How to take notes in biology. Tests: essence and meaning

Plan - a summary of a biology lesson in grade 6.

Lesson topic: "Fruits and their classification"

Lesson type: a lesson in discovering new knowledge;

Target: familiarization with the types of fruits and with the methods of distribution of fruits and seeds.

Development tasks:

develop independent work skills

continue the formation of skills to work with natural objects, compare them, generalize, draw conclusions

learn to objectively assess their knowledge.

Educational tasks:

create conditions for self-learning of knowledge by students

to acquaint with the factors contributing to the spread of fruits and seeds

to teach to determine the method of distribution of fruits and seeds by their appearance

to teach to identify features of adaptability in the structure of fruits and seeds to the method of distribution

Educational tasks:

cultivate a culture of communication and responsibility for the result of their work.

Planned result:

1.Subject result- acquaintance of students with the structural features of the fruits of angiosperms, their diversity, classification; to know the role of fruits in nature and human economic activity.

2. Personal result - education of students' cognitive interest in the subject, the formation of a culture of communication, communicative qualities.

3. Meta-subject result– formation of skills to work with natural objects and laboratory equipment. Development of skills to highlight the main thing, clearly express one's thoughts, compare objects, draw conclusions, formulate hypotheses, solve biological problems.

Tasks of forming UUD:

Cognitive UUD:

- the ability to formulate the topic and problem of the lesson;

- the ability to acquire new knowledge, draw conclusions as a result of the joint work of the class and the teacher; search and selection of the necessary information; analysis of objects in order to highlight features;

Communicative UUD:

- ability to integrate into a group, interact;

- develop the ability to listen and understand the speech of others, express their opinion and argue their answer;

- to carry out joint cognitive activities in groups;

- formulate your thoughts orally;

Personal UUD:

- develop the ability to express their point of view, evaluate their actions and the actions of classmates;

- Regulatory UUD:

- the ability to determine the purpose of the activity in the lesson (own target setting);

- the ability to pronounce the sequence of actions in the lesson;

- the ability to sum up the results of their activities in the lesson;

- the ability to evaluate their learning activities;

Teaching methods:
verbal, visual, group work, problematic, practical.
Equipment:

tables “Juicy fruits”, “Dry fruits”, “Methods of distribution of fruits and seeds”

natural objects: cabbage head, carrot root, potato tuber, fruits: orange, tomato, cucumber

collections of fruits and seeds (string, cranberry, maple, oak, oats, beans)

instruction cards for group work

PC, multimedia projector, Power Point presentation for the lesson, video clips.

During the classes

Motivation for learning activities.

Teacher.

Good afternoon guys! We continue to study the organs of the plant with you.

What is an organ? What groups are organs divided into? What generative organs do you know?

Students.

Flower, fruit, seed.

Teacher. Well done! And now I propose to assemble a model of a flower.

1 student comes out from each row and assembles a flower model. The first person to complete the task remains at the blackboard and names the parts of the flower, indicating the meaning.

Guys help me solve the riddle. For this

Circle the underlined letters of the correct statements:

P .Pollination is the transfer of pollen from the anthers to the stigma of the pistil.

BUT .The main part of the flower is a bright perianth that attracts pollinators.

L .Pistil consists of ovary, style and stigma.

O . The pistil is the female reproductive organ, and the stamens are the male.

E . A flowering plant consists of roots, stems and leaves.

At . Double fertilization in flowering plants is the fusion of an egg first with one and then with another sperm.

P . Wind pollinated plants usually grow singly.

I . Compared to the pollen of insect pollinated plants, the pollen of wind pollinated plants is larger.

D . A fertilized egg develops into a seed embryo.

And . Stamens and pistils are found in every flower.

What word did you get? Fetus. Correctly.

2. Actualization of knowledge.

Guys! Where does the fruit form in the plant? (in the ovary of the pistil).

Now let's play magic basket.

I will get everything that is in my basket, your task is to name the organ and the plant to which it belongs.

Guys, how can you call all these objects in one word? (fruit).

Are all of these things fruits?

(no head of cabbage, carrots and beets are not fruits).

We will learn about this in the course of our interesting communication in the lesson. Let's tune in to search and creativity.

I suggest everyone to work actively and gain maximum knowledge in the lesson.

3. Immersion in the topic.

Today in the lesson we will get acquainted with an interesting and significant topic both for plants and for us. - The structure, meaning and classification of fruits.

And why does a person need to know everything about the fruits? What is the significance of fruits in human life?

Answer options:

1. Eats.
2. Raw materials for industry (cotton, sunflower, etc.)
3. In medicine (a source of vitamins and medicinal substances, for example, rose hips, raspberries, blueberries, etc.);
4. In agriculture, you need to know the agricultural technology of growing and propagating plants.

Well done, you yourself said how important it is for a person to study the fruits. Every person must know the fruits in order to know how to use them.

Write in your notebooks the date and topic of the lesson. "Fruit"

What would you like to learn more about fruits in today's lesson?

This will be our goal of the lesson.

Working with the disk "Spheres" P.48. Fruit types.

1 group receives the task: find material about the structure of the fetus

Group 2: what functions do the fruits perform

Group 3: fruit classification

Group 4: what methods of distribution of fruits and seeds exist

Work with laptops according to the electronic textbook "Spheres".

Model Answers:

Conclusion 1: The structure of the fetus. The fruit is made up of pericarp and seeds. The pericarp is the overgrown walls of the ovary. Often, other parts of the flower, the base of the stamens, petals, sepals, and receptacle are also involved in the formation of the pericarp.

Conclusion 2: The functions of the fetus. The most important functions of the fruit are the protection and distribution of seeds. Protects the fruit from mechanical damage, from rash of seeds, from the penetration of insects into the fruit. Each fruit has its own number of seeds that ripen and develop at the expense of the fruit.

Conclusion 3: According to the number of seeds, the fruits are divided into single-seeded and multi-seeded . Depending on the amount of water in the pericarp, there are juicy and dry fruit. Ripe juicy fruits have juicy pulp in the pericarp.

Conclusion 4: Methods of seed dispersal: self-spreading, wind, animals, man, water.

Laboratory work. Group work.

At reader:"Practice is the best teacher" - said brilliant ancient Roman orator and philosopher Cicero, therefore you will gain knowledge on your own, complete the tasks of laboratory work according to the instruction card. Groups are provided with natural fruits and seeds. The teacher in the role of a consultant monitors the implementation of the task, corrects the work of the groups.

instruction card

Consider the fruits and seeds offered to you.

Enter the names of the studied plants in the table and make a description of their fruits.

Give the name of the plant fruit.

Determine what adaptations for distribution are available in the fruits and seeds of the studied plants.

Establish the methods by which the fruits and seeds of the proposed plants are distributed, enter these methods in the table.

Enter the information in the table.

plant name	Name				Distribution method	Distribution gear
			Juicy or dry	single-seeded or multi-seeded

Formulate a conclusion about the ways in which fruits and seeds are distributed in nature.

Conclusion: fruits and seeds have adaptations for distribution in nature in various ways: by wind, water, self-dispersal, animals and humans (actively and passively).

4. Fixing

Well, now, let's check how you learned today's lesson - let's play game "Apple of Discord": your task is to express your opinion on each question and choose the most correct one from all opinions.

1. Do potato tubers and carrot roots belong to fruits. Why?

2. Dry fruits are caryopsis, achene, walnut, acorn, they all have one feature. What?

Answer (They all open and have one seed inside)

3. Caryopsis, achene are dry fruits and have one seed inside, but are there dry fruits with many seeds? If yes, please provide examples.

(Answer. Yes, there are. Example: pod, bean, box and achene.)

4. How does a drupe fruit differ from an achene fruit? (Answer)

5. Currants, gooseberries, grapes and tomatoes have the same type of fruit. What is the name of such a fruit and why do we not call a tomato that way in everyday life?

(- Answer: A tomato has a berry fruit, but in everyday life we refer to a tomato as a vegetable, not a berry)

6. Why are the fruits so different?

(All features of the structure of the fruit are associated with the environmental conditions in which the plants live, with the method of their distribution)

7. But the fruits of juicy strawberries, we call them a berry. Is this name correct?

(- Answer: No, not true. Correctly, the strawberry fruit is called a multi-nut).

8. The false fruit of an apple tree is called an apple, so we call it in everyday life. But botanists call the fruits of pear, mountain ash an apple. Do you think this is correct?.

(Answer: Yes, that's right. There are numerous seeds inside the juicy pericarp)

9. Is it correct to say that peas are the fruits of the pea plant?

10. Watermelon, melon, cucumber - what type of fruit would you classify them as?

Teacher:

Guys. While preparing for the lesson, I had a problem. On one of the presentation slides, the VIRUS partially damaged the text. Help restore it. Write the correct answers on the sheets of paper.

After pollination and fertilization from the ovary of the flower is formed .... The fruits are ... and .... A one-seeded juicy fruit is called ..., it is found in .... A juicy multi-seeded fruit is called ..., it is formed in .... A one-seeded dry fruit is called ..., it is found in .... Dry The multi-seeded fruit is called ..., it is formed in .... Fruits are adaptations for ... .

Summarizing and correcting student answers. Answers: fruit, juicy, dry, drupe, cherry, berry, tomato, achene, dandelion, boll, poppy, spread.

Conclusions:

Fruits and seeds bring us the energy of the sun. But that's not all. The fruits contain vitamins, without which we cannot be healthy. The fruit is an important organ of a flowering plant that ensures the development, maturation, protection and distribution of seeds. The variety of fruits is explained by different ways of development and distribution of seeds. The fruits serve as food for animals and humans, are used in cosmetics, perfumery, and also for the preparation of medicines, they are processed into canned food, juices, marmalade.

Working with a disk-simulator according to the set "Spheres"

5. Reflection.

So, today we got acquainted with the concept of a fruit, learned how important fruits are in human life and what significance they have in the life of a plant; also got acquainted with the structure of fruits and their classification. You yourself were able to determine the types of fruits in practice.

Let's summarize the lesson.

Place a man walking up the stairs in the fields.

On the top step, if everything was clear and interesting to you in the lesson.

On the second step - if some questions remain unclear.

On the bottom step, who did not understand the topic at all.

6. Homework.

According to the textbook p.48, exercise book page 36 No. 6

Creative task, make a crossword on the topic "Fruits",

message on the topic: "A storehouse of vitamins", or fruit models.

Focusing on the calendar-thematic planning in biology for the 2013\2014 academic year in the study of the topics of the section "Overview of the human body" involves introducing students to the organization of the human cell, its structure and chemical composition; to study the properties of the cell, further expanding knowledge, to acquaint with the tissues of the human body (epithelial, internal environment, muscle, nervous), to perform the practical work “Structure of tissues of the human body”, to acquaint with the structural features of the human body, organ systems and their functions.

Our body consists of a large number of cells of various shapes, sizes and functions. Cells similar in structure, function and origin form tissues. Organs are formed from tissues - anatomically separated parts of the body. The normal functioning of our body is provided by many organs. They exist and function together, and not separately, i.e. organs that jointly provide the performance of one or more functions, the organ systems that provide the vital activity of the organism as a whole are combined.

When considering the structure of organ systems in the human body, the teacher is recommended to provide a clear explanation of the specific features of each organ system, since students may experience a number of difficulties when studying the topic on their own.

Basic knowledge and skills formed in this topic.

To expand students' knowledge about the general structure of the human body, about cells, tissues and organs;

Develop skills to recognize fabrics from photographs, drawings; organ systems on dummies, posters;

Develop the ability to draw diagrams, work with additional literature.

Students should know

What is a cell of the human body, its chemical composition and properties;

What are the tissues of the human body, what are the main types;

What organ systems exist in the human body and features of their structure.

Students must be able to

Characterize the cell as a structural and functional unit of life;

Recognize the main types of tissues;

Name the organs and organ systems of the human body;

3. Extended plan - abstract and presentation of the topic "General overview of the structure of the human body"

Lesson topic: Organs, organ systems.

The goal of the teacher: to acquaint students with the human body, organ system; work out the terminology of the topic.

Purpose for students: to study the structural features of the human body, organ systems and their functions.

Lesson objectives:

Educational

1. To form knowledge about the organs of the human body, about the structural features of organ systems and the functions they perform, the topography of internal organs in each system.

2. To acquaint with the structure of the human body.

Educational

To form the ability to apply the information received, compare, draw conclusions.

Develop thinking by answering problematic questions.

Develop intellectual abilities, skills of cognitive independent activity.

Educational

Raise interest in the study of the human body.

Build a scientific mindset.

Cultivate discipline.

Teaching methods:

Verbal: explanatory conversation, story;

Visually - figurative;

Independent work, work in pairs.

Funds:

- subject: tables depicting internal organs, organ systems;

- practical: doing independent work, working in pairs

- intellectual: comparison, comparison

- emotional: interest

Equipment: tables depicting internal organs, organ systems, stopwatch.

Lesson type: learning new material.

Lesson plan:

Organizing time

Updating knowledge, checking homework

Setting goals and objectives

Learning new material

Consolidation of knowledge

Homework

Reflection

During the classes

1. Organizational moment.

Mutual greeting of students and teacher;

Fixation of absent;

The teacher makes sure the students are ready for the lesson

2.Updating knowledge, checking homework

Teacher: What topic did we learn in the last lesson?

Correctly! with human body tissues. And what are the main types of tissues of the human body? ( 1) epithelial; 2) muscular; 3) nervous; 4) tissues of the internal environment).

Now we will find out how you learned this topic in a test form. The work consists of 2 options, in each option there are 5 questions, you choose one correct answer. Work for 5 minutes.

Test. Choose one correct answer

1 option

What is the fabric made of?

A) only from cells;

B) only from the intercellular substance;

C) from cells and intercellular substance.

2. What is the working tissue of the glands?

A) epithelial tissue;

B) connective tissue;

B) nervous tissue.

3. What structures of muscle tissue are multinuclear?

A) smooth muscle cells;

B) cells of cardiac muscle tissue;

C) striated muscle fibers.

4. What cells in the organs of the nervous system perform a supporting function?

A) neuroglial cells;

B) neuron cells;

5. For striated muscle tissue are characterized by:

A) spindle-shaped mononuclear cells;

B) long multinucleated fibers;

C) cells that form complex interlacings among themselves.

Option 2

How many types of tissues are isolated in humans?

B) four;

2. What type of tissue is bone tissue?

A) epithelial;

B) connecting.

3. Epithelial tissue is characterized by:

A) cells tightly adjacent to each other and a small amount of intercellular substance;

B) long cells with a large number of nuclei;

C) loosely located cells with a large amount of intercellular substance.

4. Connective tissue forms:

A) the mucous membrane of the respiratory system;

B) blood;

C) walls of the heart.

5. A set of cells similar in origin, structure, functions, is called:

A) an organ

B) organ system;

B) cloth.

Setting goals and objectives

Teacher: Epigraph: "Everything in the body is connected, we must not forget about it, dragging on a cigarette or using drugs." (slide number 1)

Today we will get acquainted with a new topic called "Organs, organ systems." By the name of the topic of the lesson, let's try to determine the goal. (Students determine the purpose of the lesson, the teacher helps).

To achieve this goal, we will need:

To get acquainted with the structure of the human body, organs and organ systems;

Familiarize yourself with the topography of the internal organs in each system;

Learn to apply the information received in the performance of tasks, compare, draw conclusions. (slide number 2)

Write down the date and topic of the lesson

Learning new material

At the stage of studying new material (comprehension), the most appropriate is the storytelling method using presentation, for a more visual representation of human organ systems, while students briefly note the main features of the structure of each system. This method of work allows you to activate all information channels that form the three main systems of perception - visual, auditory, kinesthetic.

Teacher: An organ is a part of the body that occupies a permanent position in it, has a certain structure and shape, and performs one or more functions. The heart, for example, acts as a pump that pumps blood from the veins to the arteries; kidneys - the function of excreting end products of metabolism from the body; bone marrow - the function of hematopoiesis, etc.

Organ - a part of the body that has a certain shape, structure, location and performs one or more functions.

The normal functioning of our body is provided by many organs. They exist and function together, and not separately, i.e. All organs are grouped into organ systems.

What do you think the organ system is?

organ system call a group of anatomically interconnected organs that have a common origin and a single structural plan and perform a common function (slide 3)

There are several organ systems in the body.

The cardiovascular system(heart and blood vessels). The heart stimulates the movement of blood through large and small vessels with its contractions. Due to the movement of blood in organs and tissues, a continuous metabolism takes place, as a result, cells receive oxygen, nutrients, hormones and are released from metabolites.

lymphatic system(lymph nodes, lymph vessels). Complements the activity of the cardiovascular system, into which fluid returns from the tissues and flows in the form of lymph into the bloodstream - into its venous part.

Nervous system(nerves, brain and spinal cord). The human nervous system is responsible for regulating the activity of organs and systems, ensuring their functional unity, carries out higher nervous activity, and also participates in the relationship of the body with the external environment, that is, it coordinates the work of all organs of our body.

Endocrine system(endocrine glands). The endocrine system is a system for regulating the activity of internal organs through hormones secreted by endocrine cells directly into the blood, or diffusing through the intercellular space into neighboring cells.

Digestive system(oral cavity with its organs, pharynx, esophagus, stomach, intestines, liver, pancreas)

The digestive system provides mechanical and chemical processing of food, absorption of its components.

Respiratory system(nasal cavity, pharynx, larynx, trachea, bronchi, lungs). The respiratory system provides oxygen to the body and the release of carbon dioxide, water vapor.

excretory system(kidneys, ureters, bladder, urethra. Through the urinary system, liquid metabolic products are excreted from the body.

The immune system(lymph glands (nodes), tonsils, thymus gland (thymus), bone marrow, spleen). Its task is to recognize, destroy and remove from the body both foreign agents penetrating from the outside, and decay products formed in the body itself (during infectious and inflammatory processes), as well as pathologically changed cells.

Skeletal system(consists of bones of different shapes and sizes, which are part of the skeleton). Bones support the body, serve as an attachment point for muscles, and perform a protective function.

Muscular system The muscular system is formed by skeletal muscles, which, by contracting, set the bones of the skeleton in motion, so that we can move in space.

Sensory system(sense organs - eyes (organs of vision), ears (organ of hearing), etc.). The structures of the sensory system perceive various kinds of stimuli and convert them into nerve impulses. Elements of the sensory system are receptor cells. The sensory system is closely related to the nervous system; most receptors (for example, photoreceptors, olfactory, pain, etc.) are neurons. (slide number)

reproductive system(sex organs, sex glands). The organs of the reproductive system perform the function of human reproduction. In humans and other vertebrates, in development, and partly in the course of functioning, the reproductive system is closely related to the urinary system, therefore, sometimes these two systems are described jointly under the name of the genitourinary apparatus. (slide number)

Apparatus- this is a combination of two or more organ systems to perform certain functions. For example: the musculoskeletal system (skeletal and muscular systems), the genitourinary apparatus. (slide number 4)

Examination: Select the organs that are related to:(slide number 5)

1. Cardiovascular system;

2. Touch system;

3. Digestive system.

Hearts and blood vessels;

Sense organs: eyes, ears, nose.

The oral cavity with its organs, pharynx, esophagus, stomach, intestines, liver, pancreas. (Slide number 4)

All organ systems are in complex interaction with each other and constitute an anatomically and functionally integral whole - organism.

Possessing a complex organization, a living organism is a single whole in which the activity of all its structures - cells, tissues, organs and their systems - is coordinated and subordinated to this whole.

Diagram of the structure of the body. (Slide number 6)

Molecules - cells - tissues - organs - organ systems, ----- organism

organ apparatus

Conducting a functional test to prove the relationship of organ systems:

Teacher: Measure your pulse for 20 seconds. in the normal state, and now do 10 squats and again measure the pulse for 20 seconds.

Conclusion: All students have different sensitivity to such small loads. For many, the nature of breathing will change, the heart rate will increase. This means that a change in the functions of the respiratory system leads to a change in the cardiovascular system.

Consolidation of knowledge

5.1. Assignment: Discuss in pairs “what is an organism?” (Speech. The body is a single whole; all organ systems are in complex interaction with each other). (Slide 7)

5.2. Name the organ system. What is the significance of this system for the body? (slide 8)

5.3. Working with terms. (slide 9)

Organs, organ systems, apparatus, organism

Which statements are true? (slide 10)

1. The circulatory system consists of:

A) only from vessels;

B) from the vessels and the heart.

2. The muscular system carries out:

A) the connection between the organs of our body;

B) the movement of the body and its movement in space;

C) coordination of the work of all organs.

3. Trachea refers to:

A) the muscular system

B) respiratory system;

B) the circulatory system.

4. A neuron is a cell:

A) the nervous system;

B) respiratory system;

B) endocrine apparatus

6. Homework: p. 4, answer the questions at the end of the paragraph, repeat the terms. (slide 11)

7. Reflection. (slide 12)

What new did you learn in the lesson?

How do you rate your work in class? (squares of 3 colors (red, green, blue) are distributed and students are invited to evaluate their work in the lesson).

Red is excellent.

Green is good.

Blue - unsatisfactory

The new social demands reflected in the Federal State Educational Standard define the main goal of education as the general cultural, personal and cognitive development of students, which provides such a key competence of education as “to teach to learn”.

How to build lessons of the Russian language and literature in order to implement the requirements of the Second Generation Standards? To do this, it is necessary to know the criteria for the effectiveness of the lesson, the requirements for its preparation and conduct, analysis and self-analysis of the activities of the teacher and students.

It is known that along with general approaches to planning lessons in all subjects (thought out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between a teacher and a student based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard of basic general education, the problem of the activity model of the lesson, which contains certain structural and content stages, is becoming increasingly relevant in school education.

Concerningliterature lessons , then the requirements for their construction, in principle, have not become outdated: the trinity of goals (teaching, developing and educating) is an obligatory component of any lesson, including a lesson in literature. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.

When analyzing M. Bulgakov's story "Heart of a Dog", I used materials from T.V. Ryzhkova's book "The Way to Bulgakov".

Abstracts of literature lessons based on the story of M.A. Bulgakov "Heart of a Dog"

Lesson Objectives:

1. Educational: conducting a compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.

2.Developing: developing the skill of working with a literary text; development of skills to characterize the characters of the story; improving the skill of group and independent work; improvement of logical and creative thinking.

3. Educational: understanding what education and self-education means, culture, traditions in the life and destiny of a person and society; formation of a system of values.

Forms of work: collective, group, individual

Type of lesson: discovery of new knowledge

Lesson number 1 The argument about the dog's heart.

Purpose of the stage : the inclusion of students in activities at a personally significant level.

Creation of installation for the analysis of the work.

slide 1 (portrait of the writer, title of the story)

teacher's word .

For today's lesson, you have read M. Bulgakov's story "Heart of a Dog".

March 1925. Mikhail Bulgakov is finishing work on the satirical novel Heart of a Dog. He wrote it by order of the Nedra magazine. But the story came to the reader in our country only in 1987 ...

slide 2

What do you think,why was the story written in 1925 published in Russia only in 1987? What was it about this story that the government of the Soviet Union did not like?

Students make assumptions (forbidden to print because the story is a satire on modernity)

Teacher: Indeed, the Soviet era was persecuted by dissent, and even from the high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t touch us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A. Bulgakov wrote:

Slide 3: “In the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a dyed wolf or a shorn wolf, he still does not look like a poodle. The well-known critic, researcher of the writer's work Vsevolod Ivanovich Sakharov (born in 1946, member of the Writers' Union of Russia, Doctor of Philology) gave the following assessment of the story:

Slide 4:

"Heart of a Dog" is a masterpiece of Bulgakov's satire.

Bulgakov's satire is smart and sighted." V. Sakharov

These words will be the epigraph for today's lesson.

Choose a contextual synonym for the wordsighted.

Students: (honest )

UUD: personal, meaning formation

Stage 2 Updating knowledge

Purpose of the stage

Consolidation of the concept of satire, overcoming the unambiguity in the perception of characters and events.

Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed at? What is the source of satire?

Student responses

Teacher opens the slide, students check their answers with the correct one

Slide number 5.

(Satire - kind of comic. The subject of satire are human vices.

Source of satire - the contradiction between universal human values and the reality of life.)

Let's try to figure out what human vices and contradictions between universal values and real life have become the subject of M. Bulgakov's satire.

UUD: cognitive

Stage 3 Statement of the learning task

The purpose of the stage: setting the goals of educational activities, choosing the means of their implementation.

Teacher : The story was considered seditious in 1925 and banned.

However, in 1988, the film directed by V. Bortko "Heart of a Dog" was released, which the audience still watches with pleasure, and theaters do not stop staging performances based on Bulgakov's story.

Why does the story attract film and theater directors?

Students: Suggested answers:

The story is very modern. Our time and Bulgakov's time are similar.

Teacher: So, the story is relevant in our time, because it is read, films are made and performances are staged in theaters. Let's assume that the problems that worried the writer are not indifferent to us. What are these problems?

Students: Suggested answers:

The Sharikovs live among us, and the writer warned how dangerous they are.

Animals are being cloned now and people are talking about cloning.

Teacher: Maybe you're right. Let's try to figure it out.

Modeling a problem situation and approaching the problem of the lesson.

Enable movie clip from the film directed by V. Bortko "Heart of a Dog", where Bormental argues with Professor Preobrazhensky.

What do you think the topic of today's lesson will be?

Students.

Suggested answers: Dog heart dispute.

Teacher: Write down the topic of the lesson: "Dispute about a dog's heart."

Let's think about what is the main problem we should solve in the lesson?

Students. Who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?

Teacher: Can we answer this question right away?

No.

What goals of our future actions do we need to identify in order to answer this problematic question?

Students.

Analyze the text and compare the images of Sharik and Sharikov.

Understand what answer the author of the story would give to this question, what the author thought, what disturbed him.

UUD: regulatory (goal setting, planning); communicative

(ability to listen, engage in dialogue)

Stage 4 Building a project for getting out of difficulties

Purpose of the stage

Analytical conversation.

a) Reception of "immersion in the text".

Teacher: The story opens with pictures of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?

Students: a city where wind, blizzard and snow reign, embittered people live. It will help to concretize the general picture by referring to the details of the text, which could confirm the impressions formed by the students (the canteen of normal food and the bar, the fate of the “typist” and her lover, the cook and the porter, the history of the Kalabukhov house).

Teacher: Is there anything in the story that resists this chaos and hatred?Students : storyhabout the apartment of Philip Philipovich, where comfort, order, human relations reign.Butthis life is under threat, because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.

Teacher: what connects these two worlds?

Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transferred from the world of hunger and suffering, the world that doomed him to death, to the world of warmth and light.

Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. From Saltykov-Shchedrin, Bulgakov took the topical sound, from N. Gogol - his teacher, the fantastic plot, images, and even the compositional structure of the work.Doing your homework, you should have observed the composition of the story.What is the composition of the story?

b) Pupils present a presentation prepared at home , in which the division of the story into two parts is obvious

1 part

part 2

1 ch. The world through the eyes of a dog, meeting with a professor, choosing a name.

2 ch. A ball in the house on Prechistenka: "dressing", receiving patients, visiting the house committee

3 ch. A ball in the house on Prechistenka: lunch, "clarification" of the owl, "collar", kitchen, preparation for the operation.

4 ch. Operation.

Chapter 5 Diary of Dr. Bormenthal: transformation.

Chapter 6 Sharikov in the house on Prechistenka: the professor's conversation with Sharikov, the choice of a name, Shvonder's visit, the "explanation" of the cat.

7 ch. Sharikov in the house on Prechistenka: lunch, reflections of the professor.

8 ch. Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor's conversation with Bormental (search for a way out), "the attempt on Zina."

Chapter 9 Disappearance of Sharikov, Sharikov and the "typist", denunciation of the professor, operation

Epilogue: "presentation" of Sharikov, Sharik after the operation, the professor at work.

(The composition is symmetrical. Ring composition: Sharik became a dog again.)

Teacher: what arethe reasons for such a construction of the work?

Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor's house and in the people who inhabit it. The conclusion is written in a notebook.

c) Reception "verbal drawing"

Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you portray the meeting of the dog and the professor? What should be done to more accurately draw an oral illustration?

Students : necessaryreread chapter 1 . Re-reading, clarifying the details. Possible description:

In the foreground is a dark doorway, a blizzard snakes. In the distance we see a street from the gateway, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the doorway in a “blizzard column”. A dog crawls into the street in the gateway. This is a skinned mongrel, she has dirty matted hair, a terrible scalded side. It can be seen that the movement is given to the dog with great difficulty. His head is raised, he is watching a person walking towards him.

Teacher: — Which qualities of Sharik do you like, which ones do you not?

Students : intelligence, wit, observation, his irony, hatred of the proletarians, janitors and porters; the ability to both sympathize and hate, lackey obsequiousness.

UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, choice of bases for comparison); personal (moral - aesthetic evaluation); communicative.

Stage 5 Independent work

Purpose of the stage: improving the skill of independent work and the ability to build cooperation in a group.

The work of students in groups (independent analysis of the text). Run time - 5-8 minutes. Each group prepares a speaker, the response time is 2 minutes.

I group , analyzing chapters 1-3, should answer the question:

What does Sharik notice in the reality around him and how does he react to it?

2 group , analyzing chapters 2-3, answers the question:

- What does Sharik like in the house of Professor Preobrazhensky and what - not?

3 group , working with the same chapters, prepares an answer to the question:

- How does the dog perceive the inhabitants of the apartment?

4 group (same chapters):

How do the inhabitants of the apartment treat Sharik?

5 group (same chapters):

Students (desired responses):

I group:

- The dog is very observant, he knows life well, especially that in it that is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full”, “is not afraid of anyone”, therefore “will not kick with his foot”. Dangerous are the hungry, those who "themselves are afraid of everything." Sharik hates toadies. He says that "human purifications are the lowest category." But he also sympathizes with people who are deceived, who are mocked by those who have recently gained power.

II group:

- Sharik likes the professor's house, although after receiving patients he calls the apartment "obscene." But it's warm and calm. After a conversation between Philip Philipovich and Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as you like, but I won’t leave here.” The dog likes the fact that in the house he is fed well and tasty, they do not beat him. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house the opposite is true. Sharik's favorite place is the kitchen: food is cooked there, and a fire burns there.

III group:

- After Sharik realized that in the professor's house he had nothing and no one to be afraid of, since his owner was not afraid of anyone, he decided that the professor was "a wizard, magician and magician from a dog's fairy tale." During dinner, Philip Philipovich finally received the title of a deity. As already mentioned, food, warmth and security are the main thing for Sharik, and he is ready to serve faithfully to the one who gives it to him. Sharik studied the professor's call, met him with a bark.

He quickly conquered Darya Petrovna, the cook. The kitchen is "the main branch of paradise" for Sharik. And so he sucks up to the cook. He treats Zina dismissively, calling her "Zinka"; he does not love her, as she scolds him all the time and says that "he ate the whole house." The dog calls Dr. Bormenthal "bitten" and does not communicate with him at all.

IV group:

- Professor Preobrazhensky generally pities Sharik: he orders him to be fed properly, saying that "the poor fellow is hungry"; he treats him affectionately because he believes that affection is "the only way to treat a living being"; he never hits Sharik, even when he "clarified" the owl. For Zina, Sharik is the cause of the eternal mess in the house. She believes that the professor is spoiling Sharik too much and offers to tear off the dog. She does not understand why Sharik receives such courtesies. For her, he is an ordinary mongrel. And Darya Petrovna at first called Sharik "a homeless pickpocket" and did not let him into the kitchen, but the dog "won her heart."

Teacher: What is the value system of an unusual dog?

Students : The main thing for Sharik is food, warmth and safety. This is what determines his attitude towards people. In general, he "sells his soul" for a piece of Krakow sausage. Sharik's attitude towards people is determined by the same: the professor is the owner, and Sharik is ready to please him, Daria Petrovna is the "queen of the kitchen", the dog fawns over her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormental is in no way connected in the mind of the dog with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a "bite".

Teacher : Do you like this philosophy of life? Why? What word would you call her?

Students : Slave

Group V identified the stages of Sharik's change:

- Firstly, Sharik has changed outwardly. The professor picked up a dying dog, with a scalded side, with dirty matted hair, emaciated from hunger. In a week, he turned into a shaggy and "surprisingly fat" "handsome dog." Secondly, he also changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a "dog clinic", and defended his life - he has a very developed self-preservation instinct. But when he sees that nothing threatens him, but, on the contrary, he is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He glares at his eyes. Quickly evaluating the collar, because all the dogs he meets are madly jealous of him, he comes to the conclusion that the collar is a kind of pass to a better world and gives him certain rights, for example, to lie in the kitchen. He forgets that recently he was an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and he is finally convinced that he is an “incognito dog prince”. Hungry and full of dangers, he exchanged freedom for a well-fed, calm life, and pride - for lackey obsequiousness.

Teacher : What associations does the dog's story evoke in you?

Students : Suggested answers:

After the revolution, many people who lived in poverty and hunger were drawn to a warm and well-fed life, believed many promises, decided that they would instantly "become everything." The revolution is an experiment that the Bolsheviks put on the whole people.

UUD: cognitive (search for information, the ability to build a speech statement); communicative (the ability to cooperate in a group, enter into a dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)

Stage 6 Reflection

Purpose of the stage: self-assessment by students of the results of their educational activities

Let's summarize the lesson:

Teacher : Has your attitude to the ball changed? How? Why? (This is a written question.)

Students conclude:

Sharik's inner speech, his assessment of events, reflections, together with the author's description of his behavior, create for the reader a complete picture of the dog's inner world.

Teacher :

- Have we answered the problematic question of the lesson: who is right: Dr. Bormental, who believes that Sharikov has a dog’s heart, or Professor Preobrazhensky, who claims that Sharikov has “precisely a human heart”?

Students: - Not.

Teacher: What questions did we get answered?

Students: - We compared the images of Sharik and Sharikov, saw what changes had taken place, understood through what methods the author expressed his attitude to the character and what worried him.

Teacher: the next lesson will be the next step in resolving the problem situation identified by us in this lesson, and for this you must work on the homework questions. What questions would you like to ask me or classmates?

UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in a collective discussion)

Homework:

1. Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation by preparing an electronic presentation (task for the whole class).

2. Compare the behavior of Sharik and Sharikov in episodes I and II of parts: choosing a name (individual task), lunch (individual), house committee visiting the apartment (individual).

3. What, in your opinion, in Sharikovo from the dog, what from Chugunkin? Justify your opinion with examples from the text (general task).

4. What is the role of Shvonder in the upbringing of Sharikov? Why does Professor Preobrazhensky say that "Shvonder is the most important fool"? (Individual task, it is performed by 3-4 people.)

Lesson #2

Subject: Dog Heart Argument (continued)

Stage 1 Motivation for learning activities

Purpose of the stage : the inclusion of students in activities at a personally significant level. Create an installation for the analysis of the work.

Viewing a fragment of the film "The transformation of Sharik into Sharikov" , an excerpt from the film adaptation of the story directed by Bortko.

Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man a spring of intrigue. If only the qualities of Klim Chugunkin appear in Sharikov, then why shouldn't the author "resurrect" Klim himself? However, before our eyes, the "gray-haired Faust", busy looking for means to restore youth, does not create a man in a test tube, does not resurrect him from the dead, but turns a dog into a man.

Stage 2 Updating knowledge

Purpose of the stage : preparation of students' thinking, their awareness of their inner need for the construction of educational actions and the fixation of individual difficulties in each of them.

Teacher : Difficult to answer?

I remind you of Dr. Bormental's diary (I exacerbate the problem situation with an additional question):

Why is it Dr. Bormenthal who keeps the diary, and not Professor Preobrazhensky?

Search activity students looking for real explanations:

“We can see from the notes how excited the doctor is. At first, he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he does not understand much.

- Philipp Philippovich has no time to keep a diary, he is much more busy than the doctor .. After all, it is not by chance that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also do not know anything about Klim. And if a professor kept a diary, it would not be so interesting.

- Dr. Bormenthal puts forward his hypothesis in his diary: "Sharik's brain in the canine period of his life accumulated an abyss of concepts," and, of course, writes down not only his assumptions on this matter, but also the opinion of the professor. And the professor would not write down Bormenthal's hypothesis, since he is absolutely sure that he is right. And there would be no problem. We would also believe the professor, but there are some doubts

The students, together with the teacher, come to the conclusion:

- The "elimination" of the author and the transfer of the narration to a young scientist who does not have the experience and insight of his teacher, who has bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or "resurrected" Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to build his own guesses about the events and results of the operation.

Checking homework.

Demonstration of an electronic presentation with the results of the assignment: Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation.

(swearing (“all the swear words that exist in the Russian lexicon”);

smoking;

seeds (uncleanliness);

balalaika at any time of the day or night (disregard for others);

vulgarity in dress and behavior;

immorality;

drunkenness;

theft;

denunciation;

attempt.)

The list is corrected, together with the teacher the conclusion is made:The formation of the “new man” is the loss of humanity, the growth of immorality, that is, not evolution, but degradation.

Checking individual assignments.

Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others supplement him if necessary. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:

— A typist first called a dog a ball. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and torn, a fried hat, a homeless dog.” For the second time SharikPhilip Philipovich calls the dog, probably because it is an ordinary dog name: Sharik, Tuzik ... And the dog accepts this name: “Yes, call it whatever you want. For such an exceptional act of yours (for sausage). He really doesn't care what they call him, as long as they feed him.

- "Laboratory Creature" demands a document from Flipp Philippovich for himself. Then the question of his name arises. Now the name is chosen not by the "creators" of the new creature, but by itself, but on the advice of the house committee. The new power brings new names to the world. For Philipp Filippovich, the name Polygraph Poligrafovich sounds wild, "but the laboratory creature" defends its rights. Most likely, the students will not notice the parodic roll call - let's draw their attention to some similarity between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name "dad".

- Sharik, after the first dinner in the professor's house, promoted him to the rank of "highest deity." The dog has a dope in his head from a variety of smells. Of course, he hears what the professor and the doctor are talking about, but the main thing for him is food. When he had eaten, he fell asleep. He is now well and calm. "Hounded respect" for the professor is growing all the time and is not subject to doubt. The only thing that worries Sharik is if this is all a dream.

For Sharikov, lunch, on the one hand, is an opportunity not only to eat tasty and a lot, but also to drink. but on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philipp Filippovich, then Sharikov, it seems, laughs. He says that the professor and the doctor are "torturing themselves" with some stupid rules. He does not want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor's feet and did not disturb anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that "Sharikov's black head sat in a napkin like a fly in sour cream" - both funny and disgusting. Sharikov and the professor exchange all the time sidelong glances.

UUD: cognitive (process, systematize information and present it in different ways, the ability to build a speech statement, the ability to analyze and draw conclusions); personal (sense formation); communicative (ability to listen, engage in dialogue).

Stage 3 Building a project for getting out of difficulties

Purpose of the stage : students' choice of a way to solve a problem situation.

Improving the ability to conduct a compositional analysis of the text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.

Characteristics of Sharikov.

Watching a movie clip directed by V. Bortko "Heart of a Dog" - an episode of the conversation between Sharikov and Philip Filippovich. (In Bulgakov, the corresponding fragment begins with the words: "Philip Filippovich was sitting at the table in an armchair.")

Analytical conversation.

Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov's description.

- Was this how Sharikov seemed to you when you read the story?

What did the filmmakers keep and what did they “forget” about?

Conducting biology as part of the school curriculum

This discipline is the most ancient of all known sciences. From the time of the appearance of man, he was immediately interested in everything that surrounds him. How are living organisms arranged? Why do certain things happen? What is the structure of his own organism? What is the variety of nature around it?

All these questions are answered by the lesson of biology. It is this form of education that is the main one, since it allows students to assimilate the maximum possible amount of information in the allotted amount of time. At this point in time, seven years are allotted for studying this subject - from the fifth to the eleventh grade inclusive. Naturally, during this time the child receives the whole complex of natural science knowledge that is included in the subject and object of biology.

The main criterion of the lesson

The most important criterion for the success of the lesson is the variety of forms of work on it, the competent and clear construction of its structure. If these requirements are met, the most effective result is observed. The main goal is to excite children's interest in the subject being studied and stimulate their desire to learn as much as possible on their own.

That is why a modern biology lesson is a joint activity of a teacher and a student, built on the principles of democracy. At the same time, it is not so important whether they are students of the 5th grade or the 11th grade - the purpose and essence of the lesson do not change from this. Active forms of work, a variety of techniques and the use of new methods - all this should be used by the teacher at any level of teaching this subject.

Biology lessons: types

In order to more successfully implement the introduction of new standards in the construction of lessons, as well as in order to increase the effectiveness of classes, various types of biology lessons should be used. In total, 15 main ones can be distinguished:

conversation;
problem lesson;
combined lesson;
excursion;
lecture;
seminar;
role-playing game;
offset;
film lesson;
lesson using Internet resources;
laboratory work;
general lesson;
offset;
control and checking lesson;
conference.

However, there are other types that some teachers create on their own and are successfully implemented. It all depends on the personality of the teacher and his creativity, focus on results, attitude to the subject.

Obviously, with each stage of education, the types of lessons should become more complicated. So, in the fifth grade it is difficult to hold a lesson-lecture or a conference, a seminar. But a role-playing game or laboratory work, an excursion will cause a lot of excitement and excitement among children, which will help stimulate the growth of interest in the subject.

For seniors, on the contrary, it is better to choose more mature and serious forms of conducting classes, which will allow them to prepare for student lectures. However, you should not forget about easy types, otherwise there is a risk of losing the guys' disposition and interest in the subject.

Methods Used

Biology lesson methods are sometimes also called forms. They are quite diverse and aimed at achieving a particular goal. Let's see what they are:

The project method involves work not only during the lesson, but, possibly, the entire academic year. Work can be carried out both individually and in groups. The main goal is to study a problem, an object with a specific result in the end.
The frontal method of work involves managing the entire class and communicating with all the children at the same time (for example, when explaining part of a new topic or revealing a concept).
Individual form - tasks are selected taking into account the activity and personal characteristics of each student.
Collective work basically has a well-coordinated interaction of all members of the lesson: teacher - student - student. This can be done, for example, during an excursion or laboratory work.
The group form implies the division of students into separate "islands", each of which is engaged in the study of a particular problem.
The use of ICT (information and communication technologies) is an important part of the lesson methodology of any modern teacher.
Energy Saving Technologies.

The GEF biology lesson plan, drawn up with a combination of the indicated methods and types of work, will be sure to be successful in implementation.

Modern biology programs

A. I. Nikishov;
V. V. Pasechnik;
I. N. Ponomareva;
N. I. Sonin;
D. I. Traitak and N. D. Andreeva;
L. N. Sukhorukova and others.

workbooks for students;
diary of observations (not for everyone);
methodical manual for the teacher;
work program and lesson planning for the year.

Which author to choose, whose line to develop, is chosen by the teacher himself together with the school administration. It is important that the selected biology program be relevant throughout all levels of study so that the continuity and integrity of the perception of the material is not violated.

Technological map of the lesson: compilation

Today, new ones have been adopted and are being actively implemented. According to them, the lesson plan in biology is a technological map in which all the main stages and the course of the lesson are painted. How to compose it? To do this, you should compile a table that will reflect the following items:

Lesson topic.
The purpose of the lesson.
The planned result, in which subject skills should be written in one column and UUD (universal learning activities) in the other.
Basic concepts of this topic.
Organization of space, which includes three components (columns): interdisciplinary connections, forms of work, resources.
Stages of the lesson, at which the activities of the teacher are clearly described, as well as the work of students in three areas: cognitive, communicative, regulatory.

The lesson plan in biology should include the following stages of the constructive construction of the lesson:

including the designation of the topic and its relevance;
goal setting;
primary assimilation and application of knowledge, comprehension;
the results of the lesson;
reflection;
homework.

It is this construction that is considered complete, reflecting all the activities of the teacher and students, the methods and types of work used, the results, the amount of material. in biology, compiled in accordance with the requirements of the Federal State Educational Standard, implies an orientation towards an activity-based and student-centered approach to learning.

Analysis of lesson results

In order to understand how successfully the work is being carried out along the chosen line and in accordance with the Federal State Educational Standard, there is an analysis of the biology lesson. It allows you to identify the advantages and disadvantages, weaknesses, strengths. As a result, you can adjust the lessons and improve their effectiveness, improve the quality of education.

Forms of analysis may be different. For example:

introspection;
complex analysis;
methodical analysis and others.

You should choose depending on the goals for which this event is held.

Modern biology teacher

Great demands are placed on the teacher at all levels of education. From the point of view of the Federal State Educational Standard, the current teacher of biology must be fluent. In addition, his personal qualities must be at a certain level.

The psychological portrait of the teacher is also subject to consideration from the point of view of the Federal State Educational Standard. Let us consider in more detail what competencies and traits are part of the teacher's personality.

Professional competencies

There are 6 main ones:

Communicative. The ability to communicate constructively, find democratic methods of building a conversation with students and apply them. Maintain free dialogues with parents, colleagues, management. The ability to communicate is an important link in a successful learning process.
Professional. Naturally, a modern teacher must have a high level of knowledge in his subject, have a general broad outlook, and make meta-subject connections in the classroom.
ICT competence. Not a single open lesson in biology today can do without the use of information technology. And it is right. Our children are growing up in an era when it is normal for them to always have a computer in their lives. The teacher must be able to use this to achieve a good result in teaching.
Managerial, which will allow you to implement an activity-based approach to learning.
General pedagogical. It implies knowledge of the basics of psychology and pedagogy of students.
Reflective - the ability to soberly and competently evaluate your work, to do work on mistakes.

Personal qualities of the teacher

In addition to the designated professional competencies, there are requirements for the teacher as a person. It is believed that biology at school should be taught by a person with:

sense of humor;
emotionality;
expressiveness of speech;
creativity;
organizational skills;
discipline;
perseverance;
purposefulness.

In combination with professional criteria, a portrait of a modern teacher is obtained that meets the requirements of the Federal State Educational Standard.

Tests: essence and meaning

One of the most important forms of knowledge control, which is used everywhere in every lesson, is biology tests. And this is quite understandable. Firstly, such a check saves time in class. Practically any in biology includes this form of work. Secondly, it makes it possible to cover a larger amount of material covered with questions. Thirdly, it allows you to increase the accumulation of grades. But this is not the main reason.

The form of the GIA and USE exams implies the main part in the form of a test. Therefore, it is important to prepare students in advance for this form of testing. Make sure that by the time they graduate, they are already fluent in the technique of writing such works and consider it common.

Tests in biology, as in any other subject, the teacher composes independently or uses ready-made forms from teaching aids. In any case, it is desirable to include in the questions those that are found in the examination papers. The test form itself should be as close as possible in design to that of the final certification.

Teacher of chemistry and biology at the secondary school at AODKTS "Shagala", Aktobe.

In this lesson, students get acquainted with the diversity of unicellular animals, their structure, origin and significance in nature and in human life.

Theme of the lesson "Single-celled animals" Grade 7

Target: give the concept of unicellular animals

Tasks:

To form students' knowledge about the diversity of the animal world, to generalize, systematize knowledge about unicellular animals;

To consolidate knowledge about the internal structure of representatives of the type Sarcodal and Flagellates, Ciliates; be able to compare the life processes of representatives of these types;

To consolidate knowledge about the position of representatives of these types in the system of the organic world and their significance in nature and human life.

Education of respect for living organisms.

Equipment: drawings of unicellular animals, textbook

Lesson type: combined.

Methods and techniques: verbal, visual, problem-search, critical thinking

During the classes

I. Org. moment. /message of the topic of the lesson, tasks/

II. Checking students' knowledge.

Answer the questions:

What is systematics?

What is a classification?

What features of animals are taken as the basis for classification?

What groups are animals divided into?

Why are animals united in the group of chordates?

What nomenclature did Carl Liney suggest?

What is binary nomenclature?

III. Explanation of the new topic:

The time has come to travel to the country of the "Protozoa", to a country that is no larger than a drop of pond water. Traveling around this country, we must check and expand our knowledge about unicellular animals: about their structure, behavior, place in the system of the organic world and significance in nature and human life. So, without delay - hit the road!

➣ How many protozoa are known in nature? (70 thousand species)

➣ Why are the animals of this group called unicellular or protozoa? (they are simply arranged, their body consists of one cell).

➣ Correct, but despite the simplicity of the structure, these are real living organisms. What do you think? (yes, they are able to move, eat, reproduce, breathe, they are characterized by a metabolism and energy, they live independently and die)

➣ Anthony van Leeuwenhoek at first called all the Protozoa "ciliates" and assigned them to one group of animals. Currently, there are as many as seven independent types of unicellular organisms. Why? (because they all have differences in body structure)

We will get acquainted with the simplest:

❖ Sarcomastigophores - (amoeba, testate amoeba, radiolaria, foraminiphyre) - cells do not have a dense shell, so they do not have a permanent shape, some have external shells, or a mineral skeleton;

❖ Ciliary - (infusoria slipper, infusoria trumpeter, balantidia suvoyka, opaline) - outside the body is covered with a dense shell, move with the help of cilia, have two nuclei, a cellular mouth, a pharynx

➣ What are the similarities and differences between the Protozoa of different groups?

Scientists of the 17th-18th centuries represented the Protozoa in different ways. Among the thinkers of that time were those who said that God himself, hiding the Simplest from the naked eye, expressed his unwillingness for man to study them. Even Carl Linnaeus called the world of the Protozoa the "invisible world" and in his book "The System of Nature" described it as one single genus, characteristically named "chaos infusorium". Some scientists believed that the Protozoa are arranged just as perfectly as the higher animals and plants and differ from them only in size. Others - that the simplest are just lumps of "living mucus" that do not have any internal structure. Today they no longer argue about this, they know for sure that often the simplest are more complicated than a single cell of a multicellular organism, but simpler than a unicellular organism as a whole.

What is the internal structure of the Protozoa? Let's answer this question by completing the task.

/repetition of the material from the biology course of the 6th grade according to the drawings/

Exercise: fill in the table "Comparative characteristics of the Protozoa".

Life processes		Euglena Green	Infusoria shoe
1. Movement	With the help of false feet	With the help of a flagellum	With eyelashes
2. Nutrition	Phagocytosis, prolegs, digestive vacuole	Photosynthesis	Mouth, pharynx, digestive vacuoles
3. Breath	Through the shell	Through the shell	Through the shell
4. Selection	contractile vacuole	contractile vacuole	Contractile vacuole and powder
5. Reproduction	asexual	asexual	Asexual and sexual
6. Experience adverse conditions	Cyst formation	Cyst formation	Cyst formation

Comparing among themselves representatives of different types of unicellular animals, what can be seen?

Their body consists of one cell, which performs all the necessary functions of a living organism - movement, nutrition, respiration, excretion, etc. similarly, they reproduce and form cysts.

All this indicates that all the Protozoa are related to each other.

From whom did these animals originate, who is their ancestor?

/teacher's story with the help of a picture/

Scientists consider flagellates to be the most ancient of single-celled animals, capable, like green euglena, of eating both ready-made organic substances (in the light) and organic substances (in the dark). Flagella, having chloroplasts, occupy, as it were, an intermediate position between unicellular algae and unicellular animals. Therefore, these organisms are related to each other and descended from the ancient flagellates.

Scientists believe that the ancient flagella lived on Earth 1.5 billion years ago. Evidence of the origin of unicellular animals from ancient flagellates is the presence of such freshwater unicellular animals that have both flagella and false legs, as well as the similarity in the structure of the cilia of ciliates with the flagella of Euglena green, Giardia and other flagellates.

Performing laboratory work No. 13 "Acquaintance with the structure, movement and irritability of the shoe infusoria."

What is the significance of protozoa in nature and human life?

Purify water;

They serve as food for fish fry, freshwater crustaceans, daphnia and cyclops, mosquito larvae;

Form limestone deposits;

According to the remains of accumulations of shells of extinct marine unicellular animals, geologists find places of deposits of oil and other minerals;

There are 70,000 species of protozoa on Earth. They are not visible to the naked eye, but they have a huge impact on the environment and human life.

1. Answer the question:

A small amount of potato broth was added to a test tube with a culture of Euglena green. The tube was placed in the dark. After two weeks, the green color of the culture disappeared. Do you think the Euglena died? What happens if the test tube is exposed to light?

Answer: the organisms did not die, although they lost their green color. If the tube is exposed to light, a green color of the culture will appear.

Rain water has accumulated in the axils of the leaves of a tall palm tree. After some time, the same ciliates were found in it as in the nearby lake. How did ciliates "climb" on a palm tree?

Answer: unfavorable conditions, for example, the drying up of a reservoir, ciliates experience in a state of cysts. Cysts may have been blown onto a palm tree by the wind.

2. Biological dictation.

1. An outgrowth of the body of an amoeba ... (pseudopod)

2. The contents of the digestive vacuole ... (digestive juice)

3. Vacuole that removes metabolic products ... (contractile)

4. The entry of food, water and oxygen into the body of an amoeba and the removal of harmful substances is called. (metabolism)

5. The protective shell of the amoeba ... (cyst)

6. Does the amoeba have a digestive vacuole? (there is)

Portal for the student. Self-training

Conducting biology as part of the school curriculum

The main criterion of the lesson

Biology lessons: types

Methods Used

Modern biology programs

Technological map of the lesson: compilation

Analysis of lesson results

Modern biology teacher

Professional competencies

Personal qualities of the teacher

Tests: essence and meaning

Theme of the lesson "Single-celled animals" Grade 7

During the classes

I. Org. moment. /message of the topic of the lesson, tasks/

II. Checking students' knowledge.

III. Explanation of the new topic:

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