
A day later, two bald head (dandelion).
Educator - What words in the riddle gave you the correct answer? So which plant will be the hero of the story "Golden Meadow"? What do you know about this flower? In the story you will meet unfamiliar words. Let's immediately find out what they mean so that everything is clear to you. Fishing is getting something. What kind of fishing could the guys do in the forest, what could they get there? Walk in the heel - follow each other. Fukat - blow. Try to blow yourself, uttering with "fu".
Educator - Sit back and listen carefully.
Reading the story of Mikhail Prishvin "Golden Meadow".
“My brother and I, when dandelions ripen, had constant fun with them. We used to go somewhere to our craft - he was in front, I was in the heel.
"Serezha!" - I will call him in a businesslike manner. He'll look back, and I'll blow a dandelion right in his face. For this, he begins to watch for me and, as you gape, he also fuknet. And so we plucked these uninteresting flowers just for fun. But once I managed to make a discovery.
We lived in the village, in front of the window we had a meadow, all golden from many blooming dandelions. This was very beautiful. Everyone said: “Very beautiful! The meadow is golden. One day I got up early to fish and noticed that the meadow was not golden, but green. When I returned home around noon, the meadow was again all golden. I began to observe. By evening the meadow turned green again. Then I went and found a dandelion, and it turned out that he squeezed his petals, as it does not matter if your fingers were yellow from the side of your palm and, clenched into a fist, we would close the yellow. In the morning, when the sun rose, I saw dandelions open their palms, and from this the meadow became golden again.
Since then, the dandelion has become one of the most interesting flowers for us, because dandelions went to bed with us children, and got up with us.”
Breathing exercise "Blow on a dandelion"
wears a dandelion
Yellow sundress.
When she grows up, she will dress up in a white dress.
Light airy breeze obedient.
(Children blow on dandelion petals with different strengths and observe the intensity of the movement of the petals.)
Fluffy white ball
Showed off in a clean field.
Blow on it a little
There was a flower - and there is no flower.
(Then they blow on the “dandelion” cotton wool without puffing out the cheeks.)
Questions about the content of the story:
1. What fun did the brothers have with dandelions?
2. Where did the brothers live?
3. What was the meadow like early in the morning? At noon? In the evening?
5. Why did the dandelion become an interesting flower for the guys?
6. Why do you think Mikhail Prishvin called his story "Golden Meadow"?
What else could this story be called?
Fizminutka "Dandelion"
Dandelion, dandelion!
(squat, then slowly rise)
The stem is thin, like a finger.
If the wind is fast, fast
(They run in different directions)
Will fly into the meadow,
Everything around will rustle.
(They say "shhhhhhhhhhh")
dandelion stamens
Scatter in a round dance
(Hold hands and walk in a circle)
And merge with the sky.
Reflection. What new did you learn today?
Where do dandelions grow?
What do you remember the most?
Conversation "Dandelion field".
Target. To consolidate children's knowledge about the meadow plant, its usefulness to humans.
Educator - Dandelion is one of the first to appear in spring, like a yellow sun in young green grass.
In the morning on a sunny meadow without a clock, you can find out the time. At 5-6 o'clock the sun rises and the dandelions open. By evening, the yellow lights go out and close.
The dandelion loves the sun so much that it does not take its eyes off it - it turns its flower head after it. But dandelions are not always yellow, like the sun. Time passes, and yellow petals are replaced by white fluffs. White fluffs are seeds. The wind is blowing, the seeds are scattered far, far in different directions. They fall to the ground and grow. New flowers appear.
Dandelion is a medicinal plant. A medicinal plant is a plant that is used in medicine for treatment. Dandelion leaves and roots are used to treat coughs and improve appetite.
And people make delicious jam from dandelion flowers. And not only people use dandelions. Bees, bumblebees and butterflies love to fly to dandelions. They eat dandelion sweet nectar. And the bees then make dandelion honey out of it - thick and fragrant.
Educator - Let's not pick dandelions and keep the beauty. And the bees will thank us for saving flowers for them. And we will admire the beauty of this flower, and of all nature, as the writer Mikhail Prishvin was able to do. You have yet to get acquainted with many of his works, but in each of them he sees the amazing and beautiful in nature. All nature at Mikhail Prishvin becomes alive: dandelions, how people fall asleep in the evenings and wake up in the mornings, the forest knows how to whisper, and animals and birds talk, a mushroom, like a hero, breaks out from under the leaves. But Mikhail Prishvin urges his readers not only to admire nature, but also to protect it. The heroes of Prishvin never offend the defenseless and harmless. On the contrary, they protect them: in the story "The Frog" a man saves a traveling frog, in the story "Zhurka" he grows a crane, and in the story "Khromka" he heals a lame duck.
Reflection.
- What did we meet today? What did you learn new? What do you remember the most? Liked?
Appendix 3
Synopsis of directly organized activities in the senior group. Educational area "Cognition".
Topic: "Tagetes - garden flowers."
Completed by a teacher of the 1st qualification category
Plotnikova Ekaterina Alexandrovna.
Region Integration:"Cognition", "Communication", "Socialization", "Labor", "Artistic creativity".
Program tasks:
- To consolidate the ability to see the features of plants reflected in folk names;
- Learn to convey it in drawings;
- To consolidate the ability to compose a short descriptive story about a flower;
- Cultivate aesthetic feelings;
- To educate in children respect for human labor, respect for nature.
Equipment and visual material:Different varieties of marigolds; watercolor, wax crayons or pieces of paraffin, colored pencils, paper and glasses of water for flowers, a piece of velvet material.
GCD progress:
Educator: Today I decided to give you a gift from my garden. I brought a bouquet of flowers to decorate our group with. Who knows what these bright, colorful garden flowers are called?
Children: Marigolds
Educator: What attracts you in this bouquet? (children's answers)
Educator: Why is this plant called marigolds, marigolds? Take a closer look, touch their petals, gently stroke them.
The teacher puts a flower in front of each child (in a glass of water). Children examine the petals. They sniff.
Children: Marigolds have delicate, velvet-like petals.
The teacher offers to touch a piece of velvet fabric, comparing the fabric and petals to the touch and in appearance.
Do these plants smell?
Children: They have a strong smell.
Educator: What are marigold leaves?
Children: Dark green, carved, beautiful.
Educator: Examine the flowers carefully, pay attention to the color of the petals, the shape, size of the flowers. Describe them. (Children make up stories.)
The petals are brightly colored. Marigolds do not close in cloudy weather, so even on a cloudy day the flower bed looks very bright. In Germany, for this they called marigolds a sunny flower, and in Ukraine - black-eyed. Why?
Children: The flower has black spots on the petals.
Educator: They are also called gypsies. Why?
Children: The gypsies have colorful dresses. Marigolds are also bright.
Educator: Examine the flowers carefully and draw. Try to reflect their velvety. What materials will you need? How will you draw smooth leaves?
Children: Watercolors, pencils.
Educator: And how do you reflect the velvety of the petals? (children's answers)
- First you can draw flowers with watercolors, pencils, and then cover them with paraffin.
The teacher invites the children to draw flower beds from velvet flowers: one from sunny flowers, the other from black-browed flowers, and the third from gypsies.
Conversation "What flowers need for life."
Types of children's activities:game, communicative, cognitive-research, perception of fiction.
Target: give an elementary understanding of the conditions of plant life.
Tasks:
- To consolidate children's knowledge about garden flowers and meadow plants, about how a person takes care of flowers;
- To consolidate the ability to answer questions on the content of a work of art, to express their point of view;
- Cultivate a friendly relationship with peers during the game.
- Introduction of the game moment
Guys, I want to play with you.
2. Didactic game. Lotto "What grows where"
The players are divided into three teams. Small cards with pictures of plants and flowers are in the box. The teacher has three large cards on the table, on which a meadow, a garden and a vegetable garden are drawn, respectively for the first, second and third teams. At the signal of the teacher, the players run out to the table, find a picture corresponding to the picture on the large map, name the plant and close the empty cells on the map. The team whose players quickly closed all the empty cells and correctly named the plant wins.
What distinguishes garden flowers from meadow plants?
Who takes care of the meadow plants?
And who takes care of the plants in the garden?
- Tell us how a person takes care of garden flowers? (children's answers)
3. Conditions for the growth and development of plants and flowers.
- Listen to the fairy tale "Who loves what." Translated from the French by G. Auster.
“Flowers,” Uncle Caesar said, “love to be watered.
“But I don’t,” thought Pif, watering the flowers in the rain. - If I were a flower, I would certainly get myself a small waterproof umbrella.
The teacher shows an illustration to the work.
Is Pif right?
Did he understand Uncle Caesar correctly?
When should flowers be watered?
On the one hand, plants require constant watering, and on the other hand, excess moisture is harmful to them. When it rains, there is no need to water the plants. What happens if you don't water the plant in time?
Why do plants need water?
What other conditions do plants need to grow and develop? (light, heat, soil)
Appendix 4
Directly organized activity in the middle group. Educational area "Music" on the topic: "He looks like a hedgehog."
Region Integration:reading fiction, artistic creativity, knowledge, communication.
Tasks: introduce children to the cactus plant;
listen to the song "Cactus - hedgehog", emotionally respond to her character;
introduce Natalia Shaybakova's poem "Cactus";
develop curiosity, fine and general motor skills;
to teach children to create a complete image using natural and waste material.
Equipment: presentation depicting various cacti;
Video presentation of the song "Cactus - hedgehog";
live plant in a pot;
green and black plasticine, stacks, modeling boards, plastic lids, chopped and dried pine needles, flowers from a fruit tree;
hoops in green, paper flowers in red for the game.
GCD progress.
To cheerful music, the children enter the hall.
Musical director.Let's all say hello.
Communicative game "Hello".
Musical director.Today we have a special guest. You guess the riddle, what kind of guest came, find out.
Mystery. He looks like a hedgehog
Only rooted into the ground.
No ears, no legs, no eyes
But, on the other hand, thorns - class!
Growing very slowly
And it doesn't bloom every year.
He has a red flower
How beautiful blooming ...(cactus)
A cactus appears on the screen.
This plant is called CACTUS. Look how unusual it is - instead of leaves it has thorns. What can you say about a cactus? What is he?(children's answers)
There are baby cacti the size of a fingernail, and there are giant cacti - higher than the building of our kindergarten.
Cacti are not afraid of heat. They are watery on the inside. Even the smallest cacti have big roots.
Different cacti have different spines: hard and soft, long and short, and there are even cacti with poisonous needles.
In ancient times, the thorns of large cacti were torn off and used as needles.
Many cacti are edible. Compotes, jams are made from them and they are simply eaten raw.
Some cacti can eat small insects. Their bright, red flowers, smelling of meat, beckon insects to them. A midge flies up to the smell, sits on a flower, and he - clap, and closed, and swallowed the fly.
Let's play a game about cacti that eat insects.
Musical game "Cacti and insects".
(Hoops are cacti. Some cacti with red flowers. It is on these cactus hoops that insects flock. And you will be insects. One, two, three, four, five, we start playing! Children, turn into insects and fly to cacti The teacher makes sure that the children gather only in those hoops where the red flower lies. Flowers need to be transferred to other hoops while the insects are flying. You can invite the children to "buzz").
Musical director.Cacti, guys, grow not one at a time, but whole families. Now we will listen to a song, and you will find out what the cactus babies are called.
Listening to the song "Cactus - hedgehog."
(view video slides).
Song talk.Where does a cactus grow? Who are cacti? Etc.
Musical director. He always lives in the desert
And there is no water.
When watering a cactus, do not ruin it -
Cactus need very little water.
When caring for a cactus, you need to be careful not to touch its thorns. The thorns can hurt, dig into the palm. This happened to one child from Natalia Shaibakova's poem "Cactus".
Reading the poem "Cactus"
Mom's cactus on the window
Doesn't give me rest.
I spin around him
I don’t take it - I suddenly prick.
I remember my mother's words:
“He's prickly. You can't take it!"
But there is no more strength to endure -
Finger hit a cactus!
"Ahhh" - I let out a strong roar -
I haven't found the words yet.
But now I know for sure
I don't play with cactus!
Modeling "Cactus - blooming guys."
Musical director. What beautiful cacti you have! Indistinguishable from the real ones! And, although cacti bloom very rarely, they just bloomed today - stick a flower into your cacti.
Reflection. What extraordinary guest came to us today?
Where does this plant grow?
Why is it dangerous for people?
Musical director. You can take your beautiful flowering cacti home. Show them to your family and friends and be sure to tell everything that you learned today about this amazing plant.
Directly organized activity in the middle group. Educational area "Music" on the topic: "Flowers of our region."
Performed by the music director of the highest qualification category Danilenko Olga Valerievna.
Region Integration:cognition, communication, reading fiction, artistic creativity.
Tasks:
— consolidate children's knowledge about meadow, forest, wild flowers;
- teach to name and distinguish them;
- cultivate respect for nature.
Equipment: computer, projector,
GCD progress.
Children enter the hall to the song "The sun came out" and greet.
Musical director.Guys, look what kind of guest came to us today?(the sun appears on the screen)
I warm the whole world
I don't know fatigue.
I smile at the window
And everyone calls me...(sun)
The sun invites us all to the land of flowers. Today we will admire the flowers of our region. Flowers grow everywhere, name where they can grow?(in the meadow, in the field and in the forest)
View presentation "Flower fields".
Musical director.Now you will hear a song, and after listening to it carefully, tell me what flowers it sings about.
Listening to the song "Vasya-cornflower".
Musical director.Guys, let's remember the song about the wild flower.
Singing the song "Cornflower-cornflower" using musical instruments.
Musical director.Now, guys, guess the riddle:
There is one such flower, you cannot weave it into a wreath,
Blow lightly on it, there was a flower - and there is no flower. (Dandelion).
Singing the song "Where are the dandelions?" sl. and music. Z.B. Kachaeva
Musical director.And now, guys, for you another mystery:
In the meadow and in the field we meet him,
We count white petals on it.
The core is yellow in the flower of that
Like a baby - the sun climbed into it. (Chamomile).
The dance-song "Daisies" is performed. and music. G.F. Vikhareva
Musical director.
It's purple, it's blue. He met you at the edge.
It is endowed with a ringing name, you'll see - this name fits,
But we never heard a ringing from a blue forest bouquet. (Bell).
Musical game "Zhmurki with a bell"
Musical director.Guys, why do people pick flowers? Can you pick flowers? That's right, you can only admire them.
The musical game "Wreath" is being held.
Productive activity "Decorate meadows with wild flowers."
(Children are given green fabric - clearings. Everyone is divided into 3 subgroups. Cut flowers need to be laid out in clearings: poppy field, cornflower blue and chamomile).
Reflection. What colors are we talking about today?
Where do these flowers grow?
What did you enjoy doing today?
Directly organized activity in the senior group. Educational area "Music"
Plant ecology is the science of the relationship between plants and their environment. The word "ecology" comes from the Greek "oikos" - dwelling, shelter and "logos" - science. The definition of the term "ecology" was given by the zoologist E. Haeckel in 1869, in botany it was first used in 1885 by the Danish scientist E. Warming.
Plant ecology is closely related to other branches of botany. Plant morphologists consider the structure and shape of plants as a result of the impact of the environment on plants in the course of their evolution; Geobotany and plant geography, in studying the patterns of plant distribution, are based on knowledge of the relationship between plants and the environment, etc.
The economic development of virgin and fallow lands, areas of permafrost development, deserts and marshes, the acclimatization of plants, and the struggle for harvest are based on knowledge of plant ecology.
The last decades have been characterized by the rapid growth of environmental research in almost all countries. This is due to the extremely aggravated problem of environmental protection.
The life of a plant, like that of any organism, is a complex set of interrelated processes, of which the exchange of substances with the environment is the most significant. It includes the intake of substances from the environment, their assimilation and the release of metabolic products into the environment - dissimilation. The exchange of substances between plants and the environment is accompanied by an energy flow. All physiological functions of a plant represent certain forms of work, which are associated with the expenditure of energy. The source of energy for plants containing chlorophyll is the radiant energy of the sun. For most plants that do not have chlorophyll (bacteria, fungi, non-chlorophyll higher plants), the source of energy is the ready-made organic matter created by green plants. The solar energy entering the plant is converted into other types of energy in its body and released into the environment, for example, in the form of heat.
ENVIRONMENTAL FACTORS
The environment in which the plant lives is heterogeneous and includes many elements or factors that have one or another effect on the plant. They are called environmental factors. The totality of environmental factors, without which plants cannot live, constitute the conditions for its existence (heat, light, water, mineral nutrients, etc.).
Each environmental factor is characterized by a certain range of values. In this regard, it is customary to distinguish three cardinal points of the factor intensity value: minimum, maximum and optimum. The areas of insufficient and excessive values of the factor, lying between the optimum and minimum, optimum and maximum, are called pessimum zones, in which the development of the plant worsens. The best development of the species occurs at the optimal value of the factor. The ability of a species to exist at different values of a factor is called its ecological valency or ecological amplitude. A distinction is made between species with a wide ecological amplitude, which can exist with wide ranges of factor values, and species with a narrow ecological amplitude, which exist with slight fluctuations in the factor. Beyond the minimum and maximum values of the factor, the plant cannot exist.
In addition to factors of inanimate nature, other living organisms influence the life of a plant.
The totality of factors acting on a given plant in a given area of the territory (its location) is its habitat.
The effect of environmental factors on plants can be direct and indirect, and in some conditions the direct effect may prevail, in others - indirect.
Environmental factors can be divided into three groups:
abiotic, biotic and anthropogenic.
abiotic factors are the factors of the physical environment in which plants live, i.e. climatic, edaphic (soil and soil), hydrological and orographic. These factors are in a certain interaction: if there is no moisture in the soil, plants cannot absorb mineral nutrients, since the latter are available to plants only in dissolved form; wind and high temperatures increase the intensity of water evaporation from the soil surface and the plant itself.
Anthropogenic factors - human influence factors. They are singled out as a special group because human activity has now acquired a comprehensive character. An example of anthropogenic impacts can be the introduction and destruction of plants, deforestation, grazing of domestic animals, etc.
All factors are interconnected and have a cumulative effect on plants. And only for the convenience of studying them, we consider each factor separately.
The close interaction of all environmental factors was perfectly shown by V. V. Dokuchaev using the example of soil, which is formed as a result of the constant interaction of climate, parent soil-forming rocks (abiotic factors), plants, animals and microorganisms (biotic factors). At the same time, the soil itself is one of the components of the external environment of plants. Thus, the environment of each plant is presented as a single integral phenomenon, called the environment.
The study of the environment as a whole and its individual elements is one of the most important tasks of plant ecology. Knowledge of the relative importance of each factor in plant life can be used for practical purposes - directed impact on the plant.
ABIOTIC FACTORS
Among the abiotic factors, climatic, edaphic and hydrological factors directly affect plants and determine certain aspects of their life activity. Orographic factors not only have a direct impact, but also change the influence of the first three groups of factors.
Of the climatic factors, an important place in the life of plants is occupied by light and heat associated with the radiant energy of the sun, water, atmospheric moisture, and the composition and movement of air. Atmospheric pressure and some other climatic factors are less important.
Light as an environmental factor
Light has the most important physiological significance in the life of green plants, since only in the light is the process of photosynthesis possible.
All terrestrial plants of the globe annually produce in the process of photosynthesis about 450 billion tons of organic matter, i.e., approximately 180 tons per each inhabitant of the Earth.
Different habitats on Earth have different illumination levels. From low geographic latitudes to high latitudes, the length of the day increases during the growing season. Significant differences in lighting conditions are observed between the lower and upper mountain belts. A peculiar light climate is created in the forest, and the shading created by the crowns of trees or a dense high grass stand is different. Under the canopy of tall plants, the light not only weakens, but also changes its spectrum. In the forest, it has two maxima - in red and green rays.
In the aquatic environment, the shading is green-blue, and aquatic plants, like forest plants, are shady plants. The decrease in the intensity of light in water with depth can proceed at different rates, which depends on the degree of transparency of the water. The change in the composition of light is reflected in the distribution of groups of algae with different colors. Closer to the surface, green algae grow, deeper - brown, at great depths - red.
Light of low intensity can penetrate the soil, so the life of green plants is possible here. For example, on wet, sandy seashores and wastelands, blue-green algae can be found several millimeters below the surface.
Different plants react differently to changes in light. In shade plants, photosynthesis actively proceeds at low light intensity, and a further increase in illumination does not enhance it. In photophilous plants, maximum photosynthesis is observed at full illumination. Light plants with a lack of light develop a weak mechanical tissue, so their stems are elongated due to an increase in the length of the internodes and lie down.
Illumination affects the anatomical structure of the leaves. Light leaves are thicker and coarser than shadow leaves. They have a thicker cuticle, thicker skin, well-developed mechanical and conductive tissues. There are more chloroplasts in the cells of light leaves than in shadow leaves, but they are smaller and have a lighter color. There are more stomata in light leaves per unit surface than in shadow leaves. More and the total length of the veins.
The intensity of respiration is much less in shade leaves than in light ones.
In relation to light, three groups of plants are distinguished:
1) light-loving (heliophytes 1), living only in well-lit places (plants of the tundra, deserts, steppes, treeless mountain peaks);
2) shade-tolerant (facultative heliophytes), which can live in full light, but also tolerate some shading (many meadow plants);
3) shade-loving (sciophytes 2), which live only in shady places (European hoof, oxalis, and many other forest plants).
1 From Greek. helios - sun.
2 From Greek. skia - shadow.
The need for light during the life of a plant changes all the time. Young plants tolerate more shade than adults. Flowering requires stronger light than growth. For seed germination, many plants do not need light, some seeds germinate only in the dark.
The ratio of different plants to the length of the day and the frequency of sunlight, the so-called photoperiodism, is not the same. In this regard, two groups of plants are distinguished:
1) plants with a long day, living in conditions where the day is noticeably longer than the night (plants of high latitudes and high mountains);
2) plants of a short day (day is approximately equal to night), growing in the tropics and subtropics, as well as early spring and late autumn plants of a temperate climate.
If a short-day plant (for example, millet) is grown under long-day conditions, it will neither flower nor bear fruit. The same happens with long-day plants growing under short-day conditions (for example, barley). In the first case, this is explained by the fact that such a significant amount of assimilation products accumulate in the leaves of plants during a long day that they do not have time to move to other above-ground parts of the plant during a short night, and the entire subsequent assimilation process noticeably slows down. In the second case, a long-day plant does not have time to accumulate the amount of assimilation products necessary for generative development in a short day.
Heat as an environmental factor
Heat is one of the most important environmental factors. It is necessary for the basic life processes - photosynthesis, respiration, transpiration, growth and development of plants. Heat affects the spread of plants over the earth's surface. It is this factor that largely determines the boundaries of vegetation zones. The boundaries of the geographical distribution of individual plants often coincide with isotherms.
The source of heat is the energy of the sun's rays, which is converted into heat in the plant. The energy flow is absorbed by the soil and above-ground parts of plants. This heat is transferred to the lower soil horizons, goes to warm the surface layers of air, is spent on evaporation from the soil surface, is radiated into the atmosphere, and in land plants is spent on evaporation.
Temperature conditions on land are determined by geographical location (geographical latitude and distance from the ocean), topography (height above sea level, steepness and exposure of slopes), season, time of day. A very important characteristic of temperature conditions are daily and seasonal temperature fluctuations.
The thermal conditions in water bodies are quite diverse, but the temperature here fluctuates less than on land, especially in the seas and oceans.
In the course of evolution, plants have developed adaptations to various temperature conditions, both high and low temperatures. So, blue-green algae live in hot geysers with water temperatures up to 90 ° C, in some land plants the leaves warm up to 53 ° C and do not die (date palm). Plants also adapt to low temperatures: in the Arctic and high mountains, some types of algae develop on the surface of ice and snow. In Yakutia, where frosts reach -68°C, larch grows well.
The ability of plants to endure high and low temperatures is due both to the morphological structure (size, shape of leaves, the nature of their surface) and physiological characteristics (properties of cell protoplasm).
Heat affects the timing of the passage of the plant phenological phases. Thus, the beginning of plant development in the North, as a rule, is delayed. With the spread of any kind of plant to the north, the phase of flowering and fruiting comes later. Since the growing season becomes shorter and shorter as it moves north, the plant does not have time to form fruits and seeds, which prevents its settlement. Thus, the lack of heat limits the geographic distribution of plants.
The temperature factor also affects the topographic distribution of plants. Even in a very limited area, the temperature conditions of watersheds, slopes of different exposure and steepness will be different, especially in mountainous areas. Watersheds heat up more than the slopes of the northern and eastern exposures, the slopes of the southern exposure warm up better than the watersheds, etc. Therefore, in the northern regions, on the slopes of the southern exposure, species characteristic of the watershed conditions of more southern regions can grow.
Water as an environmental factor
Water is part of the plant cells. K. A. Timiryazev divided water into organizational and consumable. Organizational water is involved in the physiological processes of the plant, that is, it is necessary for its growth. Used water enters from the soil to the root, passes through the stem and evaporates from the leaves. The evaporation of water by a plant is called transpiration and occurs through the stomata.
Transpiration protects tissues from heating; withering leaves, whose transpiration is reduced, heat up much more than leaves that are normally transpired.
Due to transpiration, a certain moisture deficit remains in the plant. As a result, there is a continuous flow of water through the plant. The more the plant evaporates moisture through the leaves, the more it absorbs water from the soil due to the increased sucking power of the roots. When a high water content of plant cells and tissues is reached, the suction force decreases.
Transpiration is a significant part of the expenditure part of the territory's water balance.
The main source of water for most terrestrial plants is soil and partly groundwater, the reserves of which replenish atmospheric precipitation. Not all the moisture of atmospheric precipitation reaches the soil, part of it is retained by the crowns of trees and herbage, from the surface of which it evaporates. Atmospheric precipitation saturates the air and the upper horizons of the soil, excess moisture drains and accumulates in the lowlands, causing swamping, enters rivers and seas, from which it evaporates. Soil moisture and groundwater, rising to the soil surface, also evaporate.
If we compare the map of the distribution of precipitation over the land surface of the Earth and the map of the vegetation of the globe, we can note the dependence of the distribution of the main types of vegetation on the amount of precipitation. For example, tropical rainforests are confined to areas that receive between 2,000 and 12,000 mm of precipitation per year. The temperate forests of Eurasia develop with a rainfall of 500-700 mm per year, deserts are typical for areas where precipitation does not exceed 250 mm. A more detailed analysis shows that within the same climatic zone, differences in vegetation are determined not only by the total amount of precipitation, but also by their distribution throughout the year, the presence or absence of a dry period, and its duration.
All plants are divided into two types (according to the watering of their cells):
1) poikilohydric plants with varying water content. These are lower land plants (algae, fungi, lichens) and mosses. The watering of their cells practically does not differ from the moisture content in the environment;
2) homoiohydric - higher land plants that actively maintain high cell moisture using the osmotic pressure of cell sap. These plants do not have the ability to reversibly dry out, like the plants of the first group.
Plants of habitats with different moisture content differ in features that are reflected in their external appearance.
In relation to the water regime, habitats distinguish ecological groups of plants: hydatophytes, hydrophytes, hygrophytes, mesophytes, xerophytes.
Hydatophytes - aquatic plants, wholly or mostly immersed in water, for example, algae, water lilies, pondweeds, egg capsule, elodea (water plague), naiad, urut, pemphigus, hornwort, etc. In these plants, the leaves either float on the surface of the water, like at the capsule and water lilies, or the whole plant is entirely under water (urut. hornwort). In underwater plants, flowers and fruits appear on the surface only during flowering and fruiting.
Among the hydatophytes there are plants attached by their roots to the ground (lily lily) and not rooting in the ground (duckweed, water lily). All organs of hydatophytes are permeated with air-bearing tissue - aerenchyma, which is a system of intercellular spaces filled with air.
Hydrophytes are aquatic plants attached to the ground and submerged in water with their lower parts. They grow in the coastal zone of reservoirs (chastukha plantain, arrowhead, reed, cattail, many sedges). These plants begin the growing season, being completely immersed in water. Unlike hydatophytes, they have a well-developed mechanical tissue and a water-carrying system.
The distribution of hydatophytes and hydrophytes does not depend on the humidity of the climate, since even in arid regions there are water bodies that provide the conditions necessary for the life of these plants.
Hygrophytes - plants of excessively moist habitats, but those where there is usually no water on the surface. Due to the high humidity in these plants, evaporation is sharply slowed down or completely eliminated, which affects their mineral nutrition, since the upward flow of water in the plant slows down. The leaf blades of these plants are often thin, sometimes consisting of a single layer of cells (some herbaceous and epiphytic rainforest plants), so that all leaf cells are in direct contact with the air, and this contributes to a greater return of water to the leaves. However, these devices are not sufficient to maintain a constant flow of water in the plant. Hygrophytes have special glands on the leaves - hydathodes, through which there is an active release of water in a drop-liquid state. The hygrophytes of the temperate zone include the core, touchy, swamp bedstraw, some horsetails.
Mesophytes - plants that live in conditions of medium moisture. These include deciduous trees and shrubs of the temperate zone, most of the meadow and forest grasses (meadow clover, meadow timothy, lily of the valley, gout) and many other plants.
Xerophytes - plants living in conditions of a sharp deficit of moisture (many plants of the steppes and deserts). They can tolerate heat and dehydration. The increased ability of xerophytes to extract water is associated with a well-developed powerful root system, sometimes reaching a depth of 1.5 m or more.
Xerophytes have various devices that limit the evaporation of water. Reducing evaporation is achieved by reducing the size of the leaf blade (wormwood), up to its complete reduction (Spanish gorse, ephedra), replacing the leaves with spines (camel thorn), folding the leaf into a tube (feather grass, fescue). Evaporation also decreases if a thick cuticle (agave) develops on the leaves, which completely eliminates extra-stomatal evaporation, waxy coating (sedum) or dense pubescence (mullein, some types of cornflower), which protects the leaf from overheating.
Among xerophytes, a group of sclerophytes 1 and succulents 2 are distinguished. Sclerophytes have a well-developed mechanical supporting tissue in both leaves and stems.
1 From Greek. scleros - solid.
2 From lat. succulentus - juicy.
Sclerophytes have an adaptation to limit transpiration or to increase the intake of water, which allows them to intensively use it.
A peculiar group of plants of arid habitats are succulents, which, unlike sclerophytes, have soft, succulent tissues with a large supply of water. Plants such as aloe, agave, stonecrop, young, accumulating water in the leaves, are called leaf succulents. Cacti, cactus-like euphorbia contain water in the stems, their leaves are turned into thorns. These plants are called stem succulents. In our flora, succulents are represented by stonecrop and juvenile. Succulents use water very economically, since their cuticle is thick, covered with a wax coating, stomata are few and immersed in the leaf or stem tissue. In stem succulents, the function of photosynthesis is carried out by the stem. Succulents store a huge amount of water. For example, some cacti of the North American deserts accumulate up to 1000-3000 liters of water.
Gas composition of the atmosphere and wind
Of the air gases, oxygen is of the greatest ecological importance, accounting for about 21%, carbon dioxide (about 0.03%) and nitrogen (about 78%).
Oxygen is essential for plant respiration. The processes of respiration proceed around the clock in all living cells.
The simplified breathing formula can be written as follows:
C 6 H 12 0 6 +60 2 \u003d 6C0 2 + 6H 2 0 + energy.
For land plants, the source of carbon dioxide is the air. The main consumers of carbon dioxide are green plants. The amount of carbon dioxide in the atmosphere is constantly replenished due to the respiration of various living organisms, the vital activity of soil microorganisms, the combustion of combustible substances, volcanic eruptions, etc.
Gaseous nitrogen is not absorbed by higher plants. Only some lower plants fix free nitrogen, converting it into compounds that higher plants can assimilate.
One of the forms of influence of the atmosphere on plants is the movement of air, the wind. The influence of the wind is varied. It is involved in the distribution of seeds, fruits, spores, and the dispersion of pollen. The wind brings down and breaks trees, disrupts the flow of water in the shoots when they sway and bend.
The mechanical and drying action of constant winds changes the appearance of plants. For example, in areas where winds of one direction are frequent, tree trunks acquire an ugly, curved shape, their crowns become flag-shaped. The effect of wind on plants is also manifested in the fact that a strong air flow sharply increases evaporation.
Plants are also affected by air humidity. In dry air, evaporation increases, which can lead to the death of plants.
Plants are strongly affected by toxic gas impurities that enter the atmosphere in industrial centers, as well as during volcanic eruptions. Especially harmful is sulfur dioxide, which strongly inhibits plant growth even at low concentrations in the air. Nitrogen oxides, phenols, fluorine compounds, ammonia, etc. are also poisonous.
Soil environmental factors
The soil serves many plants for fixing in a certain place, for water supply and mineral nutrition. The most important property of the soil is its fertility - the ability to provide plants with the water-mineral and nitrogen nutrition necessary for life. The chemical composition of the soil, acidity, mechanical composition and other features are of great ecological importance for plants.
Different types of plants are unequally demanding on the content of nutrients in the soil. In accordance with this, plants are conditionally divided into three groups: eutrophic, mesotrophic and oligotrophic.
Eutrophic are distinguished by a very high demand for soil fertility (plants of steppes, forest-steppes, broad-leaved forests, water meadows).
Oligotrophs grow on poor soils containing little nutrients and, as a rule, having an acidic reaction. These include plants of upland meadows (belous), sandy soils (pine), raised sphagnum bogs (dew, cranberry, cotton grass, sphagnum mosses).
mesotrophs in terms of nutrient requirements, they occupy an intermediate position between eutrophs and oligotrophs. They develop on soils that are moderately supplied with nutrients (spruce, aspen, oxalis, maynik and many
other).
Some plants have special requirements for the content of certain chemical elements and salts in the soil. So, nitrophils are confined to soils rich in nitrogen. In these soils, nitrification processes are intensively going on - the formation of salts of nitric and nitrous acids under the influence of nitrifying bacteria. Such soils are formed, for example, in forest clearings. Nitrophils include nettle, raspberry, Ivan-tea, etc.
Calciphiles are plants confined to carbonate soils containing calcium carbonate. This substance contributes to the formation of a strong soil structure, due to which nutrients are better preserved (not washed out) in it, and a favorable water and air regime is created. Liming (introduction of calcium carbonate) neutralizes the acidic reaction of the soil, makes phosphorus salts and other minerals more accessible to plants, and destroys the harmful effects of many salts. Calciphiles are, for example, Cretaceous thyme and other so-called Cretaceous plants.
Plants that avoid lime are known - calcephobes. For them, the presence of lime in the soil is harmful (sphagnum, heather, belous, etc.).
In relation to soil features, such groups of plants as halophytes 1, psychrophytes 2, psammophytes 3 are also distinguished.
1 From Greek. tack - salt.
2 From Greek. psychra - cold.
3 From Greek. psammos - sand.
halophytes- a peculiar and numerous group of plants growing on highly saline soils. An excess of salts increases the concentration of the soil solution, resulting in difficulties in the absorption of nutrients by plants. Halophytes absorb these substances due to the increased osmotic pressure of the cell sap. Different halophytes have adapted to life on saline soils in different ways: some of them secrete an excess of salts absorbed from the soil through special glands on the surface of leaves and stems (kermek, comb); in others, succulence is observed (soleros, sar-sazan), which helps to reduce the concentration of salts in the cell sap. Many halophytes not only tolerate the presence of salts well, but also need them for normal development.
Psychrophytes- plants that have adapted to life in cold and wet habitats. Plants of cold but dry habitats are called cryophytes 4 . There is no sharp boundary between these two groups. Both have typical xeromorphic features: short stature of plants, numerous shoots, densely covered with small leaves with edges bent to the underside, often pubescent from below or covered with a wax coating.
4 From Greek. kria - ice.
The reasons for xeromorphism may be different, but the main ones are low soil temperatures and an extreme lack of nitrogen
nutrition.
Xeromorphic features are, for example, evergreen shrubs of the tundra and sphagnum bogs (ledum, cassiopeia, crowberry, cranberry, dryad, etc.), stony tundra (Kuril tea) and high mountains (honeywort, etc.).
A special ecological group is formed by psammophytes- plants of moving sands. They have special devices that allow them to live on a moving substrate, where there is a danger of falling asleep with sand or, on the contrary, exposing underground organs. Psammophytes are able, for example, to form adventitious roots on shoots covered with sand, or adventitious buds on exposed rhizomes. The fruits of many psammophytes have such a structure that they always end up on the surface of the sand and cannot be buried in the sandy mass (very swollen fruits filled with air, fruits completely covered with springy appendages, etc.).
Psammophytes have a xeromorphic structure, as they often experience prolonged drought. These are mainly plants of sandy deserts (white saxaul, sandy acacia, camel thorn, juzgun, swollen sedge, etc.).
The confinement of plants to certain soil conditions is widely used in practice to indicate various properties of soils and soils, for example, in agricultural land assessment, searches for fresh groundwater in deserts, in permafrost research, in indicating the stages of sand fixation, etc.
Orographic factor
The relief creates a variety of plant habitats both in small areas and in large regions. Under the influence of the relief, the amount of precipitation and heat is redistributed over the land surface. Precipitation accumulates in relief depressions, as well as cold air masses, which is the reason for the settlement in these conditions of moisture-loving and low-demanding plants. Elevated relief elements, slopes of southern exposure warm up better than depressions and slopes of a different orientation; therefore, plants that are more thermophilic and less demanding on moisture can be found on them (steppe meadows, etc.).
On the bottoms of ravines, in floodplains, where groundwater lies close, cold air masses stagnate, moisture-loving, cold-resistant and shade-tolerant plants settle.
Small landforms (micro- and nano-relief) increase the diversity of micro-conditions, which creates a mosaic of vegetation cover. This is especially noticeable in semi-deserts and ridge-hollow bogs, where there is a frequent alternation of small areas of various plant communities.
A special influence on the distribution of plants is exerted by the macrorelief - mountains, midlands and plateaus, which create significant amplitudes of heights in a relatively small area. With a change in altitude, climatic indicators change - temperature and humidity, resulting in the altitudinal zonality of vegetation. The composition and thickness of soils in the mountains are determined by the steepness and exposure of the slopes, the force of the eroding action of water flows, etc. This determines the selection of plant species in different habitats and the diversity of their life forms.
Finally, mountains are a barrier to the penetration of plants from one region to another.
BIOTIC FACTORS
Of great importance in the life of plants are biotic factors, by which they mean the influence of animals, other plants, microorganisms. This influence can be direct, when organisms, in direct contact with the plant, have a positive or negative effect on it (for example, animals eating grass), or indirect, when organisms affect the plant indirectly, changing its habitat.
In the life of plants, the role of the animal population of the soil is great. Animals crush and digest the remains of plants, loosen the soil, enrich the soil layer with organic substances, i.e., change the chemistry and structure of the soil. This creates conditions for the predominant development of some plants and the oppression of others. Such is the activity of earthworms, ground squirrels, moles, mouse-like rodents and many other animals. The role of animals and birds as distributors of seeds and fruits of plants is known. Insects and some birds pollinate plants.
The influence of animals on plants sometimes manifests itself through a whole chain of living organisms. Thus, a sharp decrease in the number of birds of prey in the steppes leads to the rapid reproduction of field mice, which feed on the green mass of steppe plants. And this, in turn, leads to a decrease in the yield of steppe phytocenoses and a quantitative redistribution of plant species within the community.
The negative role of animals is manifested in trampling and eating plants.
At mutualism* plants as a result of coexistence benefit, these relationships are essential for their normal development. An example is mycorrhiza, the symbiosis of nodule bacteria - nitrogen fixers - with the roots of legumes, the coexistence of a fungus and algae that form a lichen.
*From lat. mutuas - mutual.
Commensalism 1 - this is such a form of relationship when coexistence is beneficial for one plant, and indifferent to another. So, one plant can use another as a place of attachment (epiphytes and epiphylls).
Competition 2 among plants is manifested in the struggle for the conditions of existence: moisture and nutrients in the soil, light, etc. In this case, both competitors adversely affect each other. There are intraspecific competition (between individuals of the same species) and interspecific competition (between individuals of different species).
1 From lat. com - jointly, jointly mensa - table, meal.
2 From lat. concurro - face.
ANTHROPOGENIC FACTOR
Since ancient times, man has influenced plants. It is especially noticeable in our time. This influence can be direct and indirect.
The direct impact is deforestation, haymaking, picking fruits and flowers, trampling, etc. In most cases, such activities have a negative impact on plants and plant communities. The number of some species is sharply reduced, some may completely disappear. There is a significant restructuring of plant communities or even a change from one community to another.
No less important is the indirect human impact on vegetation cover. It manifests itself in a change in the conditions of existence of plants. This is how ruderal, or garbage, habitats, dumps appear. Much attention is now being paid to the reclamation of these lands. Intensive land reclamation work (irrigation, watering, drainage, fertilization, etc.) is aimed at creating special landscapes - oases in deserts, fertile lands in the place of swamps, swamps, saline soils, etc.
The pollution of the atmosphere, soil, and water by industrial waste has a negative impact on plant life. It leads to the disappearance of some plant species and plant communities in a certain area. The natural vegetation cover is also changing as a result of the increase in areas under agrophytocenoses.
In the course of his economic activity, a person must take into account all the interconnections in ecosystems, the violation of which often leads to irreparable consequences.
PLANT LIFE FORMS
Life forms are called groups of plants that differ from each other in appearance, morphological features and anatomical structure of organs. Life forms historically arose under certain conditions and reflect the adaptation of plants to these conditions. The term "life form" was introduced into botany by the Danish scientist E. Warming in the 80s. 19th century
Consider ecological and morphological classification life forms of seed plants, based on the form of growth (appearance) and the life span of vegetative organs. This classification was developed by I. G. Serebryakov and continues to be improved by his students. According to this classification, the following groups of life forms are distinguished: 1) woody plants (trees, shrubs, shrubs); 2) semi-woody plants (semi-shrubs, semi-shrubs); 3) herbaceous plants (annual and perennial herbs).
The tree is a single-stemmed plant, the branching of which begins high above the ground, and the trunk lives from several tens to several hundred years or more.
A shrub is a multi-stemmed plant that branches from the base. The height of shrubs is 1-6 m. Their life expectancy is much less than that of trees.
Shrub - a multi-stemmed plant up to 1 m high. Shrubs differ from shrubs in their small size, they live for several decades. They grow in the tundra, coniferous forests, swamps, high in the mountains (lingonberries, blueberries, blueberries, heather, etc.).
Subshrub and subshrub have a shorter lifespan of skeletal axes than subshrub; they annually die off the upper parts of annual shoots. These are mainly plants of deserts and semi-deserts (wormwood, saltwort, etc.).
Perennial herbs after flowering and fruiting usually lose all above-ground shoots. Overwintering buds form on underground organs. Among perennial herbs, polycarpic 1 are distinguished, which bear fruit repeatedly in their life, and monocarpic, which bloom and bear fruit once in a lifetime. Annual herbs are monocarpic (colza, shepherd's purse). According to the shape of the underground organs, grasses are divided into tap-rooted (dandelion, chicory), brush-rooted (plantain), soddy (fescue), tuberous (potato), bulbous (onion, tulip), short- and long-rooted (nivyanik, wheatgrass).
From Greek. poly- lot, karpos - fetus.
A special group of life forms are aquatic grasses. Among them are coastal, or amphibians (arrowhead, calamus), floating (water lily, duckweed) and submerged (elodea, urut).
Depending on the direction and nature of the growth of shoots, trees, shrubs and grasses can be divided into erect, creeping, creeping and creepers (clinging and climbing plants).
Since life forms characterize the adaptation of plants to the experience of adverse conditions, their ratio in the flora of different natural zones is not the same. So, for tropical and equatorial humid regions, trees and shrubs are predominantly characteristic; for areas with a cold climate - shrubs and herbs; with hot and dry - annuals, etc.
Classification of plant life forms according to Raunkier. Within the limits of large ecological groups, distinguished in relation to any one important factor - water, light, mineral nutrition - we described peculiar life forms (biomorphs), characterized by a certain external appearance, which is created by a combination of the most striking physiognomic adaptive features. Such, for example, are stem succulents, cushion plants, creepers, creepers, epiphytes, etc. There are different classifications of plant life forms that do not coincide with the classification of taxonomists based on the structure of generative organs and reflecting the "blood relationship" of plants. From the examples cited, it can be seen that under similar conditions, plants that are completely unrelated, belonging to different families and even classes, take on a similar life form. Thus, one or another group of life forms is usually based on the phenomenon of convergence or parallelism in the development of adaptations.
Biomorphological classifications can be based on various features, depending on the purpose. One of the most common and universal classifications of plant life forms was proposed in 1905 by the Danish botanist K. Raunkier. Raunkier took as a basis a trait that is extremely important from an adaptive point of view: the position and method of protecting the renewal buds in plants during an unfavorable period - cold or dry. On this basis, he identified five major categories of life forms: phanerophytes, chamephytes, hemicrypgophytes, cryptophytes and terophytes 1 . Schematically, these categories are shown in the figure.
1 From Greek. faneros - open, explicit; hame- short; hemi- semi-; cryptos- hidden; hero- summer; fiton- plant.
2 From Greek. mega- large, large; meso- average; macro- little; nanos - dwarf.
At chamefites the buds are located just above the soil level, at a height of 20-30 cm. This group includes shrubs, semi-shrubs and semi-shrubs, many creeping plants, pillow plants. In cold and temperate climates, the kidneys of these life forms very often receive additional protection in winter - they hibernate under the snow.
Hemicryptophytes- usually herbaceous perennials; their renewal buds are at the level of the soil or sunk very shallowly, mainly in the litter formed by dead plant decay - this is another additional cover for wintering buds. Among hemicryptophytes, Raunkier singled out protohemicryptophytes with elongated above-ground shoots that die off annually to the base, where renewal buds are located, and rosette hemicryptophytes with shortened shoots that can overwinter at the soil level entirely. Before overwintering, as a rule, the axis of the rosette shoot is drawn into the soil up to the bud remaining on the surface.
Cryptophytes are represented either by geophytes*, in which buds are located in the soil at a certain depth, on the order of one to several centimeters (rhizome, tuber, bulbous plants), or by hydrophytes, in which buds hibernate under water.
*From the Greek. ge - Earth; fiton- plant.
Therophytes- these are annuals in which all vegetative parts die off by the end of the season and there are no overwintering buds. Plants regenerate the following year from seeds overwintering or experiencing a dry period on or in the soil.
The categories of life forms of Raunkier are very large, prefabricated. Raunkier subdivided them according to various characteristics, in particular, phanerophytes - according to the size of plants, according to the nature of the bud covers (with open and closed buds), on the basis of evergreen or deciduous, he especially singled out succulents and lianas; for the division of hemicryptophytes, he used the structure of their summer shoots and the structure of perennial underground organs.
Raunkier applied his classification to clarify the relationship between plant life forms and climate, compiling the so-called "biological spectrum" for the flora of various zones and regions of the globe. Here is a table of the percentage of life forms according to Raunkier himself and later.
It can be seen from the table that in humid tropical regions the percentage of phanerophytes is the highest (the climate of phanerophytes), and the temperate and cold zones of the northern hemisphere can be attributed to the climate of hemicryptophytes. At the same time, the chamefites turned out to be a mass group both in the deserts and in the tundra, which, of course, indicates their heterogeneity. Therophytes are the dominant group of life forms in the deserts of Ancient Middle-earth. Thus, the adaptability of different categories of life forms to climatic conditions appears quite clearly.
Table
Biological Spectra of Vegetation in Different Zones of the Globe
|
Regions to countries |
Percentage of total species studied |
||||
|
plywood-fits |
chamephites |
hemicriptophytes |
cryptophytes |
terophytes |
|
|
tropical zone Seychelles Libyan desert temperate zone Denmark Kostroma region Poland arctic zone Svalbard |
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Environmental project
Flowers around us.
Project author:
music director of BDOU "Kindergarten No. 9 of the city of Tara",
project participants:
educators of BDOU "Kindergarten No. 9 of the city of Tara":
,
Tara - 2013.
The relevance of the project.
Familiarization of preschoolers with nature is one of the most important tasks in working with children. At the same time, it is very important that the acquired knowledge is not presented in isolation, without reference to the whole complex of phenomena surrounding the subject of study. Children should always see the connection of a particular species with the environment, its influence on this environment, they must understand that plants and animals depend on each other and on the environment.
Environmental education is one of the main directions in the education system, it is a way of influencing the feelings of children, their consciousness, views and ideas. Children feel the need to communicate with nature. They learn to love nature, observe, empathize, understand that our Earth cannot exist without plants, as they not only help us breathe, but also treat diseases.
Flowers are not only beauty, but also a part of wildlife that must be protected and protected, and, of course, known. To know the structure of a flower, its appearance, features, healing properties.
Everyone can pick a flower, but not everyone can say which flower they picked.
Educational area – optimization of mental activity of children through the cooperation of teachers and parents.
Members. Educators, children 4-6 years old, parents.
Interaction of teachers: music director, educators, parents.
Project type: creative, information-research, medium-term, collective, individual (together with parents).
Problem question: "What are the flowers and why are they on Earth?"
Target: Activation of cognitive and creative activity of children,
development of the creative potential of pupils and teachers, active involvement of parents in the educational process.
Tasks:
· Define what a flower is.
· To teach children to classify flowers according to their place of growth (meadow, garden, field, house).
· Introduce children to the professions of people associated with floriculture.
· Teach children how to plant and grow flowers.
· Note the importance, the role of flowers for the life and activities of humans, animals, insects.
· To develop the constructive, visual abilities of children in the manufacture of flowers, using different materials and technical means.
· Develop the ability to compare and analyze.
· Develop imagination, thinking in the process of observation, study of natural objects.
· Develop the ability to convey your feelings from communication with nature in drawings and crafts. Replenishment and enrich the vocabulary of children and their knowledge of the colors of forest, meadow, garden, indoor.
· To cultivate a caring attitude towards flowers, the ability to take care of them.
· To cultivate communication skills, independence, diligence, observation and curiosity towards all living things.
Project methods:
· research: experiments, problematic issues, observations;
· self-observation;
· collective observation;
· verbal: conversations, reading literature, consultations for parents, explanations, instructions, verbal instructions;
· simulation technology;
· relaxation;
· aromatherapy;
· listening to music.
Project organization forms:
· Cognitive directly organized activity (application, drawing, modeling, music, speech development, natural and social world);
· Tours;
· Didactic games;
· Labor activity of children;
· Ecological quiz.
Resource support for the project.
· A corner of nature in a group, a flower garden on the site of the kindergarten.
· Methodological tools.
· Material and technical (computer, camera, stationery, music library, glassware for experiments, pots, jars, magnifying glass, plastic knives for experiments, individual saucers for experiments, napkins, gardening equipment, nurseries, sports equipment)
· visual material:
A) live flowers, in illustrations, made from different materials;
b) board games;
c) didactic games on ecology;
d) the library of a young florist, the album "Legends of Flowers".
· Equipped with natural and waste material.
Project implementation timeline: 1 month.
Expected Result: development of children's cognitive interest, expansion of ideas about meadow, forest, garden and indoor flowers. Positive-emotional and conscious attitude to nature, to the colors that surround the child. Flowers are not only a decoration of the Earth, but also healers. Willingness to participate in practical activities to improve the natural environment (planting, caring for flowers). The skills of cultural behavior in nature, the ability to protect and take care of it were formed.
Project stages.
Stage 1. Goal setting (problem identification).
Stage 2. Project development.
Stage 3. Implementation of the project (organization of joint work of children and teachers on the project).
Stage 4. Summarizing.
1. Indoor plants (middle group).
2. Garden flowers (senior group).
3. Meadow and forest flowers (middle group).
6. Ball of flowers.
7. Exhibition of drawings, photo exhibition and flower collage.
Stages of project implementation
Period | Events | Responsible |
I. Preparatory stage |
||
June | · Collection and analysis of literature on the topic; · Development of a project implementation plan; · Selection of musical repertoire and musical games, relaxation exercises; · Development of didactic games, manuals; · A selection of illustrative material; · A selection of poems, riddles, songs, fairy tales, myths, legends on the topic; · A selection of mobile, finger, didactic games, fun questions and exercises on the topic; · Prepare material for visual activity, fiction and educational literature for reading to children; · Preparation of flower seeds, nurseries. · Tasks for parents on the design of an ecological book about flowers. · Diagnostics-determination of the level of skills and knowledge of children on the topic. |
Musical director: ; Educators: , |
II. main stage | |||
June 2 weeks | · Excursion around the territory of the kindergarten, (senior group); · Excursion to the meadow, near the river Arkarka, to the birch grove (middle group); · Excursion to the flower shop (middle group) Purpose: acquaintance with the colors of our region and kindergarten. · Riddles, puzzles. · Learning and reading poetry. · Reading fiction, educational literature, · Conversations: “Flowers in legends, poems, riddles, songs”, “Professions of people involved in floriculture” · Examination of illustrations, postcards with the image of flowers. · Didactic game "Flower Shop" (to consolidate the ability to distinguish colors, name them quickly, find the right flower among others; teach children to group plants by color, make beautiful bouquets). · Didactic game "Fold a flower" (clarification of knowledge about the structure of a flower - stem, flower leaves). · Didactic game "Find a plant by description" (clarification of knowledge about the structure of a flower, fixing the names of indoor plants). · GCD "Secrets of indoor plants" (consolidate children's knowledge of indoor plants; continue to teach how to compare plants, find similarities and differences in external features; consolidate knowledge about the growth conditions of indoor plants; develop a desire to care for plants). · Conversation “The conditions necessary for the life of indoor plants” (in an accessible form to explain to children how to properly care for a corner of nature). Appendix 1. · NOD "Golden Meadow" (Introduce children to the writer M. Prishvin; develop the ability to emotionally respond to the beauty of nature and the content of a literary work). · Conversation about dandelion (expand and clarify children's knowledge about dandelion); Appendix 2 · NOD "Tagetes - a garden flower"
· Outdoor games. · Listening to music: goal: Formation of the foundations of musical culture for children. "Cactus - hedgehog", "Daisies" Vikhareva NOD NGO "Music" in the middle group on the topic: "He looks like a hedgehog" (expand children's ideas about cacti); NOD NGO "Music" in the middle group on the topic: "Flowers of our land" (expand children's ideas about the meadow and forest flowers of our land, know and name them); GCD NGO "Music" in the senior group on the topic: "Flowers around us" (expand children's ideas about garden flowers, know and name them, cultivate respect for nature) Appendix 4
· if you do not water the flowers for a long time, the leaves wither, and the flower falls. · where the seeds will quickly sprout (in the sun, in a dark place or far from sunlight); · germination of shoots of flowers, examination of roots. Labor activity on the site, in the group - planting flowers, watering flower beds, loosening the soil, caring for indoor flowers. · Collect a collection: flowers made from different materials, flowers on fabric, postcards "Bouquets of flowers". · Children's stories about flower beds at home, how they take care of flowers with their parents. On what occasions are flowers given at home? Working with parents: · Preparation of material for environmental books. Artistic and creative activity:
· Card file of didactic games: "The flower is your talisman"; · Observations (eg: dandelions bloom with the appearance of the sun, if the weather is cloudy, they do not bloom), for flowers on discounts. · Poetry Day "Beautiful Flower" (development of emotional and value attitude to artistic images). · Evening of riddles "Mysteries of the Forest Fairy". · Work in a corner of nature (caring for indoor plants - watering, dusting leaves Working with parents: o Advice for parents "How to grow gardens and kitchen gardens on the windowsill." o Consultation "Chamomile" from the series "Together with children". o Consultation "How to make a flower collage with a child." |
Musical director Educators. | |
3 week | · Registration of a photo exhibition on the topic: "Indoor plants in the garden and at home"; § Registration of an exhibition of drawings on the theme: "Flowers of our region"; § The design of the exhibition is a collage: “Flower Kaleidoscope”. | Parents and caregivers | |
III.The final stage | |||
4 week | · Musical celebration "Ball of Flowers" Appendix 5 · Collage "Flower Kaleidoscope" · Exhibition of drawings "Flowers of my land" · Photo exhibition "Interior Assistants" Presentation. | ||
During the project:
we summarized and enriched the experience of children in the field of environmental education through the use of scientific methods and techniques. We collected invaluable material about flowers, systematized it and summarized it as experience in this project. The children have: an interest in recognizing nature, the characteristics of life and the development of plants; the desire to independently carry out instructions for caring for plants; skills of observation and experimentation in the process of search and cognitive activity.
During the period of work on the project, the children enriched the vocabulary and replenished their vocabulary, if at the beginning of the work on the project the children knew 3-4 flower names, then by the end - more than 10. During the experimental activity, we developed the children's imagination, thinking, formed the skills of elementary research activities .
We got acquainted with plants and learned to convey our feelings in drawings and crafts made from natural materials.
Adults have become more actively involved in creating conditions for the realization of creative and cognitive abilities in children, in organizing and holding environmental events and competitions.
List of used literature:
· The World of Nature and the Child (Methodology of Ecological Education of Preschoolers): Textbook for Pedagogical Schools in the Specialty "Preschool Education" / Edited by. - St. Petersburg: AKCIDENT, 1998.
· “Thematic days and weeks in kindergarten”, “Final days on lexical topics”, 2006.
· "From autumn to autumn" 2004.
· “Living Ecology”, “Ecological Observations and Experiments in D/S 2005.
· "We" - the program of ecological education of children in 2005.
· “Scenario of classes on environmental education of preschoolers” 2005.
· "Young ecologist" 2002.
· Ecological education in kindergarten: lectures 1 - 8. - M .: Pedagogical University "First of September", 2006.
· Ecological project "Tree". Magazine "Hoop". - N 2. - 1997.
Appendix 1.
Synopsis of directly organized activities in the middle group. Educational area "Cognitive development".
Topic: "Secrets of indoor plants."
Completed by a teacher of the 1st qualification category
Tasks:
Continue to form in children an interest in the plant world.
Bring to the understanding that indoor plants are a living organism,
Requiring some care;
To give children an idea about the features of indoor plants;
To consolidate the knowledge of children about the parts of the plant.
Cultivate love for plants, the desire to care for them, enjoy the results of their work.
Integration of educational areas:
"Cognition", "Communication", "Socialization", "Reading fiction".
Materials and equipment : Doll Dunno, illustrations of indoor plants, attributes for the didactic game "Collect it right", soundtrack by Paul Maria James Last - a lonely shepherd.
Preliminary work:
Modern man spends most of his time, which is about 80%, indoors. To think that indoors we are to some extent protected from the adverse effects of the environment is a mistake. On the contrary, studies show that indoor air is 4-6 times dirtier than outdoor air and 8-10 times more toxic. The concentration of substances harmful to the body in indoor air is sometimes 100 times higher than their concentration in outdoor air. Indoors, we are surrounded by objects and materials that emit chemicals and elements that are detrimental to health. These are varnishes and paints that cover furniture, books, synthetic carpets, linoleum and parquet, low-quality building materials, as well as all household appliances.
Substances emitted by all of the above objects and materials are dangerous in themselves, and when mixed with each other, they pose an even greater danger to humans.
Not many people know that electromagnetic and radiation emissions are also present in the atmosphere of our home. Sources of electromagnetic fields are electrical wiring, refrigerators, computers, televisions, vacuum cleaners, fans, electric furnaces. At the same time, if the listed devices are close to each other, then their radiations are amplified, layering on each other. That is why it is necessary to properly position electrical appliances. It must be remembered that a weak but prolonged exposure to EMF over time can lead to the development of malignant cancerous tumors, memory loss, Parkinson's and Alzheimer's diseases, not to mention chronic fatigue.
Another danger of the premises is radiation. Researchers say that household appliances are not a source of radiation, except perhaps the TV, from which you need to sit as far as possible. Another source of radiation can be low-quality building structures, the materials for which may contain radionuclides many times higher than the permissible radiation safety standards.
There is no need to say that the state of our health directly depends on the ecology of our home and workplace. The environmentally unfavorable environment of the premises in which we are located can cause both slight malaise and quite serious illnesses. The first effects of polluted room air are manifested in dizziness, headaches, insomnia, resulting in fatigue and irritability.
The question is quite natural: is it possible to improve the situation, and if so, how? The answer, like everything ingenious, is quite simple - a person needs to restore the interrupted connection with nature by surrounding himself with plants. Plants are real helpers in the fight against polluted indoor air. In addition to absorbing harmful substances, they also produce oxygen, the deficiency of which is obvious today. In addition to all of the above, the energy of plants also has a very beneficial effect on the human condition.
Many indoor plants have phytoncidal (bactericidal) properties. In a room where there are, for example, citrus fruits, rosemary, myrtle, chlorophytum in the air, the content of harmful microorganisms decreases many times. Asparagus are very useful in that they absorb heavy metal particles, which, along with everything else, are present in our homes.
Air humidity is one of the important indicators for the normal functioning of the body, and in modern block houses it is much lower than the norm - almost like in a desert. But even here there is a way out - a unique plant that can turn a desert area into a real oasis - cyperus. This is a moisture-loving plant, so the flowerpot with it is placed in a pan with water. It is also useful to have such pallets with moisture-loving plants in all rooms, since they have a very good effect on the state of the air. Improve water-gas exchange in the premises of arrowroot, monstera and anthurium.
As a result of research, NASA staff concluded that aloe, chrysanthemum, chlorophytum and ivy have highly effective air-purifying properties.
It is obvious that in a stuffy room a person does not feel well. As it turned out, the reason here is not just a lack of oxygen, but rather, its negative ions. The number of these ions is also rapidly reduced when the TV or computer is on. But in this situation, plants come to the rescue, which emit these very negative ions, thereby refreshing the air and making it easy to breathe. These plants include conifers, such as thuja, cypress, cryptomeria. These magnificent plants, which, moreover, also disinfect the air, can be grown at home from seeds.
Since ancient times, geraniums have been known to people as a plant that drives away evil spirits. Science, as well as the personal experience of many people, shows that geranium drives away flies, relieves headaches, and also deodorizes and disinfects the air.
Rose - not without reason nicknamed the Queen of Flowers, of course, has a wonderful effect on a person's energy, supporting and correcting it. A room rose helps to get rid of excessive fatigue and irritability, and if in the same room there are also such useful plants as basil, mint-melissa and tarragon (tarragon), then the air in the room becomes not only not harmful, but even healing.
Autumn is recommended to grow garlic and onions in pots in unlimited quantities. These plants not only disinfect the air, but also help with insomnia. It is especially useful to keep them in the bedroom for those who often have nightmares.
It is very useful to grow a dwarf pomegranate in the room, which improves immunity. All summer greens: parsley, celery, dill and cilantro have a very positive effect on air quality and human health.
Here is a more detailed list of plants that improve the ecological situation in the house:
Vacuum plants
absorb formaldehyde and phenol from the air, released from new furniture, destroy microbes - aloe tree, chlorophytum, climbing philodendron
Conditioner Plants
have maximum air-purifying abilities - crested chlorophytum, pinnate epipremnum, asparagus, monstera, spurge, tree-like krasula
filter plants
successfully cope with benzene - common ivy, chlorophytum, pinnate epipremnum, dracaena purify the air of carbon oxides
Plants-ionizers
They saturate the air with negative oxygen ions, they are very useful for all rooms, including the kitchen - pelargonium, monstera, saintpaulia, ferns.
plant healers
destroy staphylococcal infection - dieffenbachia, myrtle, ruellia, sanchetia, psidium
destroy streptococcal microorganisms - aglaonema, begonias, anthurium Andre and Scherzer, Japanese euonymus
fight with Escherichia coli - poncirus, cherry laurel, noble laurel
able to defeat Klebsiella, which causes pneumonia, meningitis, sinusitis, etc. - mint, lavender, monarda, hyssop, sage
reduce the total content of microbial cells in indoor air - rosemary, anthurium, begonias, myrtle, pelargonium, sansiviera, dieffenbachia, arboreal krasula, tradescantia, aglaonema, epipremnum.
All of the above recommendations are not strict rules, because any healthy plant that pleases you and brings positive emotions will definitely bring benefits and harmony to your life, and fill your home with beauty, comfort and, most importantly, health
