This lesson will help organize the work of students to familiarize themselves with the science of zoology and the subject of its study. During the lesson, performing a variety of tasks, students will establish the differences between plants and animals, remember the four living environments of living organisms, including animals, groups of environmental factors, the concept of "biocenosis" and types of relationships between animals. The lesson is accompanied by a bright presentation. The work was added to the competition "My presentation for the lesson."
The development contains a lesson summary, presentation and video. This is the second lesson on the topic "Structure of the cell", in the previous lesson all organelles were studied, except for the nucleus.
Most of the lesson is devoted to consolidating and testing knowledge about the structure and functions of cell organelles, which will be helped by a presentation with settings for the appearance of captions to figures; the smaller one is to study the structure and functions of the nucleus by watching a video and performing independent tasks in a notebook.
The lesson was built according to the program of N.I. Sonina, material of general biology of grade 10, basic level, but it can be used in grade 9 according to the concentric program of the same author or other authors. The lesson uses a variety of independent, pair and group work of students.
Target audience: for grade 10
This presentation can be used in a biology lesson in grade 5 on the topic: Environmental factors of the environment. The purpose of the lesson: find out what environmental factors are, what effect they have on living organisms. A lesson along the lines of I.N. Ponomareva "Algorithm of success"
Methodical development of the lesson "Man in wildlife" for grade 11. A lesson in discovering new knowledge. Contains tasks to prove that a person belongs to the animal world. Includes a reflection stage and optional homework.
Target audience: for grade 11
The biology lesson in grade 5 was developed according to the teaching materials of I.N. Ponomareva, but can be used for textbooks by other authors. The lesson is aimed at the formation of UUD on the basis of educational tasks according to Dana Tollingerova. The lesson includes a technological map, a presentation and applications, tables of educational tasks according to D. Tollingerova, supplemented by the generated UUD.
Target audience: for grade 5
Abstract and presentation for a lesson in biology"
Lesson objectives:
To form knowledge about the structure of the animal cell, the structure and functions of the parts and organelles of the cell (nucleus, cytoplasm, cell and nuclear membranes, ER, Golgi complex, mitochondria, lysosomes, chromosomes, DNA).
To form an idea that the cell is the main structural and functional element of the body.
UMK: D.V. Kolesov. R.D. Mash. Biology. Man. 8 cells - Textbook / M: Bustard, 2016
Target audience: for grade 8
This lesson is an introductory biology lesson in grade 6. The material of the lesson allows you to form an idea of botany as a science of plants, to develop an idea of the diversity of the plant world, the importance of plants in nature and human life, to deepen knowledge about the signs and organs of plants. The lesson is accompanied by a colorful presentation.
Target audience: for grade 6
Development of a lesson in biology: "Habitats. Migrations. Patterns of animal placement." 7th grade.
UMK: Latyushin V.V., Shapkin V.A. Biology. Animals. 7th grade. Textbook / M.: Bustard, 2014.
The purpose of the lesson: To form students' knowledge about habitats, migrations;
- To acquaint with the patterns of distribution of animals in the area, caused by a change in habitats and changes in environmental conditions;
- Show that the placement of animals is adaptive and is the result of evolution;
- To form the ability to conduct examples of endemic species, cosmopolitans, relics, various types of migrations (age, periodic, non-periodic), draw up and voice schemes (types of migration).
Target audience: for grade 7
Lesson in biology in the profile 11th grade "Solving genetic problems."
Type of lesson: lesson - workshop.
Methods: reproductive, partially exploratory.
Type of lesson: generalization and systematization of knowledge and methods of activity.
The form of organization of students' activities is group.
The purpose of the lesson: to generalize knowledge about the material foundations of heredity and variability, to consolidate knowledge on solving genetic problems of various types, to work out the symbolism and terminology necessary for solving problems, to continue learning to work in groups.
Target audience: for teachers
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, 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.
Facilities:
- 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 by means of 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 a single whole in anatomical and functional terms - 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
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.
Findings:
Fruits and seeds bring us the energy of the sun. But that is 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, perfumes, as well as 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 play 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.
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). Flagellates, 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)
Lesson topic 1: Introduction
The purpose of the lesson : 1. To introduce students to the subject of biology. Define biology as a science. Define zoology as a branch of biology.
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, work
property
Methods : verbal, visual.
Basic concepts : zoology, morphology, anatomy, physiology, ecology, paleontology, ethology
During the classes:
Org. moment
A) Requirements for a biology lesson (textbook, workbooks, for control and laboratory-practical work)
B) How to work with the textbook
2. Learning new material
Working with the textbook : find on page 4 the definition of zoology, morphology, anatomy, physiology, paleontology, ecology, ethology and read.
Working with a notebook : write definition
Similarities and differences between plants and animals : composed of cells, capable of nutrition, respiration, excretion, metabolism, growth and development. They eat ready-made org. Substances that play the role of consumers
Diversity of animals work with the textbook page 7fig 3 there are a total of 1.2 million species. 1 million insects 70 thousand mollusks, 29 thousand fish, 9000 thousand birds, about 5 thousand species of mammals.
Animal Meaning: animal pollinators, food for humans.
Pets: list pets. What products does a person get from them? What is animal husbandry? What harmful insects do you know? How are they being fought?
3.Fixing: answer questions 1. What is zoology?, What animals are used for scientific research?
4. House. Task P 1 entry in a notebook.
Lesson 2 topic: Animal habitats and habitats. The relationship of animals in nature
The purpose of the lesson : 1. To introduce students to the main habitats of animals, biocenoses, food chains, animal producers, decomposers, consumers
Methods : verbal, visual.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework :
Frontal poll: What is zoology? Name the special sciences included in its composition. What are the characteristics of animals. How are they different from plants? What is animal husbandry and what does it do? What is the importance of animals in nature?
Learning new material
Work in a notebook: write down the main habitats of animals (water, land-air, soil) filling out the table
Habitat
Environmental conditions
Who lives, how he adapted
ground-air
Water
Underground (soil)
The bodies of living organisms
Work with the textbook: predation (predators and prey) Adaptations of victims from predators, adaptations of predators for hunting. The role of predators in nature.
Competitive relations develop in the same groups of animals
Symbiosis (mutually beneficial relationship)
Lodging animals live together without harm or benefit.
Natural community: Biocenosis is a collection of animals, plants, fungi, bacteria that co-occupy a piece of land or a reservoir. The form of relationships is food or trophic relationships: plants - herbivores - predators.
Producers - produce organic matter
Consumers - consume organic matter
Decomposers - decompose organic matter
Work in a notebook: write down a definitionecosystem (biogeocenosis) page 17
Evaluation
Homework : P 2 questions
Lesson topic 3. Classification of animals and main systematic groups.
The purpose of the lesson : 1. Give the concept of systematic groups and classification of animals. To fix the concept of the environment of life. The relationship of animals in nature
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, work capacity
Methods : verbal, visual.
Basic concepts : kingdom, phylum, class, order, family, genus, species, population, range
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Talk about animal habitats. Give examples.
Define biocenosis.
Learning new material
Systematics is the science of which the purpose is to distribute animals into various groups - their classification.
Write down the concept of species, population, genus, family, order, types (25 of them), kingdom
Parsing Figure 15 p18
The value of the classification
Anchoring : what are consumers, decomposers, producers?
What is the importance of systematics?
Evaluation.
Homework item 3
Theme of the lesson 4. Human influence on animals. History of development of zoology.
The purpose of the lesson : 1. Introduce students to the influence of humans on animals
Methods : verbal, visual.
Basic concepts : red book, nature reserve, animal protection
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey What are the tasks of taxonomy? How does it help to study the animal kingdom? Name the basic unit of classification. Give a definition. Compare taxonomy in the plant and animal kingdoms.
Learning new material
Impact on animals: human economic activity, direct human impact on animals.
Human extermination of animals
1966 An international red book was created
Red Books of Regions
The reserve is biospheric complexes for the conservation of rare species of animals.
Okskoy reserve, Astrakhan reserve, Dzhabyk-Karagay forest, Ilmensky reserve. Belovezhskaya Pushcha - Belarus
Evaluation
Homework p 4-5
INDEPENDENT WORK
Option 1
INDEPENDENT WORK
Option 2
INDEPENDENT WORK
Option 1
What are the special sciences that make up zoology? What is the significance of zoology in nature and human life?
Describe the ground-air and organismic habitats. Name the animals living in these environments and the features of their structure.
What is predation and competition? Give examples
List the basic units of animal classification.
Describe the influence of humans on animals.
INDEPENDENT WORK
Option 2
1. Tell us about the diversity of animals. List the similarities and differences between animals and plants.
2. Describe aquatic and soil habitats. Name the animals that live in these environments and the features of their structure
4. Describe the meaning of animal classification
5. List the animal protection measures.
The theme of the lesson is Fabric.
The purpose of the lesson : 1. Introduce students to the types of fabrics
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, efficiency, respect for animals.
Methods : verbal, visual.
Basic concepts : epithelium, connective tissues, muscle tissues, nervous tissues
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Analysis of control work
Learning new material
We write down the definition of fabric work with the textbook page 21
Epithelial tissue structure, functions
Compiling a table
Textile
structure
functions
picture
epithelial
Interior
External
Connective
cartilage
Bones
Tendons
Bundles
Blood
fatty
muscular
Smooth
striated
Muscular tissue of the heart
nervous
Neurons
nerve processes
Synapse
Anchoring : list the types of fabrics
Evaluation
Homework item 4 questions
Theme of the lesson Class flagellates.
The purpose of the lesson : 1. Introduce students to the sarcode class, structure, habitat, reproduction
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, efficiency, respect for animals.
Methods : verbal, visual.
Basic concepts : flagellates, autotrophic and heterotrophic nutrition.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey: general characteristics of protozoa
Movement and nutrition, excretion and respiration, irritability and reproduction.
Learning new material
Representative euglena green
Structure and habitat (pellicle) flagellum (basal body)
Two types of nutrition autotrophic, heterotrophic
Reproduction is asexual
Pathogenic flagellates: Trypanosoma, Giardia, Leishmania
Variety - crustaceans (bodo), colonial gonium, volvox
Anchoring
Estimating
Homework item 10 reports
The topic of the lesson is the subkingdom of multicellular organisms. Type intestinal.
The purpose of the lesson : 1. Introduce students to the type of intestinal, structure, habitat, reproduction
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, efficiency, respect for animals.
Methods : verbal, visual.
Basic concepts : multicellular animals, stinging cell, polyp, life cycle, regeneration, hermaphrodite, mesogeum.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework.
Frontal survey: talk about ciliates shoe
Learning new material
Features of coelenterates: radial symmetry, 2 standing cells, intestinal cavity, stinging cells of ectoderm, endoderm
Meaning in nature: form food chains
Hydra polyp: habitat and external structure, movement, lifestyle
Types of cells: epithelial-muscular, stellate, stinging, intermediate, digestive-muscular, glandular.
Reproduction: asexual and sexual, regeneration.
Work with the textbook: draw the structure of the hydra fig 37, page 58, fig 40 page 59
Fixation: what is the importance of intestinal.
Evaluation
Homework item 13 questions. Reports on jellyfish, corals
Test Option 1
Tell us about the internal structure of Euglena green.
What does the ciliate shoe eat and how does it emit harmful substances?
How does green euglena reproduce?
Test
Option 2
Where does the green euglena live? Tell us about its external structure
Tell us about the internal structure of the ciliates shoes
What does the common amoeba eat and how does it emit harmful substances
Tell us about the variety of sarcode
How does the amoeba reproduce?
Test Option 1
1. Where does the common amoeba live? Tell us about its external structure
2. Tell us about the internal structure of the green euglena.
3. What does the ciliate shoe eat and how does it emit harmful substances?
5. How does Euglena green reproduce?
Test
Option 2
1. Where does the green euglena live? Tell us about its external structure
2. Tell us about the structure of the shoe infusoria
3. What does the common amoeba eat and how does it emit harmful substances
4. Tell us about the variety of sarcodes
5. How does the common amoeba reproduce?
Lesson topic: Flatworms Variety of flatworms: flukes.
The purpose of the lesson : 1. Introduce students to the structure and diversity of flatworms, structure, habitat, reproduction
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, efficiency, respect for animals.
Methods : verbal, visual.
Basic concepts Key words: mesoderm, parenchyma, tissues, organs, flukes, intermediate host, definitive host.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey: general characteristics of coelenterates
Habitat and external structure.
Features of the internal structure.
Learning new material
Habitats and external structure sketch the external structure of the white planaria
Work with the textbook: skin-muscle bag. Tissues (integumentary, connective, muscle, nerve)
Organs and organ systems: digestive, excretory, nervous, reproduction)
Liver fluke: egg-small pond snail-animal or human body
Pork tapeworm egg-finn in pork-human final host
Working with table 6 consider the structure of the tapeworm and fluke
Fixing sketch the structure of fixtures
Evaluation
Homework p 16
Lesson topic Type annelids. Class polychaete and oligochaete worms.
The purpose of the lesson : 1. To introduce students to the general characteristics, structure and habitat of annelids.
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual.
Basic concepts : secondary body cavity, hydroskeleton, segments, parapodia.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey: name the worms that are round.
What is their external structure?
What is their internal structure?
Learning new material
Habitats of polychaete and oligochaete worms
External structure: the body is divided into segments, rings hence the names are ringed.
There are setae - parapodia organs of movement
Internal structure: digestive system-esophagus muscular stomach anterior middle and hindgut, mouth opening with chitinous teeth, anus
The circulatory system is closed. Blood moves through the vessels, it is pumped by several hearts
Breathing with the whole body
Compiling a table
Organ system
Structure low-bristle
polychaete
digestive
Respiratory
circulatory
excretory
nervous
sense organs
reproduction
Evaluation
Homework n 18.19 reports on leeches
Lesson topic Type of mollusk.
The purpose of the lesson : 1. To introduce students to the general characteristics of mollusks.
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual.
Basic concepts : shell, mother-of-pearl, leg, mantle, mantle cavity, grater, liver.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey 1. Habitats and representatives of oligochaetes and polychaetes. 2. Digestive system. 3. Respiratory system. 4. Circulatory system 5. Reproductive system.
Test on the topic Worms.
Learning new material:
We draw up a diagram of molluscs (gastropods, bivalves, cephalopods)
Habitat and external structure
Internal structure
reproduction
Meaning
Consolidation write the conclusion in a notebook
Homework p 20
Lesson topic Type gastropods.
The purpose of the lesson
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual.
Basic concepts : shell, leg, mantle, mantle cavity, grater, liver.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
What is special about their external structure? In the interior?
Learning new material
Digestive system
Respiratory system
Circulatory system
excretory system
Reproduction and development
Pinning draw pic 72 page 99
D / n 21 reports.
Lesson topic Type bivalve molluscs.
The purpose of the lesson : 1. To introduce students to the general characteristics of gastropods.
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual.
Basic concepts : shell, leg, mantle, mantle cavity, grater, liver, siphons, muscles-contactors, pearls.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
Frontal survey: what groups are mollusks divided into
What is special about their external structure of gastropods? In the internal structure of gastropods?
Card work: 6 people
Learning new material
Habitat, external structure.
Digestive system
Respiratory system
Circulatory system
excretory system
Nervous system and sense organs
Reproduction and development
Role in nature and human life
Fixing draw fig 79 page 104
D / n 22 reports.
Card number 1
Tell us about the habitat and external structure of gastropods.
Card number 2
What is the importance of gastropods in nature and human life
Card number 3
Describe the structure of the digestive system of gastropods.
Card number 4
Tell about the reproduction and development of gastropods
Card number 5
Describe the circulatory system of gastropods
Test
Option 1
Option 2
The value of molluscs in nature and human life
Option 3
The value of molluscs in nature and human life
Test
Option 1
Habitat and external structure of gastropods
Describe the structure of the digestive system of cephalopods.
Describe the structure of the circulatory and nervous systems of bivalves.
How do gastropods reproduce
The value of molluscs in nature and human life
Option 2
Habitat and external structure of bivalves
Describe the structure of the digestive system of gastropods.
Describe the structure of the circulatory and nervous systems of cephalopods.
How bivalve molluscs reproduce
The value of molluscs in nature and human life
Option 3
Habitat and external structure of cephalopods
Describe the structure of the digestive system of bivalves.
Describe the structure of the circulatory and nervous systems of gastropods.
How do cephalopods reproduce?
The value of molluscs in nature and human life
Lesson topic Class arachnids
The purpose of the lesson : 1. Introduce students to the structure, lifestyle and variety of arachnids
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods
Basic concepts : chitinous cover, non-intestinal digestion, arachnoid warts, malpighian vessels
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Checking homework
List the representatives of crustaceans
Structural features
Significance of crustaceans
Manifold
Learning new material
Habitats, features of the external structure, features of the digestive system, excretory system, reproduction
Ticks - carriers of diseases in humans and animals
Draw the structure of a spider
5. d\z item 25
Lesson topic: types of insect development
The purpose of the lesson : 1. To introduce students to the types of development of insects.
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual, practical
Basic concepts : complete and incomplete transformation
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Learning new material
Working with a table
With incomplete transformation
With complete transformation
Class
representatives
Class
representatives
dragonflies
dragonflies
Lepidoptera
butterflies
orthopterans
locust
Grasshoppers
crickets
bears
Coleoptera
beetles
homoptera
cicadas
Aphids
Diptera
mosquitoes
flies
Midges
horseflies
hemiptera
bedbugs
pemenoptera
Ants
bumblebees
bees
Riders
sawflies
Consolidation work with the textbook
Homework p 26, 27
Lesson topic: socially useful insects - bees and ants. Insect protection
The purpose of the lesson socially useful insects - bees and ants. Insect protection
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual, practical
Basic concepts : complete and incomplete transformation social insects
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Lesson stages
Teacher's job
Student work
Checking homework
Frontal survey
Insects with complete and incomplete metamorphosis
List the classes of animals with complete and incomplete metamorphosis.
answer
Individual survey of features of classes of insects
Learning new material
Bees device bee family
Silkworm
Meaning of insects
Work in a notebook
Working with the textbook
Work in a notebook
We make a list
Anchoring
Reflection
Evaluation
Lesson summary
Homework
P.28. additional material
Write down in a diary
Lesson topic: harmful insects. Measures to combat harmful insects
The purpose of the lesson : 1. Introduce students to harmful insects and measures to combat them
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual, practical
Basic concepts : insect pests.
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Lesson stages
Teacher's job
Student work
Checking homework
Frontal survey
What social insects do you know?
answer
Individual survey
Tell about bees, ants, silkworm
Tell us about the protection of rare insects.
Individual student responses
Learning new material
Locust (Orthoptera)
Gadflies and horseflies
cockroaches
Fighting methods
Work in a notebook
Working with the textbook
Work in a notebook
Compiling a list of pest control methods
Anchoring
What new did we learn at the lesson today?
Reflection
Evaluation
Lesson summary
Homework
P.29 preparation for k\r
Write down in a diary
1 option
1. Features of the external structure of insects.
dragonfly, silkworm, bed bug, common mosquito, bovine gadfly, red cockroach, praying mantis, tsetse fly, sawfly, .
3. What are the features of the external structure of representatives of the order Beetles? Where do they live?
Piercing-sucking mouthparts, elytra heterogeneous: thick, hard, and at the top - soft, thin; odorous glands.
5. What is the significance of Hymenoptera in nature and human life?
Test work on the topic "Class Insects".
Option 2
1. Features of the digestive and excretory system.
bronzovka beetle, malarial mosquito, dragonfly, cabbage, forest bug, mayflies, bovine gadfly, black cockroach, housefly, stonefly.
3. What are the characteristics of representatives of the Mayfly order? Why are they so named?
4. Determine the order of Insects according to the characteristics.
One pair of wings, halteres, mouthparts piercing or licking, best flyers, larvae legless and often headless.
Give examples of representatives of this group.
5. What is the significance of Lepidoptera in nature and human life?
Test work on the topic "Class Insects".
3 option
1. Features of the respiratory and circulatory systems of insects.
2. Write out insects with incomplete transformation from the list below:
bed bug, common mosquito, bear, red cockroach, tsetse fly, sawfly, ladybug, aphids, stoneflies, swallowtail.
3. What are the features of the external structure of the representatives of the detachment ? What is the difference between a butterfly and a caterpillar?
4. Determine the order of Insects according to the characteristics.
Piercing - sucking proboscis, two pairs of transparent wings, feed exclusively on plant juices.
Give examples of representatives of this group.
What is the importance of Diptera in nature and human life?
Test work on the topic "Class Insects".
4 option
1. Features of the nervous system and sensory organs.
2. Write out insects with incomplete transformation from the list below:
honey bee, grasshopper, admiral, bed bug, common mosquito, bovine gadfly, black cockroach, praying mantis, tsetse fly, earwig.
3. What are the features of representatives of the order Hymenoptera? What is the composition of a bee colony?
4. Determine the order of Insects according to the characteristics.
The first pair of wings is rigid, the second pair is membranous, the whole body is covered with a thick layer of chitin, the mouthparts are gnawing.
Give examples of representatives of this group.
5. Who are riders, what are their characteristics and significance in the offspring?
Test work on the topic "Class Insects".
5 option
1. Features of insect reproduction. Describe all stages of insect development.
2. Write out insects with complete transformation from the list below:
flea, locust, praying mantis, body louse, red , horsefly, red cockroach, tsetse fly, , dragonfly.
3. What are the features of the external structure and lifestyle of representatives of the order Lice? How are they different from fleas?
4. Determine the order of Insects according to the characteristics.
The elytra are leathery, straightened on the back, the hindwings are fanned, the mouthparts are gnawing, the hind legs are usually jumping.
Give examples of representatives of this group.
5. What are the structural features and significance of a house fly?
Lesson topic: Fish general characteristics and external structure
The purpose of the lesson : 1. introduce students to the external structure and general characteristics of fish
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual, practical
Basic concepts : tail, scales, paired and unpaired fins, gill covers, inner ear
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Lesson stages
Teacher's job
Student work
Checking homework
Frontal survey
What subtypes are chordates divided into?
The internal structure of the lancelet
What is the meaning of the lancelet
What is a chord
Student responses
Learning new material
Cartilaginous and bony fish
body shape
body integuments
The external structure of the body
Lateral line
scheme
Working with the textbook
Sketch the external structure of the fish
Anchoring
Reflection
Evaluation
Summing up the lesson
Homework
P. 31 do practical work
Write down in a diary
Lesson topic: Fish. Reproduction features
The purpose of the lesson : 1. to introduce students to the features of fish breeding. To consolidate the concept of the internal structure of fish
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work
Methods : verbal, visual, practical
Basic concepts : eggs, fry, live birth, migration, anadromous fish
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Lesson stages
Teacher's job
Student work
Checking homework
front poll. Skeleton structure
swim bladder
Digestive system
Respiratory system
Circulatory system
Nervous system
Student responses
Learning new material
Reproductive organs
Reproduction (caviar, live birth, care of offspring)
Migrations (spawning)
migratory fish
Working with a textbook Writing in a notebook
scheme
Working with the textbook
Anchoring
What new did you learn today?
Reflection
Evaluation
Summing up the lesson
Homework
P. 33
Write down in a diary
Lesson topic: Type of roundworms. Class Nematodes
2. To develop in students the ability to work with a textbook, notebook, draw a conclusion 3. To instill in students an interest in biology as a science, perseverance, and hard work. Taking care of your health. Accuracy.
Methods : verbal, visual, practical
Basic concepts Keywords: nematodes, primary cavity, anus, hypodermis, cuticle, cleft cavity
During the classes:
Org. moment . Announcement of the topic and objectives of the lesson.
Lesson stages
Teacher's job
Student work
Checking homework
test
Student responses on paper
Learning new material
A story about roundworms, their habitat and structural features
Write in the definition notebook.
Work with the roundworm and pinworm table
We examine the table, explain how roundworms and pinworms live and reproduce
consolidation
What's new in the structure of roundworms
They answer questions.
Homework
P 17 draw figure 62 (B) page 80
Recorded in a diary.
