‫ﺍﻤـﻮﺭــﺔ

ﺍﺰﺍﺋﺮــﺔ
ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴــﺔ
ﺍﻟﺸﻌﺒﻴــﺔ‬
‫

ﻣﺪﻳﺮ ــﺔ
ﺍﻟﺑﻴ ــﺔ
ﻟﻮﻻﻳﺔ
ﺍﻟﺒﻴﺾ‬ ‫ﻭﺯﺍﺭﺓ
ﺍﻟﺑﻴ ـ ـ ــﺔ
ﻭﺍﻟﺘﻌﻠﻴـ ــﻢ

‬
‫ﻣﺘﻮﺳﻄــﺔ ﺍﻟ‪,‬ﺸ‪*
+‬ﺑﺮﺍ)ﻴﻤﻲ
–ﺍ‪.‬ﻴ‪-‬‬
‫ﺍﳌﺪﺓ‪:‬ﺳﺎﻋﺔ
‬ ‫ﻓﺮﺽ
ﺍﻟﺜﻼ‪4‬ﻲ
ﺍﻟﺜﺎ‪7‬ﻲ
‪
@A‬ﻣﺎﺩﺓ
ﻋﻠﻮﻡ
ﺍﻟﻄﺒﻴﻌﺔ
ﻭﺍ=ﻴﺎﺓ
ﻟﻠﺴﻨﺔ
ﺍﻟﺜﺎﻧﻴﺔ
ﻣﺘﻮﺳﻂ‬ ‫‪C‬ﺳﺘﺎﺫﺓ‪ :‬ﺑﺎ‪@D‬‬

‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻷﻭﻟﻰ‪06) :‬ﻥ(‬

‫ﻋﻨﺪ ﺯﻳﺎﺭﺓ ﺳﻤﻴﺮ ﻟﻤﺰﺭﻋﺔ ﻋﻤﻪ ﻻﺣﻆ ﻣﻮﺕ‬
‫ﺍﻟﻤﺰﺭﻭﻋﺎ‬
‫ﺍﻟﻤﺰﺭﻭﻋﺎﺕ ﻭﻋﻨﺪﻣﺎ ﺳﺄﻝ ﻋﻤﻪ ﺃﺧﺒﺮﻩ ﺃﻥ‬

‫‪s‬‬
‫ﺻﻐﻴﺮﺓ ﺗﺪﻋﻰ ﺣﺸﺮﺓ ﺍﻟﻤﻦ ﺗﻔﺴﺪ‬
‫ﺣﺸﺮﺓ ﺻﻐﻴﺮ‬

‫‪m‬‬
‫ﻳﺮﻳﺪ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻤﺒﻴﺪﺍﺕ‬
‫ﻭﺃﻧﻪ ﻳﺮﻳ‬
‫ﻣﺰﺭﻭﻋﺎﺗﻪ ﻭﺃ‬
‫ﺑﻤﺨﺎﻃﺮ ﺍﻟﻤﺒﻴﺪﺍﺕ ﺑﺄﻧﻬﺎ‬
‫ﺍﻟﺤﺸﺮﻳﺔ‪ ،‬ﻓﺄﺧﺒﺮﻩ ﺑﻤﺨﺎ‬
‫ﻣﻀﺮﺓ ﻟﻠﺒﻴﺌﺔ ﻭﺍﻟﻨﺒﺎﺕ‬

‫‪xa‬‬
‫ﺗﻠﺘﻬﻢ ﺍﻟﺪﻋﺴﻮﻗﺔ ﺣﺘﻰ ‪150‬‬ ‫ﻳﺮﻋﻰ ﺍﻟﻨﻤﻞ ﺣﺸﺮﺓ ﺍﻟﻤﻦ‬ ‫ﺕ‪:‬‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬
‫ﻴﻤﺎ‬
‫ﻤﺎ‬
‫"ﺣﺸﺮﺓ ﻣﻦ" ﻓﻲ ﺍﻟﻴﻮﻡ‪.‬‬ ‫ﻭﻳﻀﻌﻬﺎ ﻓﻲ ﺍﻟﻤﺰﺍﺭﻉ‬ ‫ﺍﻟﺤﺸﺮﺓ‬
‫‪ -1‬ﺍﻗﺘﺮﺡ ﻃﺮﻳﻘﺔ ﻟﻠﻘﻀﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺍﻟﺤ‬

‫‪/e‬‬
‫ﻟﺘﺘﻐﺬﻯ ﻭﺗﺘﻜﺎﺛﺮ ﻭﻳﺤﺮﺳﻬﺎ‬ ‫ﻟﻠﻤﺒﻴﺪﺍﺕ ‪ ،‬ﻛﻴﻒ ﺗﺗﺪﻋﻰ‬
‫ﺍﻟﻠﺠﻮﺀ ﻤﺒﻴﺪﺍﺕ‬
‫ﺍﻟﻀﺎﺭﺓ ﺩﻭﻥ ﺠﻮﺀ‬
‫ﻣﻦ ﺍﻟﺤﺸﺮﺍﺕ ﺍﻷﺧﺮﻯ ﻟﻜﻲ‬ ‫ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ؟‬
‫ﻟﺤﻤﺎﻳﺔ ﻣﺤﻴﻄﻚ‬
‫‪ -2‬ﻛﻴﻒ ﺗﺘﺪﺧﻞ ﺃﻧﺖ ﻤﺎﻳﺔ‬

‫‪m‬‬
‫ﺣﺸﺮﺓ ﺍﻟﻤﻦ ﺗﻨﻤﻮ ﺑﺄﻋﺪﺍﺩ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﺗﺘﻐﺬﻯ ﻋﻠﻰ‬ ‫ﻳﺘﻐﺬﻯ ﻣﻦ ﻣﺎﺩﺓ ﺳﻜﺮﻳﺔ‬
‫ﻋﺼﺎﺭﺓ ﺍﻟﻨﺒﺎﺗﺎﺕ‪ ،‬ﻓﺘﺘﺴﺒﺐ ﻓﻰ ﺇﺻﺎﺑﺔ ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ﺗﻔﺮﺯﻫﺎ‬
‫ﺗﻔﺮﺯﻫ‬ ‫ﻭﻣﺪﺭﺳﺘﻚ؟‬
‫ﻚ؟‬
‫ﺪﺭﺳﺘﻚ؟‬ ‫ﻭﺑﻴﺌﺘﻚ ﻓﻲ ﺑﻴﺘﻚ ‪،‬ﺣﻴّﻚ‬
‫ﺑﺎﻷﻣﺮﺽ‪ ،‬ﻭﺗﺴﺒﺐ ﺍﺻﻔﺮﺍﺭ ﺃﻭﺭﺍﻗﻪ ‪ ،‬ﻭ ﺫﺑﻮﻝ‬
‫)‪ 4‬ﺗﺪﺧﻼﺕ ﻋﻠﻰ ﺍﻷﻗﻞ(‬
‫ﺃﻭﺭﺍﻗﻪ‪ ، ،‬ﻣﻤﺎ ﻳﺆﺩﻯ ﻓﻰ ﺍﻟﻨﻬﺎﻳﺔ ﺇﻟﻰ ﻣﻮﺕ ﺍﻟﻨﺒﺎﺕ‬
‫ﺇﺫﺍ ﻟﻢ ﻳﺘﻢ ﻣﻜﺎﻓﺤﺘﻪ‬
‫‪co‬‬
‫‪n.‬‬
‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪06) :‬ﻥ(‬
‫ﻳﻘﻚ ﻭﺟﻮﺩ ﺑﻌﺾ ﺍﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻻﺳﺘﺒﺴﻴﺔ ﻓﺄﺛﺎﺭ ﺗﺴﺎﺅﻟﻚ ﻗﺪﺭﺓ‬
‫ﺣﻆ ﺻﺪﻳﻘﻚ‬
‫ﺃﺛﻨﺎﺀ ﻣﺮﻭﺭﻙ ﻣﻊ ﺻﺪﻳﻘﻚ ﻓﻲ ﻣﻨﻄﻘﺔ ﻗﺎﺣﻠﺔ ﻻﺣﻆ‬
‫‪io‬‬

‫ﺻﺪﻳ‬
‫ﻦ ﺍﻟﻤﺎﺀ‪ ،‬ﻓﺤﺎﻭﻝ ﺻﺪ‬
‫ﺻﺪﻳﻘﻚ ﺍﻗﺘﻼﻉ ﻧﺒﺎﺕ ﺍﻟﺸﻴﺢ ﻓﻠﻢ ﻳﺴﺘﻄﻊ‬ ‫ﻘﻴﺮﺓ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﻌﻴﺶ ﻓﻲ ﻫﺬﻩ ﺍﻷﻭﺳﺎﻁ ﺍﻟﺤﺎﺭﺓ ﻭﺍﻟﻔﻘﻴﺮﺓ‬
‫ﺍﻗﺘﻼﻋﻬﺎ ﻣﻦ ﺟﺬﻭﺭﻫﺎ ﻣﻊ ﺃﻧﻪ ﻧﺒﺎﺕ ﻗﺼﻴﺮ‪.‬‬
‫‪at‬‬

‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪:‬‬
‫‪ -1‬ﻓﺴﺮ ﻟﺼﺪﻳﻘﻚ ﻛﻴﻒ ﺗﺴﺘﻄﻴﻊ ﻫﺬﻩ ﺍﻟﻨﺒﺎﺗﺎﺕ‬
‫ﺍﻟﻌﻴﺶ ﻓﻲ ﻫﺬﻩ ﺍﻷﻭﺳﺎﻁ ‪.‬‬
‫‪ -2‬ﻳﻌﺘﺒﺮ ﺍﻟﺘﻴﻦ ﺍﻟﺸﻮﻛﻲ ﻣﻦ ﺍﻟﻨﺒﺎﺗﺎﺕ ﺍﻟﻤﻤﻴﺰﺓ‬
‫‪u‬‬

‫ﻟﻬﺬﻩ ﺍﻟﻤﻨﺎﻃﻖ ﻭﻳﻈﻬﺮ ﻫﻮ ﻛﺬﻟﻚ ﺗﺤﻮﺭﺍﺕ ‪ ،‬ﺃﺫﻛﺮ‬

‫‪ed‬‬

‫ﺍﻟﺸﻮﻛﻲ‪.‬‬
‫ﺍﻟﺘﻴﻦ ﺍﻟﺸ‬
‫ﺍﻟﺴﻨﺪ‪ :2‬ﺍﻟﺘ‬
‫ﺍﻟﺴﻨ‬ ‫ﻭﺣﺪﺩ ﻫﺬﻩ ﺍﻟﺘﺤﻮﺭﺍﺕ‪ ،‬ﺛﻢ ﻋﻠﻞ ﻭﺟﻮﺩﻫﺎ ﻭﺍﻟﻬﺪﻑ‬
‫ﻣﻨﻬﺎ‪.‬‬
‫‪cy‬‬

‫ﺍﻟﺴﻨﺪ ‪ :1‬ﺷﻜﻞ ﺟﺬﻭﺭ ﺑﻌﺾ ﻧﺒﺎﺗﺎﺕ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻔﻘﻴﺮﺓ‬

‫ﻣﻦ ﺍﻟﻤﺎﺀ‪.‬‬
‫‪en‬‬

‫ﺍﻗﻠﺐ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺗﻮﻛﻞ ﻋﻠﻰ ﺍﷲ ﻭﺛﻖ ﻓﻲ ﻧﻔﺴﻚ‬ ‫ﺍﻟﺼﻔﺤﺔ ‪2/1‬‬

‫‪2am.ency-education.com‬‬
 ‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻻﺩﻣﺎﺟﻴﺔ‪08) :‬ﻥ(‬
‫ﻓﻲ ﻳﻮﻡ ﻣﻤﻄﺮ ﻭﺧﻼﻝ ﻣﺮﻭﺭﻙ ﻋﻠﻰ ﺑﻌﺾ ﺗﻼﻣﻴﺬ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻳﺸﺎﻫﺪﻭﻥ ﺿﻔﺪﻉ ﺩﺍﺧﻞ ﺑﺮﻛﺔ ﻣﺎﺀ ﻭﻫﻢ ﻳﺘﺴﺎﺀﻟﻮﻥ‬
‫ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻨﻔﺲ ﻫﺬﺍ ﺍﻟﻀﻔﺪﻉ ﺩﺍﺧﻞ ﺍﻟﻤﺎﺀ ﻭﻋﺪﻡ ﻏﺮﻗﻪ‪.‬‬
‫‪-1‬ﻭﺿﺢ ﻧﻤﻂ ﺗﻨﻔﺲ ﺍﻟﻀﻔﺪﻉ ﻟﺘﻼﻣﻴﺬ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ﻭﺍﻟﻤﺎﺀ ‪،‬ﻭﺍﻗﺘﺮﺡ ﺗﺠﺮﺑﺔ ﺗﺜﺒﺖ ﻧﻤﻂ ﺗﻨﻔﺴﻪ ﺩﺍﺧﻞ ﺍﻟﻤﺎﺀ‪.‬‬
‫‪ -2‬ﺍﺳﺘﻨﺘﺞ ﺍﻟﻬﺪﻑ ﻣﻦ ﺗﻨﻮﻉ ﺃﻧﻤﺎﻁ ﻭﺃﺟﻬﺰﺓ ﺍﻟﺘﻨﻔﺲ ﻋﻨﺪ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‪.‬‬

‫‪s‬‬
‫‪ -3‬ﺻﻨﻒ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﻮﺍﻟﻲ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺣﺴﺐ ﻧﻤﻂ ﺗﻨﻔﺴﻬﺎ‪:‬‬
‫ﺍﻟﺜﺪﻳﻴ‬
‫ﺍﻟﺜﺪﻳﻴﺎﺕ‪ -‬ﺍﻷﺳﻤﺎﻙ‪ -‬ﺍﻟﺰﻭﺍﺣﻒ‪ -‬ﺍﻟﺤﺸﺮﺍﺕ‪ -‬ﺩﻳﺪﺍﻥ ﺍﻷﺭﺽ‪-‬ﺍﻟﻄﻴﻮﺭ‪.‬‬

‫‪m‬‬
‫ﻏﻠﺼﻤﻲ‬ ‫ﺟﻠﺪﻱ‬ ‫ﻗﺼﺒﻲ‬ ‫ﺭﺋﻮﻱ‬ ‫ﻔﺲ‬
‫ﻧﻤﻂ ﺍﻟﺘﻨﻨﻔ‬
‫ﻟﺤﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‬

‫‪xa‬‬
‫ﺍﻟﺴﻨﺪ ‪:2‬ﺍﻟﻤﻈﻬﺮ ﺍﻟﻤﻮﺭﻓﻮﻟﻮﺟﻲ ﻟﺠﺮﺍﺩﺓ ﺍﻟﺴﻨﺪ ‪ :3‬ﺍﻟﺘﻨﻔﺲ ﻋﻨﺪ ﺍﻷﺳﻤﺎﻙ‬ ‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻟﺴﻨﺪ ‪:1‬ﺗﻨﻔﺲ ﺑﻌﺾ ﺍﻟﺍﻟﺤﻴ‬
‫ﺴﻨﺪ‬
‫ﻨﺪ‬
‫ﻟﺴﻨ‬

‫‪/e‬‬
‫‪m‬‬
‫‪co‬‬
‫‪n.‬‬
‫‪io‬‬
‫‪at‬‬
‫‪d‬‬ ‫‪uc‬‬
‫‪-e‬‬

‫ﻳﺎ
ﺗﻠﻤﻴﺬﻱ‪:‬‬
‫‪-‬ﻻﺗﺴﺮﻉﺟﺎﺑﺔﻭﺭﻛﺰﺃﻛ‪.‬‬
‫‪cy‬‬

‫‪-‬ﺍﺳﺘﻐﻞﺍﻟﺴﻨﺪﺍﺕﻭﻧﻈﻢﺍﺟﺎﺑﺘﻚ‪.‬‬
‫‪-‬ﻻ (ﺴﺘﺨﺪﻡﺍﳌ‪)*+‬ﻭﻻ(ﺸﻄﺐ‪.‬‬
‫‪en‬‬

‫‪ -‬ﺍﻧﺘﻬﻰ ‪-‬‬ ‫ﺃﻧﺎ ﻣﻤﺘﺎﺯ ﺃﻧﺎ ﻧﺎﺟﺢ ﺇﻥ ﺷﺎﺀ ﺍﷲ‬ ‫ﺍﻟﺼﻔﺤﺔ ‪2/2‬‬

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