Main centers of origin of cultivated plants. Centers of origin of cultivated plants Map of Vavilov centers of origin
Lesson type - combined
Methods: partially search, problem presentation, reproductive, explanatory and illustrative.
Target:
Students’ awareness of the significance of all the issues discussed, the ability to build their relationships with nature and society based on respect for life, for all living things 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 adaptation options of living beings to the entire range of environmental conditions.
Educational: develop communication skills, the ability to independently obtain knowledge and stimulate one’s cognitive activity; ability to analyze information, highlight the main thing in the material being studied.
Educational:
Formation ecological culture based on recognition of the value of life in all its manifestations and the need for a responsible, careful attitude towards the environment.
Forming an understanding of the value of a healthy and safe lifestyle
Personal:
nurturing Russian civic identity: patriotism, love and respect for the Fatherland, a sense of pride in one’s Motherland;
Formation of a responsible attitude towards learning;
3) Formation of a holistic worldview that corresponds to the modern level of development of science and social practice.
Cognitive: ability to work with various sources information, convert it from one form to another, compare and analyze information, draw conclusions, prepare messages and presentations.
Regulatory: the ability to organize independent completion of tasks, evaluate the correctness of work, and reflect on one’s activities.
Communicative: Formation of communicative competence in communication and cooperation with peers, seniors and juniors in the process of educational, socially useful, educational and research, creative and other types of activities.
Planned results
Subject: know the concepts of “habitat”, “ecology”, “ environmental factors“their influence on living organisms, “connections between living and nonliving”;. Be able to define the concept of “biotic factors”; characterize biotic factors, give examples.
Personal: make judgments, search and select information; analyze connections, compare, find an answer to a problematic question
Metasubject:.
The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways solving educational and cognitive problems.
Formation of semantic reading skills.
Form of organization educational activities - individual, group
Teaching methods: visual-illustrative, explanatory-illustrative, partially search, independent work with additional literature and textbook, with COR.
Techniques: 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 sections; introduce the main evolutionary stages of development flora on Earth and their significance for further development organic world; give an idea of the methods for studying extinct plants.
Equipment and materials: list of angiosperms belonging to various classes, tables: “Development of the plant world”, “Photosynthesis”, herbariums of mosses, mosses, horsetails, ferns, gymnosperms and angiosperms, collection “Fossil remains of living organisms”, pieces of coal with imprints of ancient plants, fossilized remains of ancient plants, geochronological scale, landscapes of the Carboniferous and other periods (students’ drawings can be used).
Key words and concepts: autotrophs, heterotrophs, eukaryotes, or nuclear, prokaryotes, or prenuclear; organic compounds, solar energy, aromorphosis, competition; blue-green algae, cyanobacteria; sexual method of reproduction, competition; ozone screen, rhinophytes, psilophytes; ferns, horsetails and mosses, mosses, gymnosperms, angiosperms; ecological niche, paleontology, paleobotany, radiocarbon dating, evolution.
Lesson progress
Updating knowledge
Crossword Centers of origin cultivated plants
1.Bread culture.
2.Annuals or perennial crops, the juicy fleshy parts of which humans eat.
3. A group of plants cultivated by humans to produce fruits, berries, and nuts.
4.Cultivated plant, whose homeland is the European-Siberian center.
5. Plants that provide raw materials for various sectors of the national economy.
6. A vegetable whose homeland is Mexico.
7. The most important group of cultivated plants cultivated mainly for grain production.
8. Grain crop, whose homeland is South India.
9.Her homeland is China.
10"Sunny Flower". For a long time in Russia it 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 topic:
"Centers of origin of cultivated plants"
Task 1. Distribute the plants into centers (each option distributes all 48 plant names into 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. |
| Plant names: |
||
| 1) sunflower; | 17) hemp; | 44) pumpkin; |
Task 2. Working with the map . On contour map mark all centers of origin of cultivated plants, indicate the geographical location of the centers.
Task 3.Fill out the table. Match the centers with geographic location and cultivated plants.
| Plant Centers | Cultivated plants |
|
| Abyssinian | ||
| South Asian tropical | ||
| East Asian | ||
| South-West Asian | ||
| Mediterranean | ||
| Central American | ||
| South American |
Ethiopian Highlands of Africa
Southern Mexico
Task 4. Answer the questions with complete and detailed answers.
1. Why are most cultivated plants propagated vegetatively?
2. Why do plant breeders try to create polypoid plants?
3. What is the essence of the law of homological series in the hereditary theory of N.I. Vavilov?
4. How do domesticated plants differ from cultivated ones?
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 location | Cultivated plants |
| South Asian tropical | Tropical India, Indochina, South China, islands Southeast Asia | Rice, sugar cane, cucumber, eggplant, black pepper, banana, sugar palm, sago palm, breadfruit, tea, lemon, orange, mango, jute, etc. (50% cultivated plants) |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | Soybean, millet, buckwheat, plum, cherry, radish, mulberry, kaoliang, hemp, persimmon, Chinese apples, opium poppy, rhubarb, cinnamon, olive, etc. (20% of cultivated plants) |
| South-West Asian | Asia Minor, Central Asia, Iran, Afghanistan, South-West India | Soft wheat, rye, flax, hemp, turnip, carrots, garlic, grapes, apricot, pear, peas, beans, melon, barley, oats, cherries, spinach, basil, walnut etc. (14% of cultivated plants) |
| Mediterranean | Countries along the Mediterranean Sea | Cabbage, sugar beet, olive (olive), clover, single-flowered lentils, lupine, onion, 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 beans, etc. |
| Central American | Southern Mexico | Corn, long-staple cotton, cocoa, pumpkin, tobacco, beans, red peppers, sunflowers, sweet potatoes, etc. |
| South American | South America along the west coast | Potatoes, pineapple, cinchona, cassava, tomatoes, peanuts, coca bush, garden strawberries etc. |
| 1st option South Asian tropical; | 2nd option East Asian; | 3rd option South-West Asian; |
| Plant names: |
||
| 1) sunflower; | 17) hemp; | 33) peas; |
| Answers: |
||
| 1st option South Asian tropical: | 2nd option East Asian: | 3rd option South-West Asian: |
| Center name | Geographical location | Cultivated plants |
| South Asian tropical | Tropical India, Indochina, Southern China, islands of Southeast Asia | |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | |
| South-West Asian | Asia Minor, Central Asia, Iran, Afghanistan, South-West India | |
| Mediterranean | Countries along the Mediterranean Sea | |
| Abyssinian | Ethiopian Highlands of Africa | |
| Central American | Southern Mexico | |
| South American | South America along the West Coast | |
Resources:
I.N. Ponomareva, O.A. Kornilov, V.S. Kuchmenko Biology: 6th grade: textbook for students of general education institutions
Serebryakova T.I.., Elenevsky A. G., Gulenkova M. A. et al. Biology. Plants, Bacteria, Fungi, Lichens. Trial textbook for grades 6-7 of secondary school
N.V. Preobrazhenskaya Biology workbook for the textbook by V. Pasechnik “Biology 6th grade. Bacteria, fungi, plants"
V.V. Pasechnik. Manual for teachers of general education institutions Biology lessons. 5-6 grades
Kalinina A.A. Lesson developments in biology grade 6
Vakhrushev A.A., Rodygina O.A., Lovyagin S.N. Verification and tests To
textbook "Biology", 6th grade
Presentation hosting
There are 4 types of tasks in the proposed practical work. in the first task, compare plants with their centers, the second task is to work with a contour map. The third task is to compare the centers of cultivated plants with a description of the geographical location. The fourth task is to answer the questions posed with complete answers.
View document contents
“Practical work on the topic: “Centers of origin of cultivated plants”, grade 11”
Practical work on the topic:
“Centers of origin of cultivated plants” 11th grade
Task 1. Distribute the plants into centers (each option distributes all 48 plant names into 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. |
| Plant names: |
||
| 1) sunflower; | 17) hemp; | 44) pumpkin; |
Task 2. Working with the map . On the contour map, mark all centers of origin of cultivated plants, indicate the geographical location of the centers.
Task 3.Fill out the table. Match the centers with geographic location and cultivated plants.
| Plant Centers | Geographical location | Cultivated plants |
| Abyssinian | ||
| South Asian tropical | ||
| East Asian | ||
| South-West Asian | ||
| Mediterranean | ||
| Central American | ||
| South American |
Ethiopian Highlands of Africa
Southern Mexico
Task 4. Answer the questions with complete and detailed answers.
1. Why are most cultivated plants propagated vegetatively?
2. Why do plant breeders try to create polypoid plants?
3. What is the essence of the law of homological series in the hereditary theory of N.I. Vavilov?
4. How do domesticated plants differ from cultivated ones?
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 location | Cultivated plants |
| South Asian tropical | Tropical India, Indochina, Southern China, islands of Southeast Asia | Rice, sugarcane, cucumber, eggplant, black pepper, banana, sugar palm, sago palm, breadfruit, tea, lemon, orange, mango, jute, etc. (50% cultivated plants) |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | Soybean, millet, buckwheat, plum, cherry, radish, mulberry, kaoliang, hemp, persimmon, Chinese apples, opium poppy, rhubarb, cinnamon, olive, etc. (20% of cultivated plants) |
| South-West Asian | Asia Minor, Central Asia, Iran, Afghanistan, South-West India | Soft wheat, rye, flax, hemp, turnip, carrots, garlic, grapes, apricot, pear, peas, beans, melon, barley, oats, cherries, spinach, basil, walnuts, etc. (14% of cultivated plants) |
| Mediterranean | Countries along the Mediterranean Sea | Cabbage, sugar beet, olive (olive), clover, single-flowered lentils, lupine, onion, 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 beans, etc. |
| Central American | Southern Mexico | Corn, long-staple cotton, cocoa, pumpkin, tobacco, beans, red peppers, sunflowers, sweet potatoes, etc. |
| South American | South America along the West Coast | Potatoes, pineapple, cinchona, cassava, tomatoes, peanuts, coca bush, garden strawberries, etc. |
| 1st option South Asian tropical; | 2nd option East Asian; | 3rd option South-West Asian; |
| Plant names: |
||
| 1) sunflower; | 17) hemp; | 33) peas; |
| Answers: |
||
| 1st option South Asian tropical: | 2nd option East Asian: | 3rd option South-West Asian: |
| Center name | Geographical location | Cultivated plants |
| South Asian tropical | Tropical India, Indochina, Southern China, islands of Southeast Asia | |
| East Asian | Central and Eastern China, Japan, Korea, Taiwan | |
| South-West Asian | Asia Minor, Central Asia, Iran, Afghanistan, South-West India | |
| Mediterranean | Countries along the Mediterranean Sea | |
| Abyssinian | Ethiopian Highlands of Africa | |
| Central American | Southern Mexico | |
| South American | South America along the West Coast | |
Objective of the lesson:
introduce students to the concept of “variety”, “selection”;
introduce the centers of origin of cultivated plants
Tasks:
- study the centers of origin of cultivated plants discovered by N.I. Vavilov.
- to develop the ability to highlight the main thing, compare, and formulate conclusions.
- patriotic education using the example of the works of N.I. Vavilov.
Equipment and materials: Portrait of N. I. Vavilov. Map of centers of origin of cultivated plants. Pictures for intellectual punishment (varieties of cabbage, drawings of potatoes, sunflowers, tea, tomatoes, watermelon, varieties of apples, etc.).
Lesson plan:
1. The appearance of cultivated plants.
2. Variety. Properties and characteristics of the variety.
3. Plant selection.
4. N.I. Vavilov is a Soviet biologist, academician, who discovered centers of origin of cultivated plants.
Lesson progress:
1. Introducing students to the purpose of the lesson.
The teacher's story about the emergence of cultivated plants, about the possibility of obtaining new varieties of plants.
2. Work from the textbook and complete the task: find the concept of a variety and write it down in a notebook. Students write down definitions of concepts:
variety - This homogeneous group plants that have certain characteristics and properties. Signs: crown size, fruit size, fruit shape. Properties: productivity, winter hardiness, resistance to diseases and pests.
A conversation is held on the following questions:
Than by appearance Are these apple varieties different?
What other varieties of apples do you know?
Shape, color, taste of the fruit – are these signs or properties of the variety?
Various varieties of tulips are also demonstrated, the names of which students write down in their notebooks.
One of the students shows a presentation about the biography of N.I. Vavilova, notes his love of nature with early years, passion for plants. Vavilov’s merit in the world of biology is great. It was he who, as a result of his travels, discovered the centers of origin of cultivated plants. Life of N.I. Vavilova ended in the dungeons of a Stalinist prison. But even now the memory of this wonderful man is alive in the hearts of people.
3. Working with the textbook. Filling out the table
Table. Centers of origin of cultivated plants (according to N.I. Vavilov)
Soybean, millet, buckwheat, plum, cherry, radish, mulberry, kaoliang, hemp, persimmon, Chinese apples, opium poppy, rhubarb, cinnamon, olive, etc.(20% cultivated plants)
South-West Asian
Asia Minor, Central Asia, Iran, Afghanistan, South-West India
Soft wheat, rye, flax, hemp, turnip, carrots, garlic, grapes, apricot, pear, peas, beans, melon, barley, oats, cherries, spinach, basil, walnuts, etc. (14% cultivated plants)
Mediterranean
Countries along the Mediterranean Sea
Cabbage, sugar beet, olive (olive), clover, single-flowered lentils, lupine, onion, 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 beans, etc.
Central American
Southern Mexico
Corn, long-staple cotton, cocoa, pumpkin, tobacco, beans, red peppers, sunflowers, sweet potatoes, etc.
South American
South America along the West Coast
Potatoes, pineapple, cinchona, cassava, tomatoes, peanuts, coca bush, garden strawberries, etc.
4. Fastening
The class is divided into groups. Each group makes an intelligence map.
Exercise .
1. Label the continents and oceans on the outline map.
2. Show the boundaries of the main origin of cultivated plants (according to N.I. Vavilov).
3. Label the plants whose homelands are these centers. For clarity, paste pictures of these plants.
4.Select symbols.
The oldest plant is wheat.
The introduction of potatoes into culture in Russia was accompanied by “potato riots,” since peasants, eating potato fruits rather than tubers, often died because the potato fruit, the berry, contains a large amount of the toxic substance corned beef.
5.Homework: P.43
I WISH YOU GOOD LUCK!
The model you should strive for
The success of breeding work largely depends on the quality of the source material, mainly on its genetic diversity. The more diverse the source material for selection, the more opportunities it provides for hybridization and selection. Breeders, taking advantage of the biological, genetic and ecological diversity of the plant world, have created a huge number different varieties cultivated plants.
Modern cultivated plants are grown simultaneously in different countries, on different continents. However, each of these plants has its own historical homeland - center of origin . It was there that the wild ancestors of the cultivated plant were or are still located, where its genotype and phenotype were formed.
Doctrine of centers of origin of cultivated plants created by the outstanding Russian scientist N.I. Vavilov.
N.I. Vavilov initially identified 8 centers of origin of cultivated plants with a number of subcenters, but in later works he consolidated them into 7 main primary centers (see Table 4 and Fig. 42).
| Name of the center and number of cultural species that arose here (% of 1000 - total number studied) | Cultivated plants that arose in this center from ancient cultures |
| 1. South Asian tropical (about 50%) | Sugarcane, cucumber, eggplant, citrus, mulberry, mango, banana, coconut, black pepper |
| 2. East Asian (20%) | Soybean, millet, oats, buckwheat, chumiza, radish, peach, tea, actinidia |
| 3. South-West Asian (14%) | Wheat, rye, peas, lentils, flax, hemp, melon, apple, pear, plum, apricot, cherry, grapes, almonds, pomegranate, figs, onions, garlic, carrots, turnips, beets |
| 4. Mediterranean (11%) | Wheat, oats, rye, cabbage, sugar beets, dill, parsley, olive, bay, raspberry, oak, cork, clover, vetch |
| 5. Abyssinian | Sorghum, durum wheat, rye, barley, sesame, cotton, castor bean, coffee, date palm, oil palm |
| 6. Central American | Corn, beans, potatoes, pumpkin, sweet potatoes, peppers, cotton, tobacco, shag, sisal (fibrous agave), avocado, cocoa, nuts, pecans |
| 7. Andean (South American) | Potatoes, corn, barley, amaranth, peanuts, tomato, pumpkin, pineapple, papaya, cassava, hevea, cinchona, feijoa, coca, Brazil nut (bertholletia) |
Rice. 42. The main geographical centers of origin of cultivated plants: I - South Asian tropical; II - East Asian; III - South-West Asian; IV - Mediterranean; V - Abyssinian; VI - Central American; VII - Andean (South American)
Most of the centers coincide with ancient centers of agriculture, and these are predominantly mountainous rather than flat areas. The scientist highlighted primary And secondary centers of origin of cultivated plants. Primary centers are the homelands of cultivated plants and their wild ancestors. Secondary centers are areas where new forms arise not from wild ancestors, but from previous ones cultural forms, concentrated in one geographical location, often far from the primary center.
Not all cultivated plants are cultivated in their places of origin. Migration of peoples, navigation, trade, economic and natural factors at all times contributed to the numerous movement of plants to other regions of the Earth.
In other habitats, plants changed and gave rise to new forms of cultivated plants. Their diversity is explained by mutations and recombinations that appear in connection with the growth of plants in new conditions.
A study of the origin of cultivated plants led N.I. Vavilov came to the conclusion that the centers of formation of the most important plant crops are largely connected with the centers of human culture and with the centers of diversity of domestic animals. Numerous zoological studies have confirmed this conclusion.
The study of the origin and evolution of cultivated plants is considered one of the essential branches of selection. N.I. Vavilov wrote that all selection work, starting from the source material, establishing the main areas of origin of species and ending with the creation of new varieties, is, in essence, a new stage in the evolution of plants, and selection itself can be considered as evolution directed by the will of man.
Outstanding geneticist and breeder academician. N.I. Vavilov showed that the most diverse genotypes of cultivated plants are located in the centers of their origin, where their ancestors were preserved in the wild state.
In this regard, to collect the world collection of cultivated plants, N.I. Vavilov and his collaborators went on expeditions throughout the territory of the former Soviet Union and in many foreign countries: Iran, Afghanistan, Mediterranean, Ethiopia, Central Asia, Japan, North, Central and South America.
Centers of origin
Vavilov identified seven main centers of origin of cultivated plants.
- South Asian (homeland of rice, sugar cane, banana, coconut tree etc.).
- East Asian (homeland of millet, buckwheat, pear, apple, plum, and a number of citrus fruits).
- Southwest Asian (homeland soft wheat, dwarf wheat, peas, lentils, faba beans, cotton).
- Mediterranean (homeland of olives, beets, cabbage, etc.).
- Abyssinian (Ethiopian) (homeland of durum wheat, barley, coffee tree).
- Central American (homeland of corn, American beans, pumpkins, peppers, cocoa, American cotton).
- South American (homeland of potatoes, tobacco, pineapple, peanuts).
N.I. Vavilov collected the world's largest collection of cultivated plants, which is still used by breeders in their practical work.
So, famous variety winter wheat Bezostaya-1 was obtained by P.P. Lukyanenko as a result of hybridization of Argentine wheat used from Vavilov’s collection, crossed with varieties bred in our country.
The main methods used by breeders are selection, hybridization, selection and nurture. Hybridization relies on combinative variability. Thanks to it, it is possible to combine in one hybrid organism valuable characteristics that previously existed in different varieties plants and animal breeds. Breeders select parental pairs with subsequent selection in their offspring.
Table of centers of origin of cultivated plants according to N.I. Vavilov
| Center of Origin of Cultivated Plants | Plant species |
|---|---|
| South Asian | Rice, sugar cane, banana, coconut palm |
| East Asian | Millet, buckwheat, pear, apple, plum, a number of citrus fruits |
| Southwest Asian | Common wheat, dwarf wheat, peas, lentils, fava beans, cotton |
| Mediterranean | Olives, beets, cabbage |
| Abyssinian or Ethiopian | Durum wheat, barley, coffee tree |
| Central American | Corn, American beans, pumpkin, peppers, cocoa, American cotton |
| South American | Potatoes, tobacco, pineapple, peanuts |
