Scheme of the process of formation of cultivated plants. Centers of origin of cultivated plants. I. Learning New Material
During his expeditions, Vavilov gathered a rich collection of cultivated plants, found family ties between them, predicted the previously unknown, but genetically based properties of these crops, possible for breeding. He discovered the existence of areas with a maximum concentration of species, varieties and varieties of certain cultivated plants, as well as the fact that these areas are associated with places of ancient civilizations.
In the course of research N.I. Vavilov was identified seven major geographical centers of origin of cultivated plants.
1. The South Asian tropical center (Fig. 2) includes tropical India, Indochina, South China, and Southeast Asia. Cultural plants of the center: rice, sugarcane, cucumber, eggplant, citrus, mango, banana, coconut palm, black pepper - about 33% of all cultivated plants.
Fig. 2. South Asian Tropical Center ()
2. East Asian Center - Central and Eastern China, Japan, Korea, Taiwan (Fig. 3). Soy, millet, buckwheat, plum, cherry, radish, walnut, tangerine, persimmon, bamboo, ginseng - about 20% of cultivated plants came from here.
Fig. 3. East Asian Center ()
3. Southwest Asian Center - Asia Minor, Central Asia, Iran, Afghanistan, Southwest India (Fig. 4). This center is the progenitor of wheat, barley, rye, hazelnuts, legumes, flax, hemp, turnips, garlic, grapes, apricot, pears, melons - about 14% of all cultivated plants.
Fig. 4. Southwest Asian Center ()
4. The Mediterranean center - the countries of the Mediterranean coast (Fig. 5). From here came cabbage, sugar beets, olives, clover, lentils, oats, flax, laurel, zucchini, parsley, celery, grapes, peas, beans, carrots, mint, caraway seeds, horseradish, dill - about 11% of cultivated plants.
Fig. 5. Mediterranean Center ()
5. The Abyssinian or African Center - The Abyssinian Highlands of Africa in the Ethiopian region (Fig. 6). From there came wheat, barley, sorghum, coffee, bananas, sesame, watermelon - about 4% of cultivated plants.
Fig. 6. Abyssinian or African Center ()
6. Central American Center - Southern Mexico (Fig. 7). The ancestor of beans, corn, sunflower, cotton, cocoa, pumpkin, tobacco, Jerusalem artichoke, papaya - about 10% of cultivated plants.
Fig. 7. Central American Center ()
7. The South American, or Andean center - the western coast of South America (Fig. 8). Potato, tomato, pineapple, sweet pepper, hinin tree, cocaine bush, hevea, peanuts - about 8% of cultivated plants - originated from this center.
Fig. 8. South American, or Andean Center ()
We met with the most important centers of origin of cultivated plants, they are associated not only with floristic wealth, but also with ancient civilizations.
List of references
- Mamontov S.G., Zakharov V.B., Agafonova I.B., Sonin N.I. Biology. General patterns. - Bustard, 2009.
- Ponomareva I.N., Kornilova O.A., Chernova N.M. Fundamentals of General Biology. Grade 9: A textbook for students in grade 9 of educational institutions / Ed. prof. I.N. Ponomareva. - 2nd ed., Revised. - M.: Ventana-Graf, 2005.
- Pasechnik V.V., Kamensky A.A., Kriksunov E.A. Biology. Introduction to General Biology and Ecology: Textbook for Grade 9, 3rd ed., Stereotype. - M.: Bustard, 2002.
- Dic.academic.ru ().
- Proznania.ru ().
- Biofile.ru ().
Homework
- Who formulated the complete theory of centers of origin of cultivated plant species?
- What are the main geographical centers of origin of cultivated plants?
- What are the centers of origin of cultivated plants related to?
An outstanding geneticist and breeder of Acad. N.I. Vavilov showed that the most diverse genotypes of cultivated plants are in the centers of their origin, where their ancestors were preserved in the wild.
In this regard, N.I. Vavilov and his employees visited expeditions throughout the territory of the former Soviet Union and in many foreign countries to collect the world collection of cultivated plants: in Iran, Afghanistan, the Mediterranean, Ethiopia, Central Asia, Japan, Northern, Central and South America.
Centers of origin
Vavilov developed seven major centers of origin of cultivated plants.
- South Asian (homeland of rice, sugarcane, banana, coconut palm, etc.).
- East Asian (homeland of millet, buckwheat, pear, apple, plum, a number of citrus fruits).
- Southwest Asian (homeland of common wheat, dwarf wheat, peas, lentils, horse beans, cotton).
- Mediterranean (homeland of olives, beets, cabbage, etc.).
- Abyssinian (Ethiopian) (homeland of durum wheat, barley, coffee tree).
- Central American (the birthplace of corn, American beans, pumpkins, peppers, cocoa, American cotton).
- South American (homeland of potatoes, tobacco, pineapple, peanuts).
N.I. Vavilov collected the largest collection of cultivated plants in the world, which is still used by breeders in their practical work.
So, P.P. Lukyanenko, a well-known winter wheat variety Bezostaya-1, was obtained as a result of hybridization of Argentinean wheat used from the Vavilov collection, crossed with varieties bred in our country.
The main methods used by breeders are selection, hybridization, selection and education. Hybridization is based on combinational variability. Thanks to it, it is possible in one hybrid organism to combine the valuable traits that previously existed in different varieties of plants and animal breeds. Breeders select parental couples with subsequent selection in their offspring.
Table of centers of origin of cultivated plants according to N.I. Vavilov
| Origin Center for Cultivated Plants | Plant species |
|---|---|
| South Asian | Rice, sugarcane, banana, coconut tree |
| East Asian | Millet, buckwheat, pear, apple tree, plum, a number of citrus fruits |
| Southwest asian | Soft wheat, dwarf wheat, peas, lentils, horse beans, cotton |
| Mediterranean | Black olives, beets, cabbage |
| Abyssinian or Ethiopian | Durum wheat, barley, coffee tree |
| Central American | Corn, American Beans, Pumpkin, Pepper, Cocoa, American Cotton |
| South American | Potato, tobacco, pineapple, peanuts |
The purpose of the lesson:
introduce students to the concept of "variety", "selection";
introduce centers of origin of cultivated plants
Tasks:
- to study the centers of origin of cultivated plants discovered by N.I. Vavilov.
- to form the ability to highlight the main thing, to compare, to formulate conclusions.
- patriotic education on the example of the works of N.I. Vavilov.
Equipment and materials: Portrait of N. I. Vavilov. Map of the centers of origin of cultivated plants. Pictures for intelligence cars (varieties of cabbage, drawings of potatoes, sunflowers, tea, tomato, watermelon, varieties of apples, etc.).
Lesson plan:
1. The emergence of cultivated plants.
2. Grade. Properties and characteristics of the variety.
3. Plant breeding.
4. N.I. Vavilov - Soviet biologist, academician, who opened the centers of origin of cultivated plants.
During the classes:
1. Introducing students to the lesson.
The teacher’s story about the appearance of cultivated plants, about the ability to get new varieties of plants.
2. Work on the textbook with the assignment: find the concept of variety and write it in a notebook. Students record a definition of concepts:
grade - This is a homogeneous group of plants having certain characteristics and properties. Symptoms: crown size, fetus, fetal shape. Properties: productivity, winter hardiness, resistance to diseases and pests.
Conversation is held on the following issues:
How do apples of these varieties differ in appearance?
What varieties of apples do you still know?
Are the shape, color, taste of the fruit signs or properties of the variety?
Various varieties of tulips are also shown, the names of which students write in a notebook.
One of the students shows a presentation on the biography of N.I. Vavilov, notes his love of nature from an early age, passion for plants. The merit of Vavilov in the world of biology is great. It was he who, as a result of travels, opened the centers of origin of cultivated plants. Life N.I. Vavilova ended up in the dungeons of a Stalinist prison. But even now, the memory of this wonderful person is alive in the hearts of people.
3. Work with the textbook. Table filling
Table. Centers of origin of cultivated plants (according to N.I. Vavilov)
Soy, millet, buckwheat, plum, cherry, radish, mulberry, kaolin, hemp, persimmon, Chinese apples, opium poppy, rhubarb, cinnamon, olive, etc.(20% of cultivated plants)
South West Asian
Asia Minor, Central Asia, Iran, Afghanistan, Southwest India
Soft wheat, rye, flax, hemp, turnip, carrots, garlic, grapes, apricot, pear, peas, beans, melon, barley, oats, sweet cherries, spinach, basil, walnuts, etc. (14% of cultivated plants)
Mediterranean
Countries along the shores of the Mediterranean
Cabbage, sugar beets, olive (olive), clover, lentils, lupine, onions, mustard, rutabaga, asparagus, celery, dill, sorrel, caraway seeds, etc.(11% of cultivated plants)
Abyssinian
Ethiopian Highlands of Africa
Durum wheat, barley, coffee tree, grain sorghum, bananas, chickpeas, watermelon, castor oil plant, etc.
Central American
South mexico
Corn, long-fiber cotton, cocoa, pumpkin, tobacco, beans, red pepper, sunflower, sweet potato, etc.
South American
South America along the west coast
Potatoes, pineapple, hindu tree, cassava, tomatoes, peanuts, cocaine bush, garden strawberries, etc.
4. Fastening
The class is divided into groups. Each group makes up intelligence \u003d map.
The task .
1.Sign on the contour map continents and oceans.
2. Show the boundaries of the main origin of cultivated plants (according to N.I. Vavilov).
3. Sign the plants whose origin these centers are. For clarity, stick pictures of these plants.
4.Select the symbols.
Interesting Facts
The oldest plant is wheat.
The introduction of potatoes into the culture in Russia was accompanied by “potato riots,” since the peasants, who consumed potatoes rather than tubers, often died because the potato fruit, a berry, contains a large amount of the poisonous substance corned beef.
5.Homework: P.43
GOOD LUCK!
The pattern you must strive for
The centers of origin of cultivated plants and domestic animals are those areas of the Earth where certain species of plants useful to humans have arisen or were cultivated and where their greatest genetic diversity is concentrated. Accordingly, these are the centers where, as they say, the domestication of animals took place. It is especially important to emphasize that almost all of the currently known cultivated plants and domestic animals appeared hundreds and thousands of years before our era. Perhaps only sugar beets, rubber-bearing hevea and hindu tree became cultivated plants relatively recently.
The theory of centers of origin of cultivated plants was developed by the outstanding Russian scientist academician N. I. Vavilov on the basis of his many expeditions, which covered the entire territory of the Soviet Union, as well as 60 countries in Asia, Africa, North and South America. Thousands of seed samples were brought from these expeditions, which were then sown in nurseries of the All-Union Institute of Plant Production and thoroughly examined. The same institute collected the world's largest collection of cereal seeds, numbering 60 thousand varieties; this unique collection was preserved in Leningrad during the hungry months of the blockade during the Great Patriotic War. N. I. Vavilov believed that the total number of species of cultivated plants, not counting ornamental plants, is approximately 1500–1600. Moreover, for different cultures there are centers of diversity, which are usually the centers of their origin, coinciding with the ancient centers of agriculture. N. I. Vavilov finally formulated the concept of the center of origin of cultivated plants in 1935, when he identified eight of the most important such centers (Table 123 and Fig. 87).
Although over the past six and a half decades this theory, on the basis of numerous new data, has undergone some changes and additions (it is now customary to distinguish 7 main centers - Tropical, East Asian, South West Asian, Mediterranean, Abyssinian, Central American and Andean), nevertheless the main its principles have not been revised, even by those scientists who propose increasing the number of such centers to 12. It is very important that no one questions the starting point of the theory that links this and centers not only with the natural floristic diversity of certain territories, but also with the location of ancient civilizations.
Table 123
A lot of work is devoted to revealing the history of domestication of wild animals (Fig. 88). Moreover, the foci of domestication of these animals, proposed by N. I. Vavilov, who identified five main such foci and seven additional ones, are usually also taken as a basis.
From a historical and geographical point of view, the issue of migrations of cultivated plants, which in the era of the great geographical discoveries acquired the character of their truly great migration, is also very interesting. At the same time, one part of the cultivated plants migrated from the Old to the New World, and the other in the opposite direction.
Among the crops, "borrowed" by the New World from the Old, can be attributed to wheat, sugarcane and coffee.
Archaeological research suggests that wheat was known in the countries of Central Asia six to five millennia BC, in Egypt more than four, in China three, and in the Balkans three or two millennia. After the great geographical discoveries, it first came to South America (1528), then to North America (1602), and at the end of the 18th century. and to Australia (Fig. 89). Sugarcane, considered to be the birthplace of Bengal, also migrated to the New World after the great geographical discoveries: the Portuguese began to cultivate it in the northeast of Brazil, the British and French - in the West Indies, later it became actually a monoculture in Cuba and Puerto Rico.
The homeland of coffee is the highlands of Ethiopia, where this culture was cultivated about a thousand years ago. It is believed that she got her name from the Ethiopian province of Kafa. In the XI century. coffee came to Yemen, from where it was transported through the port of Moha; that is why in Europe coffee has been called mocha for a long time. During the late Middle Ages, it began to be used in Italy, in France, in the Netherlands, England, and other European countries. To meet the growing demand, coffee was grown on special plantations; The first of them was founded in the XVII century. Dutch on about. Java. At the beginning of the XVIII century. several coffee beans accidentally fell into French Guiana, and from there - to Brazil, where this culture truly found its second homeland.
An even greater number of crops migrated after the Great Geographical Discoveries from the New World to the Old World. Among them are corn, potatoes, sunflowers, tobacco, hevea, cocoa.
The birthplace of corn (maize) is considered Central America. Columbus brought it to Europe. Then from Spain, it spread to other countries of the Mediterranean, and later came to Russia, Africa, East Asia. Potato, the culture of the Andean countries, also first came from there to Spain, and then to the Netherlands (which then belonged to Spain), France, Germany, and other European countries. He appeared in Russia at the beginning of the XVIII century, under Peter I. Sunflower, which, according to N.I. Vavilov, was cultivated in Mexico and generally in the south-west of North America, appeared in Europe in the XVI century. At first, like potatoes, it was considered an ornamental plant, and only later did its seeds begin to be used. In Russia, this culture was also cultivated in the era of Peter I.
Lesson Type - combined
Methods:partial search, problem statement, reproductive, explanatory and illustrative.
Goal:
Students' awareness of the importance of all the issues discussed, the ability to build their relations with nature and society on the basis of respect for life, for all life as a unique and invaluable part of the biosphere;
Tasks:
Educational: show the multiplicity of factors acting on organisms in nature, the relativity of the concept of “harmful and beneficial factors”, the diversity of life on planet Earth, and the adaptations of living beings to the entire spectrum of environmental conditions.
Developing: to develop communication skills, the ability to independently acquire knowledge and stimulate their cognitive activity; the ability to analyze information, highlight the main thing in the studied material.
Educational:
Formation of ecological culture on the basis of recognition of the value of life in all its manifestations and the need for a responsible, respectful attitude to the environment.
Building an understanding of the value of a healthy and safe lifestyle
Personal:
the education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland;
Formation of a responsible attitude to learning;
3) The formation of a holistic worldview, corresponding to the modern level of development of science and public practice.
Cognitive: the ability to work with various sources of information, transform it from one form to another, compare and analyze information, draw conclusions, prepare messages and presentations.
Regulatory: the ability to organize tasks independently, evaluate the correctness of the work, reflection of their activities.
Communicative: The formation of communicative competence in communication and cooperation with peers, older and younger in the process of educational, socially useful, educational research, creative and other activities.
Expected Results
Subjects:to know - the concepts of "habitat", "ecology", "environmental factors", their impact on living organisms, "the connection of living and nonliving" ;. To be able to - define the concept of "biotic factors"; characterize biotic factors, give examples.
Personal:make judgments, search and select information; analyze relationships, compare, find the answer to a problematic question
Meta subject:.
The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive tasks.
The formation of semantic reading skills.
Form of organization of educational activity - individual, group
Teaching methods: visual-illustrative, explanatory-illustrative, partially-search, independent work with additional literature and a textbook, with the center.
Receptions:analysis, synthesis, inference, translation of information from one type to another, generalization.
Objectives: to generalize knowledge about the diversity of plants, their origin, structural features and vital processes of the main departments; to acquaint with the main evolutionary stages of the development of the plant world on Earth and their significance for the further development of the organic world; give an idea of \u200b\u200bthe methods for studying extinct plants.
Equipment and materials: list of various classes of angiosperms, tables: “Development of the plant world”, “Photosynthesis”, herbarium of mosses, plunders, horsetails, ferns, gymnosperms and angiosperms, collection “Fossil remains of living organisms”, pieces of coal with imprints of ancient plants, petrified remains of ancient plants, geochronological scale, landscapes of the Carboniferous and other periods (you can use students' drawings).
Key words and concepts: autotrophs, heterotrophs, eukaryotes, or nuclear, prokaryotes, or pre-nuclear; organic compounds, solar energy, aromorphosis, competition; blue-green algae, cyanobacteria; sexual reproduction, competition; ozone screen, riniophytes, psilophytes; fern-nicknames, horsetails and lice, mosses, gymnosperms, angiosperms; ecological niche, paleontology, paleobotany, radiocarbon method, evolution.
During the classes
Knowledge Update
Crossword Centers of Origin of Cultivated Plants
1. Bread culture.
2. Annual or perennial crops, juicy meaty parts of which a person eats.
3. A group of plants cultivated by a person to obtain fruits, berries, nuts.
4. Cultivated plant, the birthplace of which is the European-Siberian Center.
5. Plants that provide raw materials for various sectors of the economy.
6. Vegetable, whose homeland is Mexico.
7. The most important group of cultivated plants cultivated mainly to produce grain.
8. Cereal, the birthplace of which is South India.
9. Her homeland is China.
10 "The Sun Flower". For a long time in Russia remained decorative.
11.cultures from which vegetable oil is obtained.
12.Plant from Mexico.
14.This vegetable comes from the Mediterranean and Central Asia.
Practical work on the topic:
"Centers of origin of cultivated plants"
Exercise 1. Distribute the plants in the centers (each option distributes all 48 plant names in their centers).
| 1st option South Asian tropical; Abyssinian; South American. | 2nd option East Asian; Mediterranean; Central American | 3rd option South West Asian; South American Abyssinian. |
| Names of plants: |
||
| 1) sunflower; | 17) hemp; | 44) pumpkin; |
Task 2.Work with map . On the contour map, mark all centers of origin of cultivated plants, indicate the geographical location of the centers.
Task 3.Fill the table. Compare the centers with the geographical location and cultivated plants.
| Plant centers | Geographical position | Cultivated plants |
| Abyssinian | ||
| South Asian Tropical | ||
| East Asian | ||
| South West Asian | ||
| Mediterranean | ||
| Central American | ||
| South American |
Ethiopian Highlands of Africa
South mexico
Task 4.Answer the questions with a complete and detailed answer.
1. Why are most cultivated plants vegetatively propagated?
2. Why are breeders trying to create polypoid plants?
3. What is the essence of the law of homological series in the hereditary theory of N. I. Vavilov?
4. What is the difference between domesticated and cultivated plants?
5. For what purpose are mutagens used in breeding?
ANSWERS TO PRACTICAL WORK.
Table 1. Centers of origin of cultivated plants (according to N.I. Vavilov)
| Center Name | Geographical position | Cultivated plants |
| South Asian Tropical | Tropical India, Indochina, South China, Southeast Asia | Rice, sugarcane, cucumber, eggplant, black pepper, banana, sugar palm, saga palm, breadfruit, tea, lemon, orange, mango, jute, etc. (50% of cultivated plants) |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | Soy, millet, buckwheat, plum, cherry, radish, mulberry, kaolin, hemp, persimmon, Chinese apples, opium poppy, rhubarb, cinnamon, olive and others (20% of cultivated plants) |
| South West Asian | Asia Minor, Central Asia, Iran, Afghanistan, Southwest India | Soft wheat, rye, flax, hemp, turnip, carrot, garlic, grapes, apricot, pear, peas, beans, melon, barley, oats, sweet cherries, spinach, basil, walnuts, etc. (14% of cultivated plants) |
| Mediterranean | Countries along the shores of the Mediterranean | Cabbage, sugar beets, olive (olive), clover, lentils, lupine, onions, mustard, rutabaga, asparagus, celery, dill, sorrel, caraway seeds and others (11% of cultivated plants) |
| Abyssinian | Ethiopian Highlands of Africa | Durum wheat, barley, coffee tree, grain sorghum, bananas, chickpeas, watermelon, castor oil plant, etc. |
| Central American | South mexico | Corn, long-fiber cotton, cocoa, pumpkin, tobacco, beans, red pepper, sunflower, sweet potato, etc. |
| South American | South America along the west coast | Potatoes, pineapple, hindu tree, cassava, tomatoes, peanuts, cocaine bush, garden strawberries, etc. |
| 1st option South Asian tropical; | 2nd option East Asian; | 3rd option South West Asian; |
| Names of plants: |
||
| 1) sunflower; | 17) hemp; | 33) peas; |
| Answers: |
||
| 1st option South Asian Tropical: | 2nd option East Asian: | 3rd option South West Asian: |
| Center Name | Geographical position | Cultivated plants |
| South Asian Tropical | Tropical India, Indochina, South China, Southeast Asia | |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | |
| South West Asian | Asia Minor, Central Asia, Iran, Afghanistan, Southwest India | |
| Mediterranean | Countries along the shores of the Mediterranean | |
| Abyssinian | Ethiopian Highlands of Africa | |
| Central American | South mexico | |
| South American | South America along the west coast | |
Resources:
I.N. Ponomareva, O.A. Kornilov-va, V.S. KuchmenkoBiology: Grade 6: textbook for students of educational institutions
Serebryakova T.I.., Elenevsky A.G., Gulenkova M.A. et al. Biology. Plants, Bacteria, Mushrooms, Lichens. Trial textbook for grades 6-7 of high school
N.V. PreobrazhenskayaWorkbook on biology for the textbook In V. Pasechnik "Biology Grade 6. Bacteria, fungi, plants "
V.V. Beekeeper. A manual for teachers of educational institutions Biology lessons. Grades 5-6
Kalinina A.A. Classroom development in biology 6th grade
Vakhrushev A.A., Rodygina O.A., Lovyagin S.N. Verification and verification work to
textbook "Biology", 6th grade
Presentation Hosting