Methodological development "puzzles in biology lessons." Entertaining tasks about the structure of cells Rebuses and riddles in biology

1. Puzzle “Decipher the phrase”

Skip the same number of divisions clockwise and read the encrypted phrase. You need to start from the outer circle.

Answer: all cells have a similar structure and chemical composition.

2. Monogram “Cage”

A monogram is the writing of words in letters drawn in geometric shapes one inside the other.

To read a monogram, you need to find all the letters drawn in it and compose a word or a whole phrase from them.

Answer: cell.

3. Monograms “Cell Substances”

Find all the letters in the monograms and read the names of the chemicals that make up plant cells.

Answer: 1. Proteins. 2. Carbohydrates. 3. Fats. 4. Water. 5. Mineral salts.

4. Cryptogram “Cage and magnifying devices”

Place the letters of the keywords by numbers in the cells and read the cryptogram.

Answer: eyepiece, specimen, lens, magnifying glass, chromosomes, cytoplasm, nuclei, skin, Linnaeus (cell).

Having solved this puzzle, you will find out which substances that make up the cells and tissues of plants are organic.

Answer: carbohydrates, proteins and fats are organic substances.

Write in the crossword cells the names of the corresponding parts of the microscope and cell organelles, as well as the name of the scientist who first discovered the cellular structure of plants.

If the task is completed correctly, then in the highlighted vertical row you will read the name of the science that studies the structure and functioning of the cell ( cytology).

Answer: 1. Cytoplasm. 2. Lens. 3. Tube. 4. Shell. 5. Eyepiece. 6. Vacuole. 7. Hook. 8. Tripod. 9. Core.

7. Labyrinth

Find the beginning of the maze and read one of the main principles of biology.

Answer: the transmission of hereditary properties by cells is associated with chromosomes.

Write the names of the parts and organelles of the plant cell so that the letter “o” is common to all lines. Use the numbers of the numbered words to indicate the corresponding parts of the cell in the picture.

Answer: 1. It's time. 2. Core. 3. Cytoplasm. 4. Leukoplasts. 5. Chromoplasts. 6. Chloroplasts.

Horizontally: 5. Space between cells. 7. The most important process in the life of cells and the entire organism. 10. Cell plastid, colored orange. 11. Large vesicle filled with cell sap. 12. A small dense body located in the cell nucleus. 15. The optical part of the microscope, directed at the specimen. 17. Microscope telescope. 19. The optical part of the microscope that one looks through. 20. A substance that is part of the cell wall. 22. Colorless viscous intracellular contents. 23. Thinner sections of the cell membrane.

Vertically: 1. Optical magnifying device. 2. The process leading to an increase in the number of cells. 3. A small dense body in the cytoplasm of the cell. 4. Dutch scientist who improved the Jansen microscope. 6. Magnifying glass in a frame. 8. Cylindrical bodies that transmit hereditary characteristics from cell to cell. 9. Green plastid. 13. The process leading to an increase in cell size. 14. Part of the cell. 16. Organic substances that make up the cell. 18. Optical part of the microscope. 21. A substance that accounts for 80-95% of the plant’s mass.

Answer: Horizontally: 5. Intercellular space. 7. Breathing. 10. Chromoplast. 11. Vacuole. 12. Nucleolus. 15. Lens. 17. Tube. 19. Eyepiece. 20. Cellulose. 22. Cytoplasm. 23. It's time. Vertical: 1. Microscope. 2. Division. 3. Core. 4. Leeuwenhoek. 6. Magnifier. 8. Chromosomes. 9. Chloroplast. 13. Growth. 14. Shell. 16. Proteins. 18. Mirror. 21. Water.

In preparation for the game, students are encouraged to read:

1. Butenko R.G. Life of a cell outside the body. M.: Knowledge, 1975.
2. Verzilin N.M. In Robinson's footsteps. - Gardens and parks of the world. - Traveling with house plants. L.: Children's literature, 1964, 1970.
3. Denisova G.A. The amazing world of plants. M.: Education, 1973.
4. Plant life / Ed. A.A.nbsp;Fedorova. M.: Education, 1974-1982. T.1.
5. Ivchenko S.I. Interesting biology. M.: Young Guard, 1972.
6. Timiryazev K.A. Plant life. L.: Young Guard, 1950.
7. Travkin M.N. Entertaining experiments with plants. M.: Uchpedgiz, 1960.

PUZZLES IN BIOLOGY LESSONS

Introduction

Modern approaches to school education require the use of a variety of active, developmental forms and methods of teaching. As one of these forms, you can use puzzles with biological themes.

A rebus is one of the types of puzzles, a riddle formulated in the form of a drawing (or photograph) in combination with letters, numbers, signs, symbols, and figures.
Solving various puzzles and inventing them is gymnastics for developing the intellect of students, a fascinating way to develop thinking, and the process of inventing puzzles develops much more mental qualities than simple solving.

This is a great opportunity to expand your vocabulary in a playful and entertaining way, gain knowledge about specific terminology, scientific binary names of plants and animals . Having solved an unknown concept, students think about its meaning. Solving, without using images, the names of familiar or unknown biological objects is educational in nature, serves to broaden their horizons and develop the creative abilities of students.

Biological puzzles of scientific names of plants, animals, mushrooms - developed as a result of many years of work as a teacher of biology and ecology, as well as a teacher of additional education. They are systematically used both in lessons and in extracurricular activities: during the work of the school environmental association of students, the environmental and local history section at regional tourism, environmental and local history festivals, gatherings, and during classes at a summer camp with a day stay.

Target: improving students’ thinking apparatus through the use of puzzles with biological themes

Tasks:

1. Form an idea of ​​scientific terminology.

2. Deepen students’ theoretical knowledge of botany, zoology, and ecology.

3. Develop observation, resourcefulness, quick wits, the ability to reason logically, creative imagination, imaginative and abstract thinking.

4. Contribute to the formation of individual and collective forms of decision-making.

Initially, the puzzles were drawn by me on strips of cardboard; later, with the advent of computer technology, they were scanned, edited in the Paint program and converted into electronic form. Currently, puzzles are created immediately in electronic form.

The developed puzzles are used in presentations that include audio and video fragments, which increases the interest and emotional perception of the material.

Basic techniques for composing a rebus.
1. The objects and living creatures depicted in the pictures most often (with rare exceptions) read like words in the nominative case and singular. Sometimes the desired object in the picture is indicated by an arrow

2. Turning a drawing, sign, symbol, figure “upside down” serves to indicate that the word guessed using the picture should be read backwards.

3. The use of commas (also inverted commas) to the left or right of the picture serves to indicate that a certain number of initial or final letters should be removed from the word guessed with the help of the picture. Wherein:
- the number of commas corresponds to the number of letters to be deleted;
- commas to the left of the picture indicate the removal of the initial letters of the word;
- commas to the right of the picture indicate the removal of the final letters of the word.

Key - BJ-

Keith – TIC

4. Placing a letter or several letters to the right (left) of the picture, or between the pictures, serves to indicate that this letter (several letters) should be added in a given place of the word being guessed.

5. Equal sign between letters means replacing a specific letter (or combination of letters) of a word with another letter (or combination of letters). The equal sign can be replaced with an arrow. The action of replacement is also indicated in a third way - the letters that are being replaced are crossed out, and replacement letters are written above them (next to each other).

Wind - WIND -

Thread – NICHKA

Hammer – OTO-

Magnet – GN -

Duck – UTA-

Anemone bent

6. Placing a row of numbers 1, 2, 3, 4 (and so on) above the picture serves to number the letters in the hidden word (number 1 means the first letter of the word, number 2 means the second, and so on). Wherein:
- changing the order of numbers serves as a hint: “Change the order of letters in the hidden word”
- the use of numbers in fewer numbers than letters in the hidden word serves as a hint that only the specified number of letters should be selected from the hidden word

The use of crossed out numbers serves as a hint that the corresponding letters should be removed from the hidden word. (The crossed out number may not be in line with the other numbers, but its meaning is the same.)

Zebra - BIRCH,

Cook – POV-

Fox – ISLA-

Silver birch

7. The use of a horizontal line between pictures and letters placed one below the other serves to encrypt the letter combinations “on”, “over”, “under”, as well as the prepositions “on”, “above”, “under”, if a rebus is used to solve any phrase.

8. The use of different arrangements of pictures and letters relative to each other (one inside the other, one after the other, some scattered over each other, some “running” to others, some “coming out” of others, and so on) serves to encrypt letters and letter combinations “in ”, “to”, “y”, “with”, “for”, “by”, “from”, “on”, “before” and many others

,

Under O SI, BUT in I K - boletus

According to NI k + shaya - drooping

, ,

FOREST on I - forest, SWAMP on I - swamp,

LEAF on I - leafy

9. Use of figures and numbers. They are used to encrypt parts of words or sentences that are consonant with the pronunciation of numbers and numbers. For example: 40 A (forty)

10. A question mark is placed where special attention is required.

11. Using the listed and other similar techniques in a wide variety of combinations allows you to create a puzzle of any degree of complexity

Examples of using puzzles in biology lessons

6th grade .

Section “General acquaintance with plants”

Themes: Variety of plants. Living conditions of plants. Habitat diversity .

Purpose of using rebuses

Warm-up at the beginning of the lesson - solving 1-3 puzzles.

After solving the problem, students are shown images and herbariums of plants.

At the end of the lesson, students should determine:

1. Cultivated or wild plant data.

2. Poisonous or edible?

3. How are they used by humans (food, medicinal, weed...)?

4. What is the life form of the plant (tree, bush, herbaceous...)

5. In what conditions does it grow?

6. What factors influence the distribution of plants?

Acrid buttercup (key, kit - tick, bucket, cue)

Wild strawberry (snake - earth, la, thread - nika, forest on Ya)

Small-leaved linden (ruler, lamp, broom, scythe, sheet on I)

Marsh marigold (ka pl, already, stairs, bolt - swamps on I)

Ural anemone (wind - wind, mill, ur na, squid mar, board, i d)

Valerian officinalis

(valenok, mushroom b, bana n, forest s, rak-kar, glass akan, bath-venna, ball)

Chapter "The main divisions of the plant kingdom"

Subject“The concept of plant taxonomy”

Targetusing rebuses: consolidation of key concepts: taxonomy, species, genus, binary classification.

Tasks:

Solve the puzzles

Explain through generic and species names the features of the unraveled plants

Compose puzzles on a given topic yourself

When consolidating the studied material, puzzles are solved:

Silver birch (zebra - birch, pov ar, fox - isla, i d); ( according to NI k + shaya)

Nettle (kra b, pi in A, needle a, ear, i d)

Wormwood (boots g, skis, stump, mountain a, b, bank, ball h)

During solving, you need to answer the following questions:

1. Which word is generic and which is specific?

2. What features do these plants have?

3. What types of birch, nettle, and wormwood are known to students?

Explanations for the third question:

Near the school there are two types of birch trees: drooping birch (pendling birch) and downy birch (white), which students pass by; in addition, they know dwarf birch.

Nettle (white nettle) is not familiar to most students, but from the herbarium specimen and photographs one can detect external similarities with stinging and stinging nettle.

Herbariums and photographs of wormwood, common wormwood (chernobyl), tarragon (grown in many gardens) are offered.

At the end of the lesson, 2 sets of objects are offered (images on a magnetic or interactive board):

1. take T, behind yats, push ka, lit sparkler ( is kra), that h, I block;

2. tap kra n, saw(l = v), bug(k = g), cha sy, I egg

In the competition form, 2 teams (2 people each) must create puzzles: downy birch and stinging nettle

Homework: make up puzzles for these plants: field bell, black poplar - sedge, chamomile, dandelion, large plantain (or take the names of plants from the textbook)

Additional puzzle:

Creeping wheatgrass

Chapter: Kingdom Mushrooms

Subject: The diversity and importance of mushrooms

Purpose of using rebuses: activation of cognitive activity through game elements

Rebuses are used during the lesson as hints to the questions posed:

Explain the concept of “mycorrhiza” by solving the puzzle:

Boletus

Guess the riddle:

There is a nasty old woman, she is wearing a pale hat,

There are specks on the stockings, and the foot is in a boot,

The gate around it is torn apart.

Whoever touches her will never wake up.

Death cap

Guess the riddle: Born in a basement, useful in noodles

Explain the use of a black background using knowledge about the way the mushroom feeds.

Champignon

Give as detailed a description of these mushrooms as possible.

7th grade Biology. Animals

Program V.M. Konstantinov, I.N. Ponomareva, V.S. Kuchmenko

1. Section: Phylum Chordata, superclass Pisces

Themes: Main systematic groups of fish.

Commercial fish. Their use and protection

Purpose of using rebuses: activation of cognitive activity through game elements

Lesson stage– checking homework, repetition, generalization of what has been learned.

Lesson form – game “Fishing”

Students, if desired, go to the board, solve the proposed rebus, and then draw out the question written on a card in the shape of a fish. When answering the question for each position, the indicated feature, an explanation of its structure, meaning, origin, etc. receive tokens, depending on the number of which a score is given.

Questions can be related to both general characteristics of fish, characteristics of systematic groups, and the characteristics of a particular species.

Several puzzles are accompanied by a number of images of fish, where you need to select the species you are looking for.

At the final lesson, they solve a test using questions - rebuses.

Katran Black Sea (kat ear, satchel, devil t, but with, carrot, socks, beehive)

Chekhon - saber fish (what a turnip, an ear, a fire, a roof, a bow, a saber)

Exercise

Determine what kind of fish we are talking about:

Fish of the order Sturgeon

Family sturgeon, genus sturgeon

The only one of its kind that lives permanently in rivers (not migratory), the maximum length is 1 – 1.2 meters and weighs 16 kg. It becomes sexually mature at 3–9 years of age and lays from 6 to 140 thousand eggs.

Found in Kama and Chusovaya.

(Naumov N.P., Kartashev N.N. Zoology of vertebrates. - Part 1.-

Lower chordates, jawless fish, amphibians: Textbook for biological specialists. – M.: Higher. School, 1979. 333 pp., ill.)

Page 181

Sterlet(with a boat, a rook - a lady)

crucian carp (board, rainbow, axis)

Pink salmon (horn - mountain, pin, ball)

Horse mackerel (sta kan, v esy, gri b, yes rts)

Mackerel (disc, paper - umb, aquarium um, ball)

Barracuda (crab – bar, crayfish, lupa, water)

Sculpin goby (bull, watch, sock, horseshoe, steelyard, box)

Coelacanth(la petit, me tr, lily)

2. Section: Bird class

Final general lesson on the topic “Birds”

Frontal survey in the form of the game “Bird Auction”

The purpose of the lesson: repetition of studied material, testing of knowledge

Purpose of using puzzles: activation of activities through game elements

Lesson plan:

Defining the goal, explaining the rules of the game.

Game "Bird Auction"

Summing up the results of the game, giving marks.

Equipment: puzzles with encrypted names of birds, plastic tokens.

Game description:

An auction is a form of trade in goods conducted strictly according to certain rules. The rules require price increases during the bidding process. The purpose of the auction is to obtain the maximum price from the goods being sold during a competition between potential buyers.

There are 6 lots up for auction lesson - 6 puzzles with the names of birds. After solving the puzzle, students buy it. Cash is knowledge materialized in tokens. The competition consists of students taking turns describing the features of the external, internal structure, origin of birds (general characteristics), features of behavior, reproduction, habitats, feeding patterns, etc. (species characteristics) without seeing the image of the bird. For each answer, tokens are given out, and for each subsequent answer - 1 more token than for the previous answer (practice has shown that the simplest signs are named faster, so the latest answers are deservedly valued by a large number of tokens)

During the game, students demonstrate not only the knowledge gained from studying school material, but also their own observations and additional information

Rules:

1. For each solved word of the rebus - 2 tokens.

2. Work on each lot takes 5 - 7 minutes

3. The initial stage of the competition takes place in a line set by the teacher, then by a raised hand.

4. Answers given out of turn are not evaluated, but this sign (example) can be voiced by the next player.

5. Examples (signs) mentioned earlier during the “sale” of a specific lot cannot be repeated.

6. For better repetition of the material and a larger number of answers, repetitions are possible, for example, 1, 3 lot - answers are given on general questions of the external structure and lifestyle of birds, 2, 4 - internal structure, 3-6 - general features of reproduction, development and origin birds.

7. At the end of the auction lesson, students recalculate the tokens and set the final price for the answers - for every 10 tokens the score is “5”, the remaining tokens in the number 9,8,7 are “4”, the student who collected 11 – 16 tokens, if desired, receives two “4” grades.

skylark(shovel - floor, E in OY, puddle, funnel, window)

Barn Swallow (tree, stump, board, I, flippers, point)

Falcon peregrine (sock, table, sap og, san ki)

House Sparrow (house, vegetables, cabbage soup, Y, turn, tooth, kopeck)

spotted woodpecker (spear, chair, fish, J o, heel, spruce)

Pastor (rose, O in YY, frying pan – squaw, pepper)

№1

Conifers are the main forest-forming species.

2. Rebus “Air in a coniferous forest”

Why does the air in coniferous forests contain practically no pathogenic bacteria - microbes?

№2

The needles secrete phytoncides that kill microbes.

3. Rebus “Wood of coniferous plants”

What features does coniferous wood have?

№3

Coniferous wood contains resin ducts.

4. Proverb Puzzle 1

Find the beginning and the key to the proverb puzzle. Read the proverb and explain its meaning.

№4

It takes five minutes to destroy a tree, but it will take years to grow it.

5. Proverb Puzzle 2

In a clockwise direction, skipping the same number of syllables, read the proverb and explain its meaning.

№5

There is a lot of forest - don’t destroy it, a little forest - take care, no forest - plant it.

6. “Date of Birth” puzzle

Decipher the puzzle and you will find out when gymnosperms appeared

7. Puzzle "Distinctive feature"

This puzzle will tell you what is the distinguishing feature of gymnosperms.

8. Puzzle “The Secret of Russian Forests”

Solve this puzzle and you will find out which coniferous tree is widespread in our country.

№8

Larch is the pride of Russian forests.

9. Wicker “Conifers”

The names of 9 gymnosperms and one product obtained in the form of cereal from a tropical gymnosperm plant similar to a palm tree are intertwined here horizontally and vertically. Some of the letters are hidden in the braided fabric.

№9

Horizontally: ginkgo, ephedra, gnetum, sago.

Vertically: thuja, biota, yew, fir, cedar, spruce.

10. Labyrinth "Symbiosis"

On soils rich in organic matter and raw humus, a symbiosis of trees and fungi occurs. After walking through the labyrinth, find symbiosis pairs.

№10

1. porcini mushroom - pine, oak, spruce. 2.oil can – larch. 3. boletus - birch, aspen

11. Chainword “Botany”

A giant tree of the African savannas, living for more than 5,000 years.

Deciduous tree with hardwood.

Plantain inflorescence.

Conifer tree.

Juicy fruit of the southern plant of the same name.

Generative organ of higher plants.

Deciduous tree of the maple genus.

Queen of flowers.

A fruit tree that produces a fruit - a large, sweet, juicy yellow drupe.

Shrub and its delicious berries.

Ornamental plant of the Asteraceae family.

Indoor and garden, beautifully flowering plant.

The most common fruit tree in central Russia.

Pear fruit.

Shrub with fruits and nuts.

A herbaceous plant with a violet petaled corolla.

A southern plant with modified spiny leaves.

№11

1. Baobab. 2. Beech. 3. Kolos. 4. Pine. 5. Pineapple. 6. Seed. 7. Sycamore. 8. Rose. 9. Apricot. 10. Currants. 11. Astra. 12. Azalea. 13. Apple tree. 14. Apple. 15. Hazel. 16. Bell. 17. Cactus.

12. Symbols

A word is formed from the first letters of the names of astronomical, topographical and chemical signs and symbols. Guess it.