"The human body" - Transferrin. Selenium. Iodine. Ferritin is filled with iron (but not always completely). Little is known about the processes in which silicon is involved in living systems. It is a compound of hemoglobin with carbon monoxide. Copper. Milk contains quite a lot of calcium. Calcium. Microelements. Contains 69% fat, 13% protein and 18% carbohydrates.
"The variety of living organisms" - Edible mushrooms. The importance of living organisms in human life. Biological Sciences. Lesson goals. Animals. Plants. Mushrooms. What does biology study? Inedible mushrooms. Lesson plan. bacteria. Reptiles. Mammals. variety of living organisms. Insects. kingdoms of living organisms. Birds. "Bios" - life, "logos" - teaching.
"Body systems" - Small intestine. Bladder. The birth of babies. Parathyroid gland. Liver. Pituitary. The development of the baby in the womb. Digestive system. Intestines. Colon. The kidneys produce urine, which travels through the ureters to the bladder. Kidneys. By contracting, the muscles of the stomach move food further into the intestines.
"Development of the organism" - This opinion lasted for 200 years. Historical information. Embryonic period. Harvey received permission to use deer for experiments. Intrauterine - ends with birth (most mammals, including humans). Schmalhausen. Darwin. Exposure to radiation. Biotic. 2) postembryonic - from the birth or exit from the egg to the death of the organism.
"Classification of organisms" - The diversity of living organisms. 2001. Development of agriculture in the Middle Ages. The reasons for this similarity remained undisclosed. For example, the dog species and the wolf species belong to the wolf genus. What is systematics. The study of biological diversity has not yet been completed. The founder of taxonomy was the Swedish naturalist Carl Linnaeus (1707-1778).
Main program general education
Biology grades 5-9. Linear course
Basic Education Program
Explanatory note
The work program in biology for grades 5-9 of a secondary school is compiled in full accordance with the Federal State Educational Standard of General Education, the requirements for the results of mastering the main educational program of basic general education, the fundamental core of the content of general education, and an exemplary program in biology.
The course continues the study of natural sciences, which began in elementary school, at the same time being a propaedeutic basis for the study of natural sciences in high school. At the same time, the program is structured in such a way as to exclude both duplication of the primary school educational material and unnecessary advance.
In connection with the special importance for the subject of "Biology" of such methods and techniques of educational activities as observation, conducting simple experiments, measurements, the headings "Demonstration", "Laboratory and practical work" are highlighted in the program.
The proposed work program is implemented in biology textbooks and teaching aids created by a team of authors led by N. I. Sonin.
1) “Biology. Introduction to biology. Grade 5". 35/70 hours, 1/2 hour per week;
2) “Biology. Living organism. Grade 6 "35/70 hours, 1/2 hour per week;
3) “Biology. variety of living organisms. Plants, fungi, bacteria. Grade 7 "70 hours, 2 hours a week;
4) “Biology. variety of living organisms. Animals. Grade 8" 70 hours, 2 hours per week;
5) “Biology. Man. Grade 9" 70 hours, 2 hours per week.
Biology is one of the natural sciences that studies nature, as well as ways of human knowledge of nature. The value of biological knowledge for modern man hard to overestimate. In addition to ideological significance, adequate ideas about wildlife underlie measures to maintain human health, safety and production activities in any sector of the economy. Therefore, the main goal of Russian education is to improve the quality and efficiency of the acquisition and practical use of knowledge. To solve this important task, a new state educational standard general education. At present, basic biological education in elementary school should provide graduates with high biological, ecological and environmental literacy, competence in discussing and solving a whole range of issues related to wildlife. This problem can be solved on the basis of the successive development of knowledge in the field of basic biological laws, theories and ideas that provide the foundation for the practical activities of students, the formation of their scientific worldview. The course for students in grades 5-9 realizes the following goals:
Systematization of knowledge about objects of animate and inanimate nature, their relationships, obtained in the process of studying the subject “The world around. 1-4 cells.
Development of cognitive interests, intellectual and creative abilities of students;
Formation of primary skills related to the implementation of practical and laboratory work;
Fostering responsible and caring attitudes towards nature, the formation of ecological thinking and the basics of hygiene skills.
The proposed course contains systemic knowledge. Continuity links between primary, primary and high school contribute to the acquisition of solid knowledge and the formation of a holistic view of the world.
This course is based on a system-active approach. The program provides for demonstrations, observations, laboratory and practical work. This allows students to engage in a variety of learning activities contributes to the active acquisition of knowledge.
This course has a linear structure.
In grades 5-6, the formation of the primary foundation of biological knowledge takes place. Students form the concept of "living organism", which in subsequent classes is concretized on examples of living organisms of various groups: in grade 7 - plants, fungi, bacteria, grade 8 - animals, grade 9 - humans.
General biological knowledge, which is the basis of the biological worldview, is logically included in all sections of the course, and when moving from class to class, they deepen and expand in accordance with the age characteristics of schoolchildren.
The results of the study of the subject in the basic school are divided into subject, meta-subject and personal, and are indicated at the end of topics, sections and courses, respectively.
Biology. Living organism. Grade 6 (35/70 hours per week)
Section 1. The structure and properties of living organisms (9/18 hours)
Topic 1.1. The structure of plant and living cells. The cell is a living system
The cell is the elementary unit of life. Nuclear-free and nucleated cells. The structure and functions of the nucleus, cytoplasm and its organelles. Chromosomes, their meaning. Differences in the structure of plant and animal cells.
The structure of cells of living organisms (on finished micropreparations).
Cell division (1 hour)
Division - the most important property cells, which ensures the growth and development of a multicellular organism. Two types of division. Fission is the basis for the reproduction of organisms.
Topic 1.2. Plant and animal tissues
The concept of "fabric". Cellular elements and intercellular substance. Types of plant tissues, their diversity, significance, structural features. Types of tissues of animal organisms, their structure and functions.
Laboratory and practical work
tissues of living organisms.
Topic 1.3. Organs and organ systems
The concept of "organ". Organs of a flowering plant. The external structure and meaning of the root. root systems. Root modifications. The structure and meaning of the escape. The kidney is a rudimentary shoot. The stem as the axial organ of the shoot. Movement of substances along the stem. Sheet. Structure and functions. Simple and compound leaves. Flower, its meaning and structure (perianth, stamens, pistils). inflorescences. Fruit. Meaning and variety. Seed structure of monocot and dicot plants. Organ systems. The main organ systems of the animal body: digestive, musculoskeletal, nervous, endocrine, sexual.
Laboratory and practical work
Recognition of organs in plants and animals.
Subject learning outcomes
Students should know:
Concepts and terms: "cell", "nucleus", "membrane", "shell", "plastid", "organoid", "chromosome", "tissue", "organ", "root", "stem", "leaf" ”, “kidney”, “flower”, “fetus”, “seed”, “organ system”, “organ systems of the animal body”, “digestive system”, “circulatory system”, “respiratory system”, “excretory system”, "musculoskeletal system", " nervous system", "endocrine system";
The main organelles of the cell, tissues of plants and animals, organs and systems of organs of plants and animals;
The main features of the differences in the structure of plant and animal cells;
What is the basis of the structure of all living organisms.
Students should be able to:
Show on tables and identify cell organelles, tissues of plants and animals, organs and systems of organs of plants and animals;
Examine the structure of the main organs of the plant;
Show the components of the escape, the main organs of animals;
Describe the structure of parts of the shoot, the main organs of animals, indicate their significance;
Establish the relationship between the structure of the shoot and its functions;
Investigate the structure of parts of the shoot on natural objects, determine them on tables;
Justify the importance of the interconnection of all organs and organ systems to ensure the integrity of the body.
Meta-subject learning outcomes
Students should be able to:
Highlight the main thing in the text;
Ask questions to the text;
Give definitions;
Form initial ideas about biological objects, processes and phenomena;
Work with biological objects;
Work with various sources of information;
Participate in joint activities;
Reveal causal relationships.
With the help of this video lesson, you can independently study the topic "General properties of living organisms." The living world of our planet represents a huge variety of species, which we will talk about in this lesson. We will consider the general properties of living organisms that help distinguish representatives of wildlife from non-living.
BIOLOGY 9 CLASS
Subject: Introduction
Lesson 2
Anisimov Alexey
biology and chemistry teacher
The living world of the Earth is a huge variety of species: plants, fungi, animals and bacteria. About 2 million species of animals alone are described in science today, of which more than 1.5 million are insects, about 500 thousand plant species, over 100 thousand fungal species and 40 thousand protozoan species. Bacteria are generally uncountable. And yet these organisms have common properties that help us distinguish representatives of living nature from non-living. We will talk about them today.
When we talk about the differences between animate and inanimate nature, it is useful to imagine a stone and a cat or dog. There are differences, and they are obvious. How does science define them? She refers to the characteristics of a living being the following processes inherent in almost all living organisms: nutrition, respiration, excretion, reproduction, mobility, irritability, adaptability, growth and development. Of course, a stone can be mobile if it is thrown, it can multiply if it is broken. It can even grow if it has a crystalline nature and is in a saturated saline solution. This requires an external influence, but still. At the same time, the stone is unlikely to begin to eat, get annoyed and sigh from such injustice. We are talking about the features of living and non-living things. In them, in these features, the properties of the living are reflected, which cannot be confused with anything. What are these properties?
First, organisms and their cells contain the same chemical elements as the bodies of inanimate nature. But in the cells of living beings there are also organic substances, which got their name because they were first isolated from living beings, from organisms. These are proteins, fats, carbohydrates and nucleic acids. These substances form ordered structures. But, only being in the cell, organic substances provide manifestations of life. Moreover, the most important role in the life of organisms is given primarily to nucleic acids and proteins. They provide self-regulation of all processes in the body, its self-reproduction, and hence life itself. Remember: proteins, fats, carbohydrates and nucleic acids are the main components of living things.
Further, the basic structural and functional unit of almost all living organisms is the cell. Almost, because viruses, for example, which are non-cellular life forms, feel great on Earth, but we will talk about them later. In organisms in which there are many cells - multicellular, tissues are formed from cells. Tissues form organs, which in turn are combined into organ systems. Such an orderliness of the structure and functions of organisms ensures the stability and normal course of life.
The third, very important property of living things: metabolism. Metabolism is the sum total of all chemical reactions, all transformations of substances entering the body from the external environment in the process of nutrition and respiration. Thanks to the metabolism, the orderliness of life processes and the integrity of the organism itself are maintained, constancy is maintained internal environment in the cell and in the body as a whole. In other words, the metabolism and energy ensures the constant connection of the organism with the environment and the maintenance of its life.
The fourth is reproduction. The living always comes from the living. Therefore, the question “Which came first: the chicken or the egg?” for general biology not important. In the end, the chicken still reproduces the chicken, and the man reproduces the man. Therefore, life can be considered as a reproduction of similar beings or self-reproduction. And this is a very important property of the living, which ensures the continuity of the existence of life.
Fifth: if you kick a stone, it will not answer and will not react in any way. With a dog, this trick will not work: the predator will respond to aggression with aggression. Because living beings actively react to the actions of environmental factors, thus showing irritability. It is irritability that allows organisms to navigate in environment and, therefore, to survive in changing conditions. Even plants that are seemingly immobile can respond to change. Many are able to turn their leaves towards the sun to get more light, and some, such as the Bashful Mimosa, fold their leaves when touched. These are also manifestations of irritability.
The sixth property is adaptability. If you pay attention to appearance giraffe, you can see that it is ideally adapted to existence in the conditions of the African savannah. A long neck helps him to get food where no one can get it, long legs - to run fast and fight off predators. But in the Arctic, the giraffe will not survive, but polar bears feel great there. Organisms can adapt for millions of years, and this is called evolution. Evolution is another important property of the living. Living organisms change over time, most often irreversibly. These changes are called development.
Development is usually accompanied by growth, an increase in body weight or size associated with the appearance of new cells. Evolution is also development, but not of one individual organism, but of the entire living world as a whole. Development usually goes from simple to complex and to a greater adaptability of the organism to the environment. This ensures the diversity of living beings that we can observe today.
We have identified the differences between living and non-living things and got acquainted with the common properties for all living organisms. Next time we will talk about the diversity of living beings on our planet and about the levels of organization of the living. See you.
Explanatory note
Synopsis of this training session designed for 9 graders of the basic level of studying biology. The lesson was developed according to the program of secondary (complete) general education in biology, author V.B. Zakharov, (Programs for educational institutions, new educational standard, Biology grades 5-11. – M.: Bustard, 2011). The topic of this lesson is included in section No. 1 of the thematic plan "Basic properties of living organisms."
Draft outline of the lesson
City of Magnitogorsk
MOU secondary school №5 UIM
Teacher: Subbotina Larisa Petrovna
Class 9
Thing biology
Subject lesson: "Basic properties of living organisms"
Duration training session: 45 minutes
Lesson Type: combined lesson.
Teaching methods: problematic - dialogue.
Goals: Systematization of students' knowledge about the properties of living systems.
Tasks:
Give the concept of life and living systems;
Develop ideas about the features of living systems;
Learn to find and analyze necessary information;
Foster a culture of learning.
Interdisciplinary connections:
. Inorganic chemistry(table of elements periodic system DI. Mendeleev);
. Organic chemistry(carbohydrates, fats, proteins);
Meta-subject results are:
1) the ability to organize their learning activities: determine the purpose of the work, set tasks, plan - determine the sequence of actions and predict the results of work.
2) the ability to find information about biological objects in different sources and work with the text of the textbook, highlight the main thing; to make plan; analyze information, define concepts;
3) the ability to listen and engage in dialogue, participate in collective discussion problems; give a reasoned assessment of new information on biological issues.
The substantive results are:
Selection essential features biological objects (cells and organisms of plants, animals, fungi and bacteria; the human body;) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth, development, reproduction, regulation of the life of the organism);
Comparison of biological objects and systems of inanimate nature, the ability to draw conclusions and conclusions based on comparison;
Mastering the methods of biological science: description of biological objects and processes and explanation of their results, the ability to draw conclusions and conclusions.
Personal results are:
1) cognitive interest to natural sciences. Understanding the unity of living nature based on the common properties of living organisms.
Equipment: class with 1 computer and multimedia installation, live plants: ornamental flowering plants, indoor plants (begonia, balsam, fuchsia, zonal pelargonium), table: "Human systems", animal models, 1C Program System: Education 3.0, Biology 6 - 11 grade, table of elements of the periodic system D.I. Mendeleev, TsOR: "Basic properties of living organisms".
The course of the lesson.
1. Stage of the training session: Organizing time .
Time: 1 minute
Purpose: To tune in to the perception of new material
Competencies: Know the rules of conduct in the classroom. Know how to prepare for class.
Methods: verbal
Shape: frontal
| Teacher activity | Student activities |
| Greets students. Checks readiness for the lesson. | Getting ready for the lesson. Welcome teachers. |
| Form of control: pedagogical observation |
|
2. Stage of the training session: Updating knowledge on the topic. Determining the topic of the lesson.
Time: 10 minutes
Purpose: To reveal the concept of life.
Competencies: ability to listen, perceive goals, draw conclusions.
Method: Explanatory-illustrative
| Teacher activity | Student activities |
| Tells the topic of the lesson (Appendix No. 1), lesson plan. Today we will fully reveal the concept - life, as well as the properties of living systems on planet Earth. (Appendix No. 2) He suggests opening the textbook on page 11, independently reading the definition of life according to F. Engels and M.V. Volkenstein. (Appendix No. 3) | Write the topic of the lesson in a notebook. They actively listen. They give examples of life from different positions, use knowledge of chemistry, physics and anatomy. Write down in a workbook. |
3. Stage of the training session: Learning new material
Time: 30 minutes
Purpose: Systematization of students' knowledge about the properties of living systems.
Competencies: Know the basic biological concepts, choose the main thing, perceive goals, draw conclusions.
Method: Explanatory and illustrative, independent work with a textbook.
Used digital resources: Program system 1C: Education 3.0, Biology grades 6-9. Plants. Mushrooms. Lichens. Zoology grade 7. Anatomy Grade 8.
| Teacher activity | Student activities |
||||||||||||||||
| Invites students to recall from previously studied courses what they know about the signs of living and non-living systems, then demonstrates a fragment of the DER. Indicates the general similarity of all living organisms - the chemical composition. Sets tasks: From what chemical elements substances consist? Are there chemical elements that are unique to living organisms? At the same time, on the screen is a table of elements of the periodic system of D.I. Mendeleev .(Appendix No. 4) Describes the properties of molecules organic matter and then doing independent work. Offers to open the textbook on pages 9 - 10, independently read and write out the properties of living organisms in a workbook: 1.What is metabolism? The teacher leads students to a generalization of processes, arguing that assimilation and dissimilation are opposite processes; in the first case, substances are formed, in the second they are destroyed. (Appendix No. 5) Offers to complete the chart. 2. What is self-reproduction (reproduction)? What is at its core? (Appendix No. 6) Offers to check the assumptions by looking at the materials of the DER. 3.What is growth and development? Shows pictures of people, from babies to the elderly. Gives the task to formulate a definition of the concept " individual development" and " historical development» (Appendix No. 7) 4.What is heredity? (Appendix No. 8) 5 .What is variability? Why are offspring not identical to their parents? (Appendix No. 9) He proposes to draw a drawing in notebooks on the topic: “The fate of three peas” (different fates depending on environmental conditions). 6. What is irritability? How important is it for adaptation to environmental conditions? (Appendix No. 10) He proposes to draw in notebooks a drawing on the topic: “Amoeba nutrition” and “Ameba in a salt drop”, where students should put the movement of the amoeba as vectors. | They actively listen. Feel the dialogue. Perform tasks. Fill out the table. Comparative characteristics, the content of chemical elements in animate and inanimate nature.
Form of control: self-control by working in pairs. Discuss mistakes. They lead to the conclusion about the stability of large molecules and the complication of the organization of living matter. Do the task of the teacher. Students recall previously studied material and, with the help of teacher correction, generalize the concept of metabolism. They give examples of metabolism in the plant and animal organism, using the knowledge of botany, zoology and anatomy. Discuss and write conclusions in a notebook: dissimilation and assimilation are closely interconnected and impossible without each other. After all, if the cell does not synthesize complex substances, then there will be nothing to decay when energy is needed Students recall previously studied material and, with the help of teacher correction, generalize the concept self-reproduction as the main feature of prolonging the species. One student makes a generalization and says that multicellular organisms, under different environmental conditions, can reproduce both asexually and sexually. They discuss and write down the conclusions in a notebook: in animals, evolution goes from hermaphrodites to dioecious, from external to internal fertilization, from eggs, then larval membranes, to intrauterine gestation of the organism (with care for offspring). Suggest versions of the answer. Independent work with the textbook. Write down the definition of "ontogeny" and "phylogeny" in a notebook. Students recall previously studied anatomy material. Independent work. Give their reasons: This is the ability of organisms to transmit their characteristics and properties from generation to generation. It contributes to the emergence of new features, and hence the better adaptation of organisms to the environment. Independent work in pairs. Invent, draw, draw conclusions: This is the ability of organisms to acquire their own characteristics in the process of ontogenesis. Individuals that are most adapted to specific environmental conditions are selected and survive. Leads to the emergence of new forms of life, the emergence of new species. Students recall previously studied material on zoology and, with the help of teacher correction, generalize the concept of irritability. Independent work. Discuss the results of the work. |
3. Stage of the training session Consolidation of knowledge.
Time: 3 minutes
Purpose: to check the degree of assimilation of knowledge on the topic: "The main properties of living organisms"
Competencies: Know the basic biological concepts, choose the main thing, draw conclusions.
Method: verbal.
Digital resources used: no
| Teacher activity | Student activities |
| Summarizes the work. Organizes a discussion of the results of the work in the lesson. | Draw conclusions based on the topic of the lesson: Living organisms differ from non-living systems - objects studied by chemistry and physics - by their exceptional complexity and high structural and functional order. |
4. Stage of the training session Final part. Discussion of homework.
Time: 1 minute
APPENDIX#1
Biology - the science of life, studies all manifestations of life: the structure, functions, development and origin of living organisms, their relationship in natural communities with the environment and with other living organisms.
A special form of motion of matter;
Metabolism and energy in the body;
Vital activity in the body;
Self-reproduction of organisms, which is ensured by the transfer of genetic information from generation to generation.
APPENDIX#2
APPENDIX#3
Definition of life.
Modern dialectical - materialistic:
A life - it is a qualitatively special and higher form of existence, development and movement of matter.
A life - the mode of existence of protein bodies, the essential point of which is the constant self-renewal of the chemical constituents of these bodies.(F. Engels "Anti - Dühring")
living bodies that exist on Earth are open, self-regulating and self-reproducing systems built from biopolymers - proteins and nucleic acids. (M. V. Volkenshtein)
A life - it is a macromolecular system with a certain hierarchical organization, capable of reproduction, metabolism and regulated energy flow.(K. Grobstein)
APPENDIX#4
APPENDIX#5
plastic exchange energy exchange
Assimilation Dissimilation
Anabolism Catabolism
simple substances complex substances
To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com
Slides captions:
General properties of living organisms
Unique Life Forms
General properties of living things 1. Chemical composition(C, O, N, H - 98%) ! Carbohydrates, proteins, fats and nucleic acids are the main components of living
2. Cell structure The cell is the main structural and functional unit structure of almost all living organisms
Structural units of a plant Cell Tissue Organs Organism
The orderliness of the structure and functions of organisms ensures stability and the normal course of life.
3. Metabolism is a set of numerous chemical transformations of substances occurring in the body that come from the external environment during nutrition and respiration
Metabolism of matter and energy provides a constant connection of the body with the environment and maintaining its life.
4. Self-reproduction All living things come from living things
Self-reproduction is the most important property of the living, supporting the continuity of the existence of life.
5. Irritability - a property of the living, allowing organisms to navigate in the environment and, therefore, survive in changing conditions
Irritability
6. Adaptability is manifested in the features: external and internal structure, functions, behavior of organisms, rhythms of their active life, geographical distribution
7. Development and growth Development - irreversible qualitative changes in the properties of living organisms Growth - an increase in the size and mass of the body associated with the appearance of new cells
Ability to grow and develop common property alive
8. Evolution Evolution (lat. evolutio - deployment) is a long historical process of the development of nature! Evolution is a common property of the living world
Evolution
Homework § 2, ? (1-3) Workbook
On the topic: methodological developments, presentations and notes
The control work is intended for students of the 6th grade studying biology according to the textbook by N.I. Sonin "Living Organism". It is carried out after studying the topic "Organs of flowering plants" The work uses ...
