Sinkwine in biology material on biology on the topic. What is cinquain: traditional and didactic forms cinquain on the topic of root pressure in biology

Sinkwine in biology

Sinkwine - This is one of the methods for enhancing students’ cognitive activity in the classroom. The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This methodological technique is described in the audio lecture of the “Legal Education” project of the Russian Foundation for Legal Reforms.
Sinkwine is not an ordinary poem, but a poem written in accordance with certain rules. Each line specifies a set of words that must be reflected in the poem.
Line 1 – heading, which contains the keyword, concept, theme of the syncwine, expressed in the form of a noun.
Line 2 – two adjectives.
Line 3 – three verbs.
Line 4 is a phrase that carries a certain meaning.
Line 5 – summary, conclusion, one word, noun.

Sinkwine is not a way to test a student’s knowledge; it has a different task, and a more universal one. Sinkwine is a way to check what students have at the level of associations at any stage of the lesson, studying a topic.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think? “Having analyzed the results obtained, you can correct the student’s ideas about this concept while studying the topic.
...The middle of the lesson. The topic is very difficult to understand. The students are tired. Offer them a syncwine on some section of the topic being studied, and you will find out how students perceive new material. A quick way to change your activity without leaving the topic.
The topic has been studied. The quality, depth and strength of knowledge will be shown by a survey and a final control section. And now, at the end of the lesson - cinquain. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.

Synquains are presented for different classes:

Life.
Sea, Earth.
It pleases, it changes, it continues.
Beautiful, diverse, colorful, loved.
Light.
LIVING MATTER-
hidden, unknown.
It is born, grows, develops.
Doesn't fit into a short definition.
LIFE!
LIVE!
Protein, cellular.
Irritated, eats, breathes,
The planet has been hearing signs of life for a long time.
Evolution!
Life-
complex, multifaceted.
Self-renewing, reborn.
Closes with a single code.
DNA!
Living creature -
open, systemic.
Moves, breathes, eats.
Darwinists call it living matter.
Materialism!

Biology.
Natural, molecular.

Science of living nature.
Life.

Biology.
Natural, molecular.
Study, classify, describe.
Science of living nature.
Life.

Biology.
Cellular, evolutionary.
Exists, researches, publishes.
Gives us knowledge.
Studies.

Biology.
Boring, long.
It goes, teaches, ends.
Subject at school.
Lesson.

White cabbage.
Tasty, healthy.
It grows, matures, fades.
A rich storehouse of vitamins.
Vegetable.

Cat.
Fluffy, affectionate.
Purrs, plays, runs.
Favorite pet.
Animal.

Bear.
Brown, white.
Sleeps, growls, runs.
Large dangerous predator.
Beast.

Lily of the valley.
Green, fresh.
It grows, it blooms, it smells.
Beautiful spring flower.
Plant.

Butterfly.
Orange, blue.
It grows, flies away, dies.
It is born, transforming from an ordinary caterpillar.
Insect.

Mammals.
Marsupials, placentals.
They are born, they live, they die.
This class is widespread throughout the world.
Animal.

Margarita.
Independent, cunning.
Cunning, seductive, impressive.
A feminine name meaning "pearl".
Flower.

Children.
Beautiful, mischievous.
They play, play pranks, and make them happy.
Flowers of our life.
Joy.

Birdie.
Fragile, small.
It flies, pecks, sings.
Diminutive of the word bird.
Sky.

Biology.
Difficult, interesting.
Teaches, enlightens, distracts.
Natural life science.
Human.

Tit.
Long-tailed, agile.
It stands out, nests, feeds.
Exterminates forest pests.
Bird.

Ice.
Hard, cold.
Freezes, slips, burns.
Can't warm your hands.
Winter.

Sphere.
Round, smooth.
Jumps, rolls, looks.
Sphere of the Moon above the Earth.
Ball.

Fire.
Bright, warm.
Lights, warms, cleanses.
Buries the burden of the past under the ashes.
Heat!

Sea.
Blue, foamy.
Splashes, rages, preserves.
Contains the secrets of the past.
Depth.

Dolphin,
Cheerful, smart.
Swims, jumps, draws.
Only he understands the pictures.
Ocean.

Dog.
Faithful, brave.
Barks, bites, guards.
Man's best friend.
Loyalty.

Rain.
Wet, gray.
He walks, drums, knocks.
On the roofs with small drops.
Puddles.

Bud.
Steam room, important.
It is located, accumulates, outputs.
Organ of the human urinary system.
Anatomy.

Biotechnology.
Complex, industrial.
Study, use, apply.
Draws on many disciplines.
Science.

Weather.
Clear, cloudy.
Changes, deteriorates, is predicted.
Current state of the atmosphere.
Nature.

Hand.
Right, left.
Helps, hangs, breaks.
One of the human limbs.
Leg.

Glands.

Important, regulating.

Secrete, manage, provide.

Endocrine glands secrete biologically active substances - hormones.

Municipal budgetary educational institution

basic secondary school No. 19

municipal formation Kanevsky district

Biology lesson for 6th grade

“Types of roots, types of root systems ».

Biology teacher

MBOU secondary school No. 19

Migulya E.V.

Progress of the lesson.

Lesson stage

Equipment

Formation of universal educational actions.

Lesson stage time

1. Organizational moment.

1.1Greeting . The class is divided into 3 microgroups of students sitting at separate “round tables”; each group selects a coordinator who supervises the work and assessment of the involvement of each group member in the work.

1.2 Creating a figurative-emotional pedagogical situation

Reproduction of the painting “Bare roots of a tree.” (Appendix 1).

Students reading a fable by I.A. Krylov “Leaves and Roots” by roles. (Appendix 2)

Teacher . Guys, what question (problem) do you think we will discuss in class?

Students assume that we are talking about the root of the plant.

Interactive whiteboard.

Slide1

Formation of the ability to independently detect and formulate an educational problem

4min

2.Call

(updating students’ basic knowledge)

3. Conception stage. Learning new information

2.1Work in groups .

Tasks for group 1 (Appendix3)

1.Fill out the diagram on the interactive whiteboard.

2. Orally define the terms.

Tasks for group 2 .(Appendix 4)

1. Compose a syncwine of the concept “root” and try to incorporate into it the existing knowledge about this vegetative organ.

Tasks for group 3. (Appendix 5)

We often use the word “root” in conversation (ask students to remember the expressions). Explain the meaning of the expressions.

Listening to group responses and discussing them.

2.2. Creating a problem situation on a figurative and emotional basis.

teacher.

We collected hot poppies in a bouquet,

Lots of blue forget-me-nots.

And then we felt sorry for the flowers,

They were planted in the ground again.

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Guys, why do you think the flowers fell and withered?

Student answers : flowers have no root, the plant lacks nutrients, water).

Teacher. Right.

And also, guys, all the organs of the plant form a single integral system - the organism, therefore, by violating its integrity, by tearing the plant, we doom it to death.

“No matter how subtle, inconspicuous

There's a root underground

But he can't live in the world

Any flower without it!”

Tell me what you already know about roots and what we can use from existing knowledge to study them.

Teacher records on the board the information named by the children and comments on their connection with this topic.

Students remember the functions of the root - strengthening the plant in the soil, providing water with dissolved minerals.

Teacher. What tasks can we set for ourselves in today's lesson?

Students, with the help of the teacher, formulate the objectives of the lesson and write them on the board, and students can name other formulations relating to the internal structure, growth and development of roots, and then, with the help of the teacher, highlight only those tasks that will be solved in the first lesson of the topic:

Know the meaning of the root

Name and show types of roots

Recognize types of root systems

Teacher.

We continue to study the organs of flowering plants. The subject of our study is in a black box. You are asked to determine what it is, for this I will sequentially pronounce the statements, and you will explain whether this information is sufficient to accurately determine the object

The box contains the plant organ.

This is a vegetative organ.

This organ is the first to appear during germination from a seed.

Students determine the root with 3 clues. For the 1st clue and the second, the teacher can show a leaf or stem

teacher.

Let's draw up a diagram of the root function - individual work in notebooks and on an interactive board based on existing knowledge.

root functions:

a) fixation in the soil;

d) water absorption and

minerals

b) stock accumulation

nutrients

B) conduction of substances

teacher.

What associations you can suggest based on its root functions are written down under the function on the interactive board.

Students offer

Root functions:

root- anchor, (fixes in the soil),

pump, hoses - conducts substances,

storage, warehouse - stores nutrients

The heart absorbs nutrients all the time.

Teacher . When the wind is strong, try holding the umbrella by the handle. It's difficult! What kind of strength is needed to hold an oak or linden tree with thick trunks and branches in place during a wind or hurricane? The strength of a mighty giant! The roots have this power. They are like steel ropes stretched in all directions and holding the plant. The roots are very strong. Try to break the thin root. It's not easy to do! But each plant has a lot of roots and they go far in depth and breadth. All roots of a plant form a root system.

3.1.Self-immersion . Accepting insert.

View a presentation on the topic types of roots and root systems.

Individual independent work with the textbook, paragraph 13 page 52

workbook

While reading the text, make notes in the margins, and after reading, fill out the table

Table 1

exercise

main root

Subordinate

root

Lateral root

Root hair

Write a definition

Table 2

Exercise

Fibrous root system

Tap root system

Write a definition

Make a drawing

3. 2Physical minute. Exercise for the eyes and spine.

3.3 Organization of students' research activities.

Work in pairs. Let's look at the structure of the root systems of different plants (students are shown herbariums of plants and drawings of root systems) and compare them. Is it possible to identify a characteristic by which we could classify them?Students distribute plants into groups, name the characteristic that guided them, and find confirmation of their choice in the textbook.

Select plants with fibrous and rod systems from the proposed herbarium material.

Fill out the table.

Plant name

Root system type

Features of the structure of the root system

Discussion of the research results.

Students discuss the results of filling out the table, determine the types of root systems of the proposed herbarium plant specimens, justify their conclusions, and defend their point of view

Laboratory work (Appendix 6)

Subject: Root structure of bean and wheat sprouts.

Target: consider the development of taproot and fibrous root systems. Classify plants by type of root systems

Task cards.

Interactive whiteboard.

Slide 2

Slide3

board

Black box, stem

Interactive whiteboard

Slide 4-9

Interactive whiteboard (check - curtain effect).

notebook,

music.

herbariums

sprouts of bean seeds and wheat grains aged 10-10 days

microscope, microspecimen “Root cap”

This task promotes the formation of communication, information exchange, mutual understanding.

Formation of the ability to independently discover and formulate an educational problem, determine the purpose of educational activities (formulation of a lesson question).

Method of working with insufficient information.

The association method allows you to remember the material

This task contributes to the formation of the skills to highlight the main thing, generalize and establish analogies.

Element of health-saving technology.

Development of students' research activities.

8min

20min

4.Reflection

4.1Knowledge and understanding of what was learned in the lesson is tested during test tasks (Appendix 7)

4.2 Mutual testing of knowledge. the answers are shown on the slide

Individual cards

Slide10

Checking the assimilation of studied information

8min

5. Summing up.

5.1Have you achieved the lesson objectives?Student statements.

5.2 Exercise "Compliment"in which students evaluate each other's contributions

Coordinators, based on the opinions of group members, evaluate the work of group members.

5.3 Self-reflection of students

Filling out the form (Appendix 8)

5.4 The teacher, taking into account the decision of the group coordinators, sets marks.

Music.

This option for ending the lesson makes it possible to satisfy the need for recognition of the personal importance of each student.

3min

V. Homework

1.Paragraph “13, RT No.

2.Task with freedom of choice and freedom of activity. Each student has the right to choose from a number of proposed tasks:

make a crossword;

come up with a fantastic story, an essay on behalf of the root in the form of a report, interview, monologue;

prepare a herbarium of plants with different types of root systems

prepare a report on the medicinal properties of the plant root.

Find terms in the paragraph that were not mentioned in the lesson and give them an explanation

Slide 11

Such work will allow you to apply, transform, supplement, find new connections, integrate knowledge, and independently study material not covered in the lesson, for example geotropism

2min

Biology lesson on topic

"Root"

Fedotova Natalya Nikolaevna,

biology teacher of the highest category

Izhevsk, MKS(K)OU S(K)OSH VI type No. 101

Target: get to know the root as a functional system.

Lesson objectives:

To develop students' knowledge about the types of roots and types of root systems. Continue working with biological terms.

To study the structural features of the root systems of dicotyledonous and monocotyledonous plants.

Develop the ability to recognize types of root systems on natural objects.

Continue to develop the ability to draw conclusions based on the results of laboratory work.

To develop in children the ability to use knowledge acquired in other lessons, to connect the subjects of the natural and humanities into a single whole.

To cultivate artistic taste, discipline, and responsibility.

Equipment: herbariums with different types of root systems, table “Structure of taproot and fibrous systems,” photographs and drawings of plants with taproot and fibrous root systems, presentation “Diversity of Roots”

Lesson progress

Learning new material.

The teacher reads an excerpt from a poem by V. Jacques.

Lots of blue forget-me-nots.

They were planted in the ground again...

Predict further events, what will happen to these plants?

Students express different opinions:

Plants will die, they will not be able to live without water and food;

The plants will grow new roots; etc.

Teacher:

In order to correctly answer this question, we need to formulate the topic of the lesson and the questions that we must answer during the lesson.

A picture of a root appears on the board and the teacher writes down those questions formulated by the students that need to be discussed in class to fully study the topic.

Root functions

Differences from other plant organs

What is the root for?

What are the roots?

Root dimensions

Root structure

To develop knowledge about the functions of a horse, students independently familiarize themselves with the text of the textbook (paragraph 15, p. 56) “The Role of the Root in the Life of a Plant” and make notes in a notebook. After independent work, students discuss the meaning of the root for the plant.

Pair work with the textbook p. 51, Fig. 32 “Types of roots.” Then students formulate their own definitions:

main root;

Lateral root

Adventitious root.

And from what organs do these roots develop?

The teacher provides information: one bush of rye grown in a greenhouse had a total length of all roots of 623 km. Geographers have determined that this is the distance from Moscow to St. Petersburg. Tells about the roots of the banyan tree and mangrove tree (the story is accompanied by a presentation).

Root length and root width:

Cabbage - 1.5 m. 1.2 m.

Wheat – 2 m. 1.2 m.

Corn – 2.5 – 4 m. to 2 m.

Sow - 6 m. 4 m.

Alfalfa – 12 m. 1.5 m.

Apple tree – 2 – 6 m. to 15 m.

Cactus - up to 15 m.

Laboratory work:“Structure of root systems”

Performed on issued cards to save time.

Target: study the types of root systems, get acquainted with their structure.

Equipment: herbarium materials of plants with taproot and fibrous root systems, photographs and drawings of plants.

Work progress:

Consider the root systems of the plants offered to you. How are they different?

Select plants with tap root systems

Select plants with fibrous root systems.

Fill out the table:

Root system name

Conclusion _______________________________________________________________

Laboratory work was performed by: ___________________________________

Build a table: students are given a cut table on their desk, they need to assemble it (pair robot).

Basic Concepts

To summarize the lesson, the teacher draws the students’ attention to the board, where questions about the root are formulated.

What do you think happened to the plants in that poem, an excerpt from which I read to you at the beginning of the lesson?

The teacher reads the poem by V. Jacques in full:

We collected hot poppies in a bouquet,
Lots of blue forget-me-nots.
And then we felt sorry for the flowers,
They were planted in the ground again

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Without roots they will not grow and live!

No matter how subtle, inconspicuous

There's a root underground, but it can't live in the world

Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.

Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.

The classic (strict) didactic syncwine is structured like this:

, one word, noun or pronoun;

second line – two adjectives or participles, which describe the properties of the topic;

third line - or gerunds, telling about the actions of the topic;

fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;

fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.

The result is a short, unrhymed poem that can be devoted to any topic.

At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.

Compiling a syncwine

Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.

For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.

Respectively, first line- "soap".

Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.

Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”

Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”

And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.

What happened in the end? An example of a classic didactic syncwine of strict form.

Soap.

Transparent, strawberry.

It washes, it smells, it bubbles.

The smell is sweet, the taste is disgusting.

Disappointment.

A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.

After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by elementary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.

In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in different subjects

Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.

An example of a syncwine on the topic “verb”:

Verb.

Returnable, perfect.

Describes an action, conjugates, commands.

In a sentence it is usually a predicate.

Part of speech.

In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it is clear from it that the author remembers something about verbs and understands what they are.

In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.

An example of a syncwine on the theme “frog”:

Frog.

Amphibian, chordate.

Jumps, spawns, catches flies.

Sees only what moves.

Slippery.

Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.

For example, cinquain on the theme "war" could be like this:

War.

Terrible, inhumane.

Kills, ruins, burns.

My great-grandfather died in the war.

Memory.

Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.

Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do this?

Rules for writing syncwine

Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.

Synquain construction scheme is this:

first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
second line – two adjectives, characterizing the topic;
third line – three verbs(actions of an object, person or concept designated as a topic);
fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
fifth line – one word, summing up the syncwine as a whole (conclusion, summary).

Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:

paper or electronic;
sumptuously bound and richly illustrated;
interesting, exciting;
boring, difficult to understand, with a bunch of formulas and diagrams;
old, with yellowed pages and ink marks in the margins made by grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).

Now write down two characteristics specifically for “your” book. For example:

exciting, fantastic;
boring, moralizing;
bright, interesting;
old, yellowed.

Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and the goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is not necessary. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:

I can read until the morning;
I often read all night long;
I saw a book - I said goodbye to sleep.

How to sum it up: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.

For example, you thought about the variety of books, and you came up with the following:

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.

In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.

Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. further.

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.

Biology lesson on topic

"Root"

biology teacher of the highest category

Izhevsk,MKS(K)OU S(K)OSH VI type No. 000

Target: get to know the root as a functional system.

Lesson objectives:

To develop students' knowledge about the types of roots and types of root systems. Continue working with biological terms. To study the structural features of the root systems of dicotyledonous and monocotyledonous plants. Develop the ability to recognize types of root systems on natural objects. Continue to develop the ability to draw conclusions based on the results of laboratory work. To develop in children the ability to use knowledge acquired in other lessons, to connect the subjects of the natural and humanities into a single whole. To cultivate artistic taste, discipline, and responsibility.

Equipment: herbariums with different types of root systems, table “Structure of taproot and fibrous systems,” photographs and drawings of plants with taproot and fibrous root systems, presentation “Diversity of Roots”

Lesson progress

Learning new material.

The teacher reads an excerpt from a poem by V. Jacques.

Lots of blue forget-me-nots.

They were planted in the ground again...

Predict further events, what will happen to these plants?

Students express different opinions:

Plants will die, they will not be able to live without water and food;

The plants will grow new roots; etc.

In order to correctly answer this question, we need to formulate the topic of the lesson and the questions that we must answer during the lesson.

A picture of a root appears on the board and the teacher writes down those questions formulated by the students that need to be discussed in class to fully study the topic.

Root structure

Root dimensions

Pair work with the textbook p. 51, Fig. 32 “Types of roots.” Then students formulate their own definitions:

main root;

Lateral root

Adventitious root.

And from what organs do these roots develop?

Root length and root width:

Cabbage – 1.5 m. 1.2 m. Wheat – 2 m. 1.2 m. Corn – 2.5 – 4 m. to 2 m. Sow thistle – 6 m. 4 m. Alfalfa – 12 m. 1, 5 m. Apple tree – 2 – 6 m. up to 15 m. Cactus – up to 15 m.

Laboratory work: “Structure of root systems”

Performed on issued cards to save time.

Target: study the types of root systems, get acquainted with their structure.

Equipment: herbarium materials of plants with taproot and fibrous root systems, photographs and drawings of plants.

Work progress:

1. Consider the root systems of the plants offered to you. How are they different?

2. Select plants with tap root systems

3. Select plants with fibrous root systems.

4. Fill out the table:

Root system name	Features of the root structure	Plant names

Conclusion _______________________________________________________________

Laboratory work was performed by: ___________________________________

Build a table: students are given a cut table on their desk, they need to assemble it (pair robot).

Basic Concepts	Definition of concepts
	Underground organs of plants that absorb water and mineral salts, holding the plant in the soil
Root system	System of all plant roots
main root	The root that goes deepest into the soil
Lateral roots	Roots extending from the sides of the main and adventitious roots
Adventitious roots	Roots extending from the sides of the stem
Tap root system	System consisting of main and lateral roots
Fibrous root system	System consisting of adventitious and lateral roots

To summarize the lesson, the teacher draws the students’ attention to the board, where questions about the root are formulated.

What do you think happened to the plants in that poem, an excerpt from which I read to you at the beginning of the lesson?

The teacher reads the poem by V. Jacques in full:

We collected hot poppies in a bouquet,
Lots of blue forget-me-nots.
And then we felt sorry for the flowers,
They were planted in the ground again

But nothing works:

They sway from any breeze!

Why did they crumble and wither?

Without roots they will not grow and live!

No matter how subtle, inconspicuous

There's a root underground, but it can't live in the world

Any flower without it!

Do you still have questions about roots after today's lesson? We will consider questions about the internal structure of the root in the next lesson.

Make up a syncwine with the concept of “root” (individual work)

syncwine

syncwine theme

noun or pronoun

description of features and properties

characteristic actions

personal attitude

word - summary

essence

Students read out the resulting syncwines.

Homework: paragraph 13, 15.

An open lesson was held in the 6th grade using the textbook “Biology” using the Federal State Educational Standard.