Everyone wonders how fast they type on the keyboard.
Take our online test to free test keyboard typing speed computer.
To measure the speed of typing, it is necessary to print in a special program a small text with a volume of 1/3 of an A4 page. The duration of the test depends on the printing speed and will take from 2 to 7 minutes.
You have an unlimited number of attempts to pass the online test. In free mode, the text for typing will always be the same.
Select the language in which you want to test your typing speed and click the "Take a speed test" button.
Speed test scores
During the online test, the program will measure the following indicators:
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Print speed- average dialing speed
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Set time- time spent on typing
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Mistakes- the number of typos made in the process of typing
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Delay- how long the key is held down
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Pause- pause between keypresses
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Max. without mistakes– maximum length of text typed without errors
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Rhythm of printing- an indicator that determines how evenly the keys are pressed: the higher, the better
How is typing speed measured?
In the Russian-speaking segment of keyboard simulators and programs that measure typing performance, typing speed is usually measured in "characters per minute", i.e. in the number of characters typed in 1 minute of time.
Typing speed, measured in characters per minute, is denoted in English as CPM (characters per minute).
In the English segment, the unit of measurement for typing speed is words, not characters. Accordingly, such typing speed is measured in words per minute and is referred to in English as WPM (words per minute).
As a rule, they do not measure the actual number of words, but divide the typing speed in characters per minute by the average word length.
Sometimes Print speed is measured in "beats per minute". In this case, the unit of measurement is not only the number of characters typed, but also the number of keystrokes on auxiliary keys, such as Shift and Alt.
In English, this dialing speed is denoted as SPM (strokes per minute).
The average of one English word is considered to be 5 characters, while for the Russian language the average length of a word is 7.2 characters.
Do not confuse typing speed, measured in characters per minute, and typing speed, measured in beats per minute - they are different values!
What is a good print speed?
The optimal typing speed to maintain keyboard productivity is 250 characters per minute. It is with this speed that the average person thinks when he formulates in his head the thought that he needs to type on the keyboard.
Use the typing speed gradation to evaluate the result obtained when passing the speed test:
| Dial speed | The nature of the set | |
|---|---|---|
| < 120 зн/мин | < 24 wpm | slow typing speed, typical for a person with little experience in typing on the keyboard |
| 120-160 cpm | 24-32 wpm | typing speed of an average person typing with 2-4 fingers while looking at the keyboard |
| 160-260 cpm | 32-52 wpm | the average typing speed of a person who is proficient in blind ten-finger typing. |
| 260-350 cpm | 52-70 wpm | good typing speed of a person who has completed a touch typing course more than once or is developing typing speed using a typing trainer |
| 350-400 cpm | 70-80 wpm | typing speed at a professional level of keyboard proficiency |
| > 400 cpm | > 80 wpm | very fast typing speed close to speech speed |
A4 page print time and speed
| Dial speed | Number of A4 pages | ||||
|---|---|---|---|---|---|
| 1 | 3 | 5 | 10 | ||
| 120 cpm | 24 wpm | 15m | 45m | 1h 15m | 2h 30m |
| 180 cpm | 36 wpm | 10m | 30m | 50m | 1h 40m |
| 240 cpm | 48 wpm | 7m | 22m | 37m | 1h 15m |
| 320 cpm | 64 wpm | 5m | 16m | 28m | 56m |
| 400 cpm | 80 wpm | 4m | 13m | 22m | 45m |
Approximately 1800 characters fit on an A4 page, printed in 14th font "Times New Roman" with one and a half line spacing.
The comparison table shows the dependence of the time on the speed of printing that a person needs to spend on a set of a certain number of A4 pages.
As you can see, the result of owning fast printing is obvious!
Take the 10-finger touch typing course to save yourself time.
Ave. Mira, 119, VDNH, pavilion 26"Laboratory Duremar" and other intriguing mugs
The Scientific Biology Laboratory of the Polytechnic Museum, which is located in the ZIL Cultural Center, is headed by the pop star, the "pocket scientist" of the Pink Giraffe publishing house, the lecturer of "Direct Speech" Ilya Kolmanovsky. Clubs are open for schoolchildren of any age: first-graders in the Duremar Laboratory grow fruit flies, observe snails and cockroaches, learn to work with a microscope, older children study botany and study the behavior of rats, high school students learn the basics of medicine. Classes are sold in blocks of 10 lessons for 8,000 rubles. You need to take care of the purchase much in advance - as a rule, there are much more applicants than there are places in the group.
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Vavilova, 57Work on scientific projects and expeditions
The historical name of the biological circle of the Darwin Museum is VOOP. In the first years of his work, he was a member of the youth section of the All-Russian Society for the Conservation of Nature. This is one of the oldest circles in Moscow and Russia - organized by the naturalist-biologist Pyotr Smolin in 1950. The circle is an informal association of ecologists and biologists of different ages - from 5th grade students to third-year students. Classes include both the lecture part, and work on your own scientific projects, and excursions, and expeditions during the holidays. The circle has its own base in the Kostroma region. The classes are free.
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B. Nikitskaya, 2Classes in Moscow and trips to the taiga and subtropics
The circle of young naturalists of the Zoological Museum of Moscow State University works according to the author's program of its leader, museum researcher Evgeny Dunaev. The program is designed for students in grades 7-11 and junior students. Every year the circle conducts practices: in the Moscow region, in the taiga, in the north of Karelia, in the subtropics of the mountainous Crimea or in the Astrakhan deserts. Kruzhkovtsy conduct educational and research field work and participate in biological Olympiads. Classes are free, but for admission you need to pass an interview and demonstrate interest in the subject.
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B.Gruzinskaya, 1Two circles - for seniors and juniors
KYUBZ, the circle of the young biologist of the zoo, is the most famous youth association in Russia and, probably, the oldest biological circle in Moscow (it will soon be 100 years old). They accept students from the 7th grade. Classes are held in the form of lectures and seminars, children are engaged in independent scientific activities, help in the zoo and take part in extensive field work: these are short trips near Moscow, and real expeditions. The classes are free.
Those who have not yet grown up to the KYUBZ can study in the "Manulata" circle, named after the mascot of the Moscow Zoo - the manul cat. Children from 7 years old are accepted here. Classes are held once a week. First, the teacher gives a lecture, after which everyone goes on a thematic tour of the zoo (completely empty at this time of day), then they go to the laboratory or to a living corner: touch chickens, snakes, turtles, rats and guinea pigs. In the warm season, they go out into nature: they learn to distinguish the voices of birds, collect insects. The cost of half a year is 4500 rubles.
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Leninskie Gory, 1, building 12Entomology and a dozen other different circles
From entomology to embryology, from mycology to botany. Basically, students are accepted into circles starting from the 8th grade, but some also take fifth-graders. Getting into the most popular of them is not easy. For example, in the circle "Young researchers of nature" ("YUI"), the entry for this academic year was not even opened - there are no places. The classes are free.
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Kremenchugskaya, 13Biological circles and family club of naturalists
The school "Intellectual" has several circles of biological orientation. In one - "The World Around Us" - they invite children from 5 years old. Here they learn to observe nature, set up experiments, take care of the inhabitants of a living corner, draw and communicate. 4 classes in it cost 2500 rubles. In another - "Tops and Roots" - younger students are told the story of the relationship between man and the plants tamed by him. Who was the first to grow oranges, peas, cabbage? From what and how are semolina, dried apricots and brooms made? How did the Indians brew cocoa? The themes look like this. Also, circles "Human and Animal Physiology", "Neurobiology", "Topical Issues of Biology" for high school students and "Young Naturalist" are open at the school. Although the latter is more of a family club, where they teach how to use the determinants of mushrooms, plants and animals, and several times a month they make family trips to nature.
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26 Baku Commissars, 3, bldg. 5Evening biological school
The biological department of school No. 1543 is one of the best profile departments in Moscow, and it is not easy to enter there. But for students of the 7th grade, there is an Evening Biology School, training in which can be considered both as preparation for entering the gymnasium, and as an excellent biological circle. There are 22 lessons in the curriculum for the current year, each of which is devoted to a specific topic: "Primates", "Cells and the genetic code", "Mendel's laws", "Heredity and sex", "Structure and work of the human brain", "Biosphere" etc. You can start training at any time without an appointment.
Classes are held in parallel at Moscow State University and at gymnasium No. 1543, you can visit any of these places. All classes are free.
Elective work program in biology
"Young Wildlife Explorers".
Mukhamadieva Rozalia Avkhadievna
The program is designed for 70 hours of classes per year (2 hours per week).
The circle is held for students in grades 6-8. Due to the reduction of teaching hours in biology in the 6th grade, students feel the need for additional classes in biology of a practice-oriented orientation, many students have a need to deepen and expand their knowledge of wildlife. The circle program is aimed at middle-level students, since it is at this age that knowledge is laid about the diversity of living organisms, about their significance in nature and in human life. Due to the fact that we do not teach the subject "Ecology", the classes will also consider environmental issues that are aimed not only at studying environmental relationships in nature, but also at fostering love and respect for the environment.
Section 1. Basic principles of biology - 2 hours.
Section 2. The simplest organisms - 2 hours.
Section 3. True nuclear organisms - eukaryotes. - 3 hours.
Section 4. The simplest and most ancient plants are algae. - 2 hours.
Section 5. Plants without flowers. - 3 hours.
Section 6. Flowering plants. - 5 o'clock.
Section 7. Animals consisting of one cell. - 1 hour.
Section 8. The first multicellular animals. body symmetry. 2 hours.
Section 9. The simplest three-layer animals. - 6 hours.
Section 10. Soft-bodied. - 2 hours.
Section 11. Our distant relatives are the first deuterostomes. 4 hours.
Section 12. Fish are inhabitants of the water. - 2 hours.
Section 13. Landed. The first amphibians. - 2 hours.
Section 14. Former rulers of the Earth - reptiles. - 2 hours.
Section 15. Conquerors of the air - birds. - 4 hours.
Section 16. Kings of nature - mammals. - 2 hours.
Section 17. The world of mammals. - 8 ocloc'k.
Section 18. Man is the crown of evolution. - 6 hours.
Section 19. Human anatomy, physiology and hygiene. 12 hours.
Goals and objectives of the circle:
Deepening and expanding knowledge about the diversity of forms and levels of living organisms.
Increase cognitive interest in the subject, promote career guidance for students
To develop the practical skills of students to work with biological objects, devices, perform laboratory work, conduct experiments.
Contribute to solving the problems of environmental education of students, education of respect for the environment.
To expand students' knowledge about their own bodies, about methods of maintaining health, to ensure the hygienic education of schoolchildren, and to promote the development of a healthy lifestyle.
Contribute to the formation of views on the unity of living matter
Thematic planning of classes elective "Young researchers of wildlife"
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Topic of the lesson |
Work form |
Equipment |
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Section 1. Basic principles of biology |
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Properties and levels of organization of living organisms as biological systems. |
Conversation, demonstration |
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The cell is the basis of life: the limits of the complexity of life. |
Conversation, demonstration |
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Section 2. The simplest organisms. |
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Kingdom of Viruses. |
Conversation, demonstration |
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Kingdom of Prokaryotes. |
Conversation, demonstration |
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Section 3. True nuclear organisms - eukaryotes. |
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Difference between eukaryotes and prokaryotes. |
Practical work "Study of the eukaryotic cell". |
Cell models, microscopes, micropreparations |
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Mushroom Kingdom. Higher and lower mushrooms. |
Practical work "Edible and poisonous mushrooms in our area" |
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Symbiotic organisms - lichens |
Conversation, demonstration |
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Section 4. The simplest and most ancient plants are algae. |
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Signs of the plant kingdom. |
Practical work "Studying the structure of algae cells" |
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The lower plants are algae. Divisions of algae. |
Practical work "Study of the external structure and microscopic structure of algae" . |
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Section 5. Plants without flowers. |
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higher plants. The main organs of higher plants |
Practical work "Study of plant tissues" |
microscope models, microslides |
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Conversation, demonstration |
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Ferns. |
Practical work "Study of reproduction and development of the fern" |
microscope models, microslides |
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Practical work "Study of reproduction and development of pine" |
microscope models, microslides |
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Section 6. Flowering plants. |
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Department Angiosperms and (flowering) plants |
Conversation, demonstration |
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The main organs of the Tsvetkovs: root, stem, leaf. |
Conversation, demonstration |
microscope models, microslides |
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The main organs of the Tsvetkovs: flower, seed, fruit. |
Practical work "Study of different types of flowering fruits" |
microscope models, microslides |
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Families of class Dicotyledonous flowering. |
Tables, models of flowers and fruits, herbarium |
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Families of class Monocotyledonous flowering |
Practical work "Definition of a plant family" |
Models, models of flowers and fruits, .herbarium |
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Section 7. Animals consisting of one cell. |
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Protozoa. |
Practical work "Studying the structure of Euglena green" |
microscope models, microslides |
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Section 8. The first multicellular animals. body symmetry. |
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Lower multicellular animals: origin. |
Conversation, demonstration |
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Sponges. Coelenterates. |
Conversation, demonstration Practical work "Studying the structure of the hydra" |
microscope models, microslides |
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Section 9. The simplest three-layer animals |
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Type flatworms. |
Conversation, demonstration |
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Nematodes and Ringworms. Secondary body cavity. |
Conversation, demonstration |
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Type Arthropods. Crayfish. |
Practical work "Study of the external structure of cancer" |
Handout on the external structure of cancer |
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Conversation, demonstration |
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Insects. Squads of insects. |
Conversation, demonstration |
Insect collection mockups |
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social insects. Diversity, lifestyle. |
Conversation, demonstration Practical work "Studying the structure of the jaw of a bee" |
Insect collection mockups microscopes, microscopes |
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Section 10. Soft-bodied. |
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Mollusc type: gastropods. |
Conversation, demonstration |
Shellfish preparations |
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Bivalves and cephalopods. |
Conversation, demonstration |
Models of preparations of molluscs |
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Section 11. Our distant relatives are the first deuterostomes. |
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Type Echinoderm. Starfish, lilies, hedgehogs. |
Conversation, demonstration |
echinoderm skeletons |
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Hemishordates - Intestinal-breathing and Wing-branched. |
Conversation, demonstration |
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Type Chordates. Subtypes Larval-chordate and Cranial. |
Conversation, demonstration |
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Subtype Vertebrates (cranial). Class Cyclostomes. |
Conversation, demonstration |
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Section 12. Fish are inhabitants of the water. |
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Cartilaginous fish: sharks, rays. |
Conversation, demonstration |
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Bony fish. |
Conversation, demonstration |
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Section 13. Landed. The first amphibians. |
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Conversation, demonstration |
Mockups handout on the skeleton of fish |
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Origin of amniotes. |
Conversation, demonstration |
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Section 14. Former rulers of the Earth - reptiles. |
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Reptiles are the first true land animals. Archosaurs. |
Conversation, demonstration |
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Variety of reptiles: lizards, snakes, turtles, crocodiles. |
Conversation, demonstration |
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Section 15. Conquerors of the air - birds. |
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Bird class: origin, main features. |
Conversation, demonstration, practical work "Study of adaptations for flight in the skeleton of birds" |
Pigeon skeleton handout mockups |
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Flightless birds. |
Conversation, demonstration |
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Keel birds: detachments. |
Conversation, demonstration |
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Ecological groups of birds |
Conversation, demonstration |
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Section 16. Kings of nature - mammals. |
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Class Mammals: origin, main features. |
Conversation, demonstration |
Rat skeleton handout mockups |
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The structure of mammals |
practical work "Study of adaptations to environmental conditions in the mammalian skeleton |
Tables, layouts mammalian skeleton handout |
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Section 17. World of Mammals.2 hours. |
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First beasts |
Conversation, demonstration |
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marsupials |
Conversation, demonstration |
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Placental. Order Insectivora. |
Conversation, demonstration |
mole skeleton |
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Bats. Rodents. Lagomorphs |
Conversation, demonstration |
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Predators. Primates. |
Conversation, demonstration |
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proboscis. Odd-toed ungulates. |
Conversation, demonstration |
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Artiodactyls. |
Conversation, demonstration |
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Secondary aquatic mammals: sirens, pinnipeds, cetaceans. |
Conversation, demonstration |
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Section 18. Man is the crown of evolution. |
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The place of man in the system of living nature. |
Conversation, demonstration |
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Similarities and differences between humans and animals |
Conversation, demonstration |
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Origin of Homo sapiens species. Ancestors of humans and great apes |
Conversation, demonstration |
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Ancient people. |
Conversation, demonstration |
Human ancestral skull models |
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Neanderthals. Cro-Magnons. |
Conversation, demonstration |
Ancestral skull models |
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Races of humanity. Unity of races. |
Conversation, demonstration |
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Rad Section 19. Human anatomy, physiology and hygiene. |
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Cellular structure of the human body. Histology. human tissues. |
Practical work "Study of the microscopic structure of blood cells, human tissues" |
Models microscopes, micropreparations |
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Major organs and organ systems. |
Practical work "Studying the location of human internal organs on the model" |
Models of a human model "Location of internal organs" |
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support and movement. Physical inactivity. The role of movement in the formation of the skeleton and muscles. |
Conversation, demonstration practical work "Study of adaptations to upright posture and labor activity in the human skeleton" |
Human skeleton model mockups |
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The internal environment of the body. |
Conversation, demonstration practical work "Study of human blood cells" |
Models microscopes, micropreparations |
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Why do we need oxygen? Transport of gases and other substances in the body. |
Conversation, demonstration |
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Digestion. Nutrients. Vitamins. |
Conversation, demonstration |
Models microscopes, micropreparations |
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Selection. Thermoregulation. |
Conversation, demonstration |
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Neurohumoral regulation of the human body |
Conversation, demonstration |
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Human growth and development. Influence of environmental factors. |
Conversation, demonstration |
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Human hygiene. Healthy lifestyle. |
Conversation, demonstration |
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Global environmental problems of mankind |
Conversation, demonstration |
Tables, disks. |
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Literature.
1. Mednikov B.M. Biology: Forms and levels of life. M.: Enlightenment, 1994
2. Biological encyclopedic dictionary. M.: Soviet Encyclopedia, 1986.
3. Mamontov S.G., Zakharov V.B., Kozlova T.A. Fundamentals of biology: a book for self-education. M.: Enlightenment, 1992.
4. Odum Yu. Ecology.T. 1-2. M.: Mir, 1992
5. Bykhovsky et al. Biology: Animals. M.: Education, 1997.
6. Shpinar Z.V. History of life on earth. Prague: Atria, 1977.
Internet resources for the student.
Municipal educational budgetary institution
"Sinelnikovskaya secondary school
Oktyabrsky district"
The work program of the circle in biology
"Young biologist"
Biology teacher: V.V. Kisurina
village of Sinelnikovo-2
Explanatory note
The working program of the circle was compiled in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (clause 9, article 2, clause 1, article 48), in accordance with the requirements of the Federal State Educational Standard LLC (order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373, order of the Ministry of Education and Science dated December 17, 2010 No. 1897, taking into account the amendments to the methodological recommendations), the main educational program of the main general education of the municipal educational budgetary institution "Sinelnikovskaya secondary school of the Oktyabrsky district" dated 2015, in accordance with the federal basic curriculum, the codifier of content elements and requirements for the level of preparation of primary school students.
Target: improving the quality of biological education based on the use of modern information and communication technologies, deepening and expanding knowledge and skills in biology, the essence of biological processes, phenomena and their patterns, developing the skills of experimental and research activities of students, working with additional literature; identification of the most capable students.
Tasks:
Educational objectives: the formation of a system of scientific knowledge about the system of wildlife, the patterns of its development, the historically rapid reduction in biological diversity in the biosphere, as a result of human activity, including;
the formation of initial systematized ideas about biological objects, processes, phenomena, regularities, about the ecosystem organization of life, the relationship between living and non-living things in the biosphere;
gaining experience in using the methods of biological science and conducting simple biological experiments to study living organisms and the relationship of man with him;
Developing tasks: gain experience in using the methods of biological science and conducting simple biological experiments to study living organisms and human connection with it;
development of cognitive interests, intellectual and creative abilities in the process of working with various sources of information, skills for performing standard tasks used in the USE test and measuring materials
To form techniques, abilities and skills for organizing search and research activities, independent cognitive activity, and conducting experiments.
Educational tasks: to cultivate interest in the world of living beings.
Cultivate a responsible attitude to the task assigned.
To form the foundations of environmental literacy, the ability to assess the consequences of human activities in nature; choose the target and semantic settings in their actions and actions in relation to wildlife, awareness of the need for actions to preserve biodiversity and natural habitats of plant species;
The introduction of new federal state educational standards has fundamentally changed the conceptual approach to the educational and educational process of schoolchildren. Today, the teacher has the opportunity to independently develop the concept of working with the class, taking into account the individuality of students. The modern educational process is aimed not so much at achieving results in the field of subject knowledge, but at the personal growth of the child, the formation of the ability to adequately analyze and assess the situation, the desire for self-education. The program allows you to increase motivation to study the basic subject "Biology", improve the quality of knowledge, develop cognitive activity, creativity, logical thinking, imagination, observation, a research approach to business, broaden your general horizons, identify problem areas in the assimilation of educational material, makes it possible to interest students and popularize biological knowledge. The key link in the study of biology is practical activity. At this stage, it is very important to help the student realize the need for acquired skills, knowledge, and abilities. The ability to learn is supported by the formation of universal learning activities, which involves the creation of motivation, the definition and setting of goals, the search for effective methods to achieve them.
Only 1 hour is allocated for biology in grades 5-6, and this is sometimes not enough for laboratory work and other practical classes, so it became necessary to create a course of circle work "Young Biologist". In addition, various materials are included in the circle course: Olympiad tasks, training options for control and measuring materials, allowing you to prepare not only for the Olympiad, but also for the GIA and the Unified State Examination, since students, as a rule, have difficulties with questions on anatomy, physiology, morphology and taxonomy of plants. Tasks of different levels teach children to compare, apply knowledge in various situations, substantiate processes and phenomena, compare and determine their sequence, and independently formulate an answer. In addition, it prepares students to study biology in grades 7-9. As part of the circle, laboratory work and practical exercises, excursions are planned. The circle program contributes to the formation of the basic knowledge and skills necessary for the student to study the main sections of biology, helps in the development of a sustainable cognitive interest in the subject, and lays the foundations for vital competencies.
Pupils in grades 5-6 are at the age when their consciousness is maximally open to the perception of any information. They are distinguished by their spontaneity, gullibility, curiosity.
The circle program is built on the principles of generalization and systematization of educational material, designed for 34 hours, 1 hour per week. The course is included in the section of the curriculum "Extracurricular activities", direction - "Circle work".
Forms of work : laboratory and practical work, creative workshops, excursions, creative projects; watching videos, mini-conferences with presentations, using the project method, actively involving students in independent design and research work. At the same time, it is obligatory to create conditions for organizing independent work of students both individually and in groups. When organizing the educational process in biology, it is necessary to pay special attention to the general educational significance of the subject. The study of biology forms not only a certain system of subject knowledge and a number of special practical skills, but also a set of general educational skills necessary for: cognition and study of the environment; identification of causal relationships; comparison of objects, processes and phenomena; modeling and design; in Internet resources, statistical materials; compliance with the norms of behavior in the environment; evaluating their activities in terms of moral, legal norms, aesthetic values.
Forms and methods used in the work on the program
Verbal and illustrative methods: storytelling, conversation, discussion, work with biological literature.
Reproductive methods: reproduction of acquired knowledge during performances.
Partial search methods (when systematizing the collection material).
Research methods (when working with a microscope).
Visibility: viewing video, computer presentations, biological collections, posters, models and layouts.
Planned results of STUDENTS mastering the program of extracurricular activities
Personal universal learning activities
the readiness and ability of students for self-development and self-education based on motivation for learning and cognition; willingness and ability to make a conscious choice and build a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests. educational and cognitive interest in new educational material and ways to solve a new problem;
The formation of a responsible attitude to learning; respectful attitude to work, experience of participation in socially significant work.
The formation of a holistic worldview that corresponds to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world. Focus on understanding the reasons for success in extracurricular activities, including introspection and self-control of the result, on the analysis of the compliance of results with the requirements of a specific task ;
A conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship. Readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it (identification of oneself as a full-fledged subject of communication, readiness to construct an image of a dialogue partner, readiness to construct an image of acceptable ways of dialogue)
Mastery of social norms, rules of conduct, roles and forms of social life in groups and communities. Formation of competencies of analysis, design, organization of activities.
Formation of the value of a healthy and safe lifestyle
The ability to self-assessment based on the criteria for the success of extracurricular activities;
A sense of beauty and aesthetic feelings based on familiarity with natural objects.
Regulatory universal learning activities
The ability to independently determine the goals of learning, set and formulate new tasks in learning and cognitive activity, develop the motives and interests of one's cognitive activity.
The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems.
The ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation.
The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it.
Possession of the basics of self-control, self-assessment, decision-making and the implementation of informed choice in educational and cognitive
Cognitive universal learning activities
The ability to define concepts, create generalizations, establish analogies, establish causal relationships, build logical reasoning, reasoning (inductive, deductive, by analogy) and draw conclusions.
Meaningful reading. The student will be able to:
find the required information in the text (in accordance with the goals of their activities);
navigate the content of the text, understand the holistic meaning of the text, structure the text;
establish the relationship of the events, phenomena, processes described in the text;
summarize the main idea of the text;
transform the text, "translating" it into another modality, interpret the text (fiction and non-fiction - educational, popular science, information); critically evaluate the content and form of the text.
Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.
Development of motivation to master the culture of active use of dictionaries and other search engines. The student will be able to:
determine the necessary keywords and search terms;
interact with electronic search engines, dictionaries;
form a multiple sample from search sources to objectify search results;
correlate the search results with their activities.
build messages, projects in oral and written form;
Communicative universal learning activities
Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend one's opinion
The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs for planning and regulating one's activities; proficiency in oral and written speech, monologue contextual speech
Formation and development of competence in the field of information and communication technologies (hereinafter referred to as ICT).
The subject results of mastering the course are the following skills:
use scientific methods to recognize biological problems; give a scientific explanation of biological facts, processes, phenomena, patterns, their role in the life of organisms and humans; conduct observations of living objects, one's own body; describe biological objects, processes and phenomena; perform simple biological experiments and interpret their results.
acquire the skills of using popular scientific literature on biology, reference materials (on paper and electronic media), Internet resources when performing educational tasks.
highlight the essential features of biological objects (cells and plant organisms) and processes characteristic of living organisms;
argue, provide evidence of the relationship of various taxa of plants, animals, fungi and bacteria;
argue, provide evidence of the differences between plants, animals, fungi and bacteria;
carry out the classification of biological objects (plants) on the basis of determining their belonging to a certain systematic group;
reveal the role of biology in the practical activities of people; the role of various organisms in human life;
explain the common origin and evolution of systematic groups of plants using examples of comparison of biological objects;
identify examples and reveal the essence of the adaptability of organisms to the environment;
to distinguish real biological objects or their images by their appearance, diagrams and descriptions, to identify the distinguishing features of biological objects;
compare biological objects. life processes; draw conclusions and conclusions based on comparison;
establish relationships between structural features and functions of cells and tissues, organs and organ systems;
use the methods of biological science: observe and describe biological objects and processes; to set up biological experiments and explain their results;
know and argue the basic rules of behavior in nature;
analyze and evaluate the consequences of human activities in nature;
describe and use techniques for growing and propagating cultivated plants and caring for them;
know and follow the rules of work in the biology classroom.
1. Introduction (1 hour)
Methods for the study of nature. Safety rules and first aid measures.
2. Nature under the microscope (5 hours)
A cell is a unit of structure, life, growth and development of organisms. variety of cells. The structure of pro- and eukaryotic cells. Cell division. Mitosis and meiosis. Non-cellular forms.
The relationship of the structure and functions of the parts and organelles of the cell is the basis of its integrity. Comparative characteristics of cells of plants, animals, bacteria, fungi. Exploring nature with a microscope.
Preparation of micropreparations of onion scale skin cells, elodea leaf cells, tomato fruits, wild rose. Types of tissues, the difference between plant tissue and animal tissue, structural features and functions of tissues. Working with finished tissue preparations.
3. Structure and diversity of angiosperms (11 hours)
Excursion to the school site, acquaintance with plants of different life forms, autumn phenomena in the life of plants Harvesting plants for identification and herbarium. Preparation of a trip report.
The evolution of the plant world.
The concept of "organ". Organs of a flowering plant.
The secret of the seed (features of the structure of seeds). The chemical composition of the seed. Germination of seeds.
Vegetative organs of a flowering plant. Development of the root from the germinal root. The root system and life processes associated with it.
Vegetative organs of flowering plants: shoot. Growth and development of the shoot. The structure of modified underground shoots. External and cellular structure of the leaf. Leaf modifications.
The structure of the skin and the main tissue of the geranium leaf.
Comparative analysis of the structure of the leaf vein and stem.
Plant generative organs: flower. Variety of fruits and seeds.
4. Secrets of plant life. (6 hours)
The processes of respiration and transpiration. Plant movement.
Plant propagation methods. Reproduction of spore plants.
5. Systematics. (3 hours)
Working with herbarium material: identification of plants belonging to different families.
6. organism and environment. Ecosystem. (4 hours)
Habitat and environmental factors, their impact on plants.
What is an ecological system? Natural and artificial ecosystems.
The relationship of organisms with each other and with the environment.
Excursion No. 3 "Plant community".
Creative project: "Natural communities of the native land"
7. Areas of plant use. The impact of plant economic activity (5 hours)
The role of plants in nature and human life. Medicinal plants and biologically active substances. Protection, rational use and restoration of plant resources and animals on a planetary scale as the most important international task. Plants of the Red Book of Primorsky Krai and measures for their protection.
Biological essay of choice: "What I want to tell about a living organism", "One day in the life ..."
Demos: living objects, herbaria, dummies, collections of fruits and seeds, representatives of different taxa and ecosystems of the region.
Excursions:
"Seasonal changes in plant life (spring, autumn, winter)";
“Diversity of plants in our area, their habitats. Recognition of native plant species.
"Plant Community".
Calendar-thematic planning
| Conduct form |
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| Introduction - 1 hour. |
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| The goals of the circle task. Circle work plan. Methods for the study of nature. Safety rules and first aid measures. | Introductory lecture with elements of conversation. |
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| Nature under the microscope (5 hours) |
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| Exploring nature with a microscope. Microscope rules. | workshop |
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| A cell is a unit of structure, life, growth and development of organisms. variety of cells. The structure of pro- and eukaryotic cells. non-cellular forms. | Seminar session |
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| Cell division. Mitosis and meiosis. The relationship of the structure and functions of the parts and organelles of the cell is the basis of its integrity. Comparative characteristics of cells of plants, animals, bacteria, fungi. P/r "Determination of plant cell organelles on the table" | |||
| L/r “Preparation of micropreparations of onion scale skin cells, elodea leaf cells, tomato fruits, wild rose”. Types of tissues, the difference between plant tissue and animal tissue, structural features and functions of tissues. Working with finished tissue preparations. Creative workshop "Creating a model of a cell from plasticine." | workshop |
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| Practical lesson: "Cellular and tissue levels of organization of a plant organism." Questions from the exam and olympiad tasks. | Workshop Training Exercises |
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| The structure and diversity of angiosperms (11 hours) |
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| Seasonality in nature. Phenological observations. Excursion No. 1 "Seasonal changes in plant life" Plants are forecasters, plants are pollution indicators. | Excursion Research work with Internet resources and reference books |
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| Comparison in the structure and vital activity of bacteria with other organisms. Symbiosis of higher plants and bacteria. | |||
| The evolution of the plant world. Level of organization of plant organisms: organ. The concept of "organ". Organs of a flowering plant. | Seminar session |
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| The secret of the seed (features of the structure of seeds). P/R “Chemical composition of the seed. Germination of seeds" | Seminar session. workshop |
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| Vegetative organs of a flowering plant. Development of the root from the germinal root. L / r “The root system and life processes associated with it. Types of root systems» | Training exercises. |
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| Vegetative organs of flowering plants: shoot. P / r "The structure of modified underground shoots" | Seminar session workshop |
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| External and cellular structure of the leaf. Leaf modifications. P / r "The structure of the skin and the main tissue of a geranium leaf" | Seminar session workshop |
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| L / r "Comparative analysis of the structure of the vein of the leaf and stem" Testing on the topic: "Vegetative organs of flowering plants" | Training exercises, workshop |
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| Plant generative organs: flower. P / r “Determining the parts of a flower. flower formula. Variety of inflorescences according to herbarium material " | Workshop Seminar lesson |
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| The fruit is a mature flower. P/r "Variety of fruits and seeds". | Training exercises |
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| Testing on the topic: "Vegetative and generative organs of flowering plants." Olympiad questions of anatomical and morphological orientation on the topic: "Higher plants" | Training Olympiad tasks Tasks with OGE |
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| Secrets of plant life. (6 hours) |
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| Vital activity of organisms: mineral and air nutrition of plants. Comparative characteristics of plant and animal nutrition. | Seminar session |
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| The processes of respiration and transpiration. L / r "Transport of substances in the body". Plant movement. | Seminar, workshop |
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| A plant is a living organism. The relationship between plant organs. Metabolism and energy is the main property of living organisms. Tasks for the practical application of knowledge about the processes of plant life. | Research work with a textbook and reference books Training exercises |
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| Plant propagation methods. Reproduction of spore plants. P / r with tables and diagrams: “Features of reproduction of spore plants. Vegetative propagation» | workshop |
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| Comparative characteristics of sexual reproduction of gymnosperms and angiosperms. | Seminar session Training exercises |
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| Research project: “Vegetative reproduction. Cuttings of indoor plants. The use of vegetative propagation by humans" | Research work |
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| Systematics (3 hours) |
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| The main systematic (taxonomic) categories: species, genus, family, order (order), class, type (department), kingdom; their subordination. | Seminar session |
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| P / work with herbarium material: Characteristics of plants belonging to different families. Flower Formulas. | Training tasks workshop |
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| Excursion No. 2 “Variety of plants in our area, their habitats. Recognition of native plant species. Thematic knowledge control | |||
Explanatory note
General biological knowledge is necessary not only for specialists, but also for each person individually, because only understanding the connection of all life on the planet will help us not to make mistakes leading to disaster. To involve schoolchildren in the process of learning about wildlife, to make them think about the subtle relationships within biocenoses, to teach them to express their thoughts and defend them - this is the basis for organizing a biological circle, because. Biological education forms in the younger generation an understanding of life as the greatest value.
Among the distinctive features of the circle program are the following:
- Covers a wide range of natural science research and is an addition to the basic curriculum of a general education school;
- Added a section for studying the features of the nature of the Saratov region (natural complexes, flora and fauna, environmental protection activities);
Thus, the novelty and relevance of the program lies in the combination of various forms of work aimed at supplementing and deepening biological and environmental knowledge, based on practical activities and taking into account regional, including environmental, features.
Classes in a circle will allow schoolchildren, on the one hand, to expand their knowledge of the world of wildlife, on the other hand, to demonstrate their skills and abilities in the field of biology to schoolchildren, since it is planned to organize extra-curricular activities with the participation of circles. To popularize the science of all living organisms, several classes of the circle will be devoted to the organization of propaganda teams in primary classes and kindergarten.
Despite the fact that career guidance is not the main goal of the biological circle, a variety of activities planned in the classroom may help young biologists decide on the choice of their future profession.
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Municipal educational institution - secondary school No. 3, Atkarsk
WORKING PROGRAMM
"Entertaining Biology"
natural sciences
form of organization of educational activities - a circle
Head: teacher of biology and chemistry - Kuznetsova N.V.
Explanatory note
General biological knowledge is necessary not only for specialists, but also for each person individually, because only understanding the connection of all life on the planet will help us not to make mistakes leading to disaster. To involve schoolchildren in the process of learning about wildlife, to make them think about the subtle relationships within biocenoses, to teach them to express their thoughts and defend them - this is the basis for organizing a biological circle, because. Biological education forms in the younger generation an understanding of life as the greatest value.
Among the distinctive features of the circle program are the following:
- Covers a wide range of natural science research and is an addition to the basic curriculum of a general education school;
- Added a section for studying the features of the nature of the Saratov region (natural complexes, flora and fauna, environmental protection activities);
Thus, the novelty and relevance of the program lies in the combination of various forms of work aimed at supplementing and deepening biological and environmental knowledge, based on practical activities and taking into account regional, including environmental, features.
Classes in a circle will allow schoolchildren, on the one hand, to expand their knowledge of the world of wildlife, on the other hand, to demonstrate their skills and abilities in the field of biology to schoolchildren, since it is planned to organize extra-curricular activities with the participation of circles. To popularize the science of all living organisms, several classes of the circle will be devoted to the organization of propaganda teams in primary classes and kindergarten.
Despite the fact that career guidance is not the main goal of the biological circle, a variety of activities planned in the classroom may help young biologists decide on the choice of their future profession.
Program goal:
To acquaint students with the diversity of the world of wildlife, with those complex but fragile relationships that have been established between living organisms over millions of years of evolution, to make them think about the huge role of man in maintaining the ecological balance and his responsibility for what is happening on the planet and his own health.
The main objectives of the program:
Educational
- Broaden your horizons, which is necessary for any cultured person.
- To promote the popularization of biological and environmental knowledge among students.
- Familiarization with the species composition of the flora and fauna of the surroundings; with rare and endangered plants and animals of the area; with the rules of behavior in nature;
- Introduction to biology.
Educational
- Development of skills in caring for indoor plants, in compiling and systematizing biological collections and herbariums, as well as skills in working with a microscope.
- Development of communication and communication skills.
- Development of the creative abilities of the child.
- Formation of an ecological culture and a sense of responsibility for the state of the environment, taking into account regional characteristics.
- Formation of techniques, skills and abilities for organizing search and research activities, independent cognitive activity, and conducting experiments.
- Formation of the need for a healthy lifestyle.
Educational
- Raise interest in the world of living beings.
- Cultivate a responsible attitude to the task assigned.
Forms of organization of students' activities in the classroom
- group
- Individual
Forms and methods used in the work on the program:
1 Verbal-illustrative methodsKeywords: story, conversation, discussion, work with biological literature.
2 Reproductive methods:reproduction of acquired knowledge during performances.
3 Partial search methods(when systematizing the collection material).
4 Research methods(when working with a microscope).
visibility : viewing video, cinema, slide films, computer presentations, biological collections, posters, models and layouts.
Expected Result:
- positive dynamics of social and creative activity of students, confirmed by the results of their participation in competitions at various levels, festivals, reviews, competitions.
- increased communication;
- the emergence and maintenance of motivation for an in-depth study of biology and ecology;
- the ability to use modern sources of information and give a reasoned assessment of information on biological issues; work with scientific and educational literature;
- formed biological and ecological knowledge, abilities and skills, at the same time acquired skills in organizing extra-curricular environmental and local history work: conducting quizzes, conversations, class hours with elementary school students;
- maintaining a healthy lifestyle.
Among the forms of organization of control and evaluation of the quality of knowledge of additional education, the following are most effectively used:
1. Testing.
2. Class of knowledge control.
3. Review of knowledge, skills and abilities (olympiad, quiz, intellectual warm-up, etc.).
4. Discussion.
5. Design and research work.
6. Conference.
7. Creative report on the excursion, on the conduct of the experiment, observation, on the conduct of extracurricular activities.
8. Reporting exhibition.
Educational and thematic plan
No. p / p | Sections | Number of hours | ||
Total | Theory | Practice |
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Organizational occupation | ||||
Botanical classes | ||||
Zoological classes | ||||
Microbiological classes | ||||
creative pursuits | ||||
Total: |
1. Organizational lesson. At the first introductory lesson, the members of the circle will demonstrate their knowledge of wildlife, the main kingdoms of the organic world, express their comments and suggestions on the work of the circle, and distribute the main topics of lectures among themselves.
2. Botanical classes(lectures, quizzes, watching videos, practical exercises). Botanical classes involve getting to know the amazing features of the plants of our planet (including watching the video film "Wonders of the Botanical World", working with indoor plants that are in the collection of the biology room.
3. Zoological classes(lectures, quiz, watching videos, compiling and viewing computer presentations). At zoological classes, members of the circle will get acquainted with the variety of professions related to the world of animals (scientists - entomologists, ornithologists, ichthyologists, zoogeographers, etc., veterinarians, directors, cameramen of films about animals, etc.), learn how to study animals and where this knowledge can be useful
4. Microbiological classes(student reports, laboratory work, compiling and viewing computer presentations). Microbiological classes will help you to better understand the mysterious world of bacteria, plants, animals, improve your skills in working with a microscope and preparing micropreparations.
5. Creative activities.Entertaining activities: charades, biological homonyms, quizzes, etc.
Calendar - thematic planning
No. p / p | the date | Topic of the lesson | Note | |
Plan | Fact | |||
Introduction. Organizational occupation | ||||
Plant world. Features and diversity. | ||||
Autumn landscape. | Excursion |
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Secrets of plant life. | Practical work |
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Who are they? Where live? Definition of plants. | Practical work |
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Edible and poisonous plants. | ||||
Medicinal plants. | Practical work |
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Plants of the Red Book of the Saratov region. | Practical work |
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Interesting botany. Biological charades. | ||||
Interesting botany. biological homonyms. | ||||
Preparation of an extracurricular activity "What do you know about plants?". | ||||
Animal world. Features and diversity of animals | ||||
The world of invertebrates. | ||||
Identification of arthropods from drawings and collections. | Practical work |
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The world of vertebrates. Cold-blooded animals. | Practical work |
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The world of vertebrates. Warm-blooded animals. | Practical work |
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Animals in human life. | ||||
KTD. Creating a board game "Zooland" | ||||
Animals of the Red Book of the Saratov region and measures for their protection. | ||||
Festive zoo quiz. Presentation of the new game | ||||
Entertaining zoology. Charades, riddles. | ||||
Entertaining zoology. Bring the animals back to words. | ||||
Entertaining zoology. Tailed quiz. | ||||
Methods for the study of nature. Safety rules and first aid measures. | ||||
Exploring nature with a microscope. Microscope rules. Preparation of micropreparations. | ||||
Plant cell. | Practical work |
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Animal cage. | Practical work |
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Cultivation of ciliates culture - shoes. | Practical work |
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What the microscope showed us. | ||||
30-34 | Creative activities. | Preparing and conducting quizzes and games for elementary school students |
