The ecology of the house is a rather broad concept, and at the same time vague. Usually, the emphasis is on the fact that the concept of environmental friendliness is associated with natural materials used for the construction and decoration of the house. In fact, even in a wooden house, polymer glue and synthetic impregnations are used to protect it from decay and destruction, and in this case it is not necessary to talk about the ecology of the house. But for some reason, everyone forgets that home flowers, which are present in almost every home, work day and night to maintain your health and improve indoor air. Therefore, I propose to talk about the benefits of indoor plants.

What provides the ecology of the house and what harms it

The benefits of indoor plants for maintaining the ecology of the house are obvious, but let's talk about what harms this most healthy atmosphere in a human home.

Studies have shown that household appliances have an adverse effect on health, especially those that are built into synthetic-coated furniture, artificial materials for upholstered furniture, furniture made of chipboard, PVC windows ... This is especially noticeable in rooms without plants and those that rarely are ventilated.

Doctors talk about the “syndrome of enclosed spaces”, because it is in such conditions of living or working that people often complain of weakness in the body, manifestations of allergies, and frequent headaches.

Air conditioning won't help.

Do you remember air conditioning? Trusting advertising, you probably think that by purchasing the coveted device, you will forever solve the problem of harmful fumes in the air of your home or office. But do not forget that air conditioner filters not only purify the air from harmful impurities, but also retain useful components. Consequence - you breathe "empty" air, which also does not add to your health.

Is it worth giving up the blessings of civilization? Of course, few people will go for it, and it is not necessary. The right choice and care of indoor plants will bring great benefits to both your home and your family. Houseplants do an excellent job of accumulating dust, turning poisonous substances into non-toxic ones, and simply enriching the air with oxygen.

Who are our rescuers?

The hit parade of useful indoor plants is headed by a simple one. It’s great if several of these plants live in the apartment: then they will be able to completely purify the air from harmful formaldehyde(highlighted by chipboard furniture and polymer compounds), preventing your body from experiencing the effect of the compound on itself. Dracaena, monstera, nephrolepis, ivy, syngonium, solyanum, spathiphyllum, Benjamin's ficus, and.

Don't know what to choose? Take spathiphyllum, solyanum or syngonium: in addition to formaldehyde, they also fight against phenol.

Benzene, xylene, toluene, cyclohexane, ethylbenzene- these are the compounds that building materials and all kinds of solvents are rich in. The already mentioned chlorophytum, as well as dracaena, sansevieria and ivy, are successfully struggling with them - these are universal plants known for their cleansing properties. In the competence, nephrolepis, ficus Benjamin - the elimination of xylene and toluene.

in the kitchen without chlorophytum also indispensable! In just one day, this flower is able to completely purify the air of microbes and reduce the amount of bacteria by 80%. carbon monoxide- what is called the negative effect of the operation of the gas stove. And if you want to help your kitchen chlorophytum, there is nothing better than getting one.

Harmful compounds used in dry cleaning and remaining on clothes are three- and tetrachlorethylene. Ivy and three-lane sansevieria come out to fight them.

Heavy metals- this is in part.

FROM ammonia azalea, anthurium, dracaena, Benjamin's ficus and bush chrysanthemum are fighting.

Staphylococci and streptococci eliminates geranium so unloved by allergy sufferers, and other viruses and bacteria- aglaonema, hibiscus, dieffenbachia, laurel, rosemary, dwarf ficus, common myrtle, citrus and coniferous plants.

All plants attract dust, but most of all - pubescent. In addition, the benefits of indoor plants are that they effectively combat dry indoor air.

The benefits of indoor plants and their care

The effectiveness of the beneficial effects of indoor plants increases significantly if they are properly cared for, which will help you with our tips on the maintenance of flowers. For example, if you make it a rule to remove dust from the leaves, then the air in the room will become as much as 40% cleaner than in those rooms where there is no greenery at all.

In addition, especially useful plants need to be helped to perform their functions. In winter, highlight, regularly remove dust from the pubescent leaves with a brush, spray the leaves with a solution of copper and iron, and water the volatile plants twice a week with the addition of a glucose solution or a heteroauxin biostimulator in a proportion of 5 ml per 5 liters of water. Flowers will be grateful if you add aspirin to the water for irrigation twice a month - 5 g per 1 liter of water.

Maryan specially for the site All about flowers

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I completely agree with the author: today we should at least try to compensate for the harm to the body caused by the environment, household appliances, etc. Plants - indeed, although it may not be very effective, but a way to help yourself and your family.

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 green plants can live 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, is used to heat the surface layers of air, is spent on evaporation from the soil surface, is radiated into the atmosphere, and in terrestrial plants it 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-conducting 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, so you can find plants that are more thermophilic and less demanding on moisture (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 to 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- a lot of, 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 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- small; 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

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 items 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 employees 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

Markets, transitions, shops in front of the Rainbow are already habitually littered with bright artificial gerberas, roses, dahlias and other flowers. Despite all the calls of the Ministry of Natural Resources to stop decorating graves with plastic, Belarusians carry them in small bunches and whole armfuls. The site visited the main metropolitan market, where a whole trading row was taken under plastic flowers, asked the price and asked the sellers if the demand for “plastic” has changed in recent years.

On the Komarovsky market, multi-colored roses, dahlias, peonies, chrysanthemums, asters and other flowers simply dazzle in the eyes. More modest options are placed below, lush bouquets are higher. Some flowers are indistinguishable from real ones.

Prices start from 1 ruble. But either small low bouquets or single low flowers cost so much. For 2.5 rubles, you can buy individually cute flowers of a larger size and height. Bouquets of 5 or more flowers can be purchased at a price of 7 rubles. For 8-10 rubles they sell elegant roses, tulips and flowers that look like lupins. For 12-15 rubles you can buy a gorgeous bouquet of peonies or dahlias.

By the way, on Wednesdays at Komarovka, some sellers make 20% discounts on goods, flowers are no exception.

If you compare prices here and in spontaneous markets in transitions, near public transport stops, then it is cheaper here. Yes, and the choice is many times wider.

The Ministry of Natural Resources has been urging people to abandon plastic flowers for graves for years, but, apparently, this idea has not yet found a response from the majority. The sellers note that the demand for plastic flowers varies from year to year, but this is not due to the fact that someone consciously decided to switch to a more environmentally friendly option.

— I have been selling artificial flowers for several years. I noticed an interesting thing: if the Rainbow is early - in mid-late April, then the demand for plastic bouquets is large, if the Rainbow is late - in May, the trade is much worse. Apparently, this is due to the fact that it is already warm now, many have time to plant fresh flowers, - one of the sellers from the flower row shares her observations.

The girl is convinced that Belarusians prefer artificial flowers due to lack of time and money.

People buy plastic flowers because they last longer than real ones. Living things need to be changed often, many do not have the financial ability to buy them, nor the time to travel to the cemetery often,” the seller explains. - Many people ask which flowers do not fade longer, that is, the service life plays a role. The living will stand for 2-3 days and wither. The graveyard is sad. And artificial at least somehow decorate the graves. Most people are not interested in ecology, we have a tradition that has evolved over the years.

We also asked buyers why they buy artificial flowers and not real ones, how much they spend on it.

Ecology is, of course, important. But what should I do if I can visit relatives' graves only once a year? asks an elderly customer. - They are buried in cemeteries in the villages of the Gomel region. I'm already old, I can't stand the long road well. Natural flowers are planted there, of course, but they bloom in June. And before that, what? Firstly, it is expensive to buy living ones for 3 graves - bouquets are not cheap now. I don’t have my own garden to grow tulips or daffodils there. Secondly, they will wither in a couple of days, the graves will be empty again. And so for 30 rubles I bought 3 bouquets, and it will be beautiful on the graves for a long time.

Younger buyers say they are against artificial flowers, but "grandmother asked me to buy."

— I buy artificial flowers because my grandmother asked. It is a tradition to carry such to the cemetery. Personally, I'm totally against it. I think it would be better in both Europe and the USA - just a green lawn, a small tombstone and a flower vase. For fresh flowers. For some, it is still customary to put flowers in pots. It is cheaper and more beautiful, and the environment does not suffer. But this is their tradition, and we have another. I won’t tell my grandmother that I won’t buy artificial flowers, because they harm the environment,” a 25-year-old customer explains her choice. Of course, I won’t tell my grandmother how much they cost, otherwise her heart attack will be enough. But the cheap ones look worse. If you buy, they are already beautiful.

We also visited the sellers of fresh flowers to compare prices. There are still few goods from amateur flower growers on the market. Tulips are sold for a ruble. That is, a bouquet of even 5 pieces will cost 5 rubles. Daffodils and hyacinths for 50-70 kopecks apiece.

In flower shops, carnations are sold at 2.5 rubles, chrysanthemums - at 4.5 rubles per branch, tulips at 2 rubles, roses from 2.5 rubles.

Everyone can pick a flower, but not everyone can say which flower they picked. This raises a problematic question: “What are the flowers and why are they on Earth?”

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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);
• Excursions;
• 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

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.

Attachment 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.

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:

Monitoring the growth and development of plants in the group;

Examining plant parts during transplantation.

Caring 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.)

So where is their food 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 we say about them? (they are alive like us.)

Now take a close look 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 blooming 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 a charge for a 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 have been planted in warm, soft soil, you are still sprouts, defenseless and fragile, but someone's kind hands are watering you, loosening the ground so that your roots breathe, washing 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.

Cultivate a humane attitude towards indoor plants, as 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;

To develop the ability to emotionally respond to the beauty of nature and the content of a literary work;

Educate the fundamentals 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 trade - he was ahead, I was in the heel.
"Serezha!" - I will call him busily. 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. It 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? On midday? 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:

1. To consolidate the ability to see the features of plants reflected in folk names;
2. Learn to convey it in drawings;
3. To consolidate the ability to compose a short descriptive story about a flower;
4. Cultivate aesthetic feelings;
5. 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:

1. To consolidate children's knowledge about garden flowers and meadow plants, about how a person takes care of flowers;
2. To consolidate the ability to answer questions on the content of a work of art, to express their point of view;
3. Cultivate a friendly relationship with peers during the game.

1. 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, said Uncle Caesar, love to be watered.

I don't, Pif thought as he watered 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 does a plant need water?

What other conditions does a plant 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."

Performed by the music director of the highest qualification category Danilenko Olga Valerievna.

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.The 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.

Watering the 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!

"Aaaa" - 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"