Anthropogenesis - the process of separating a person from the animal world - went through, according to most researchers, three main stages:
1. time of successive existence of human anthropoid ancestors,
2. ancient people (archanthropes)
3. modern people (neoanthropes).
All people inhabiting the Earth at the present time belong to the species Homo sapiens (homo-man, sapiens-intelligent). The most important signs of Homo sapiens - vertical body position and walking on two legs, a very well developed brain and flexible hands. The totality of these traits makes it possible for man to use the environment to feed and clothe his entire large population and create amazing civilizations. However, the unceremonious and often hostile treatment of all kinds of living beings (including humans) began to turn against us. We are belatedly beginning to realize that our planet is a closed ecosystem with limited space and limited energy supplies, and that we are consuming and destroying its resources faster than nature can replenish them. According to some scientists, we simply play in nature the role that is destined for us and which we cannot avoid: we change the environment to such an extent that it is no longer able to support our existence, and pave the way for other species (perhaps some insects) who will one day take over the earth. Others believe that we will be able to solve our environmental problems, just as we have dealt with so many other problems.
Human population growth is ultimately at the root of most of our other environmental problems. The population explosion began even when the primitive tribes began to get food not by hunting and gathering, but by cultivating the land - a change that had a profound impact on the history of mankind.
human evolution
Homo sapiens is one of the representatives of mammals belonging to the order of primates, to which tupai also belong, tarsiers, lemurs, lorises and monkeys, including great apes.
Order of primates
Lower primates or semi-monkeys (Prosirnii): Tupai, lemurs, lorises, galagos, tarsiers.
Higher primates, or monkeys (Anthropoidea).
New World monkeys, including capuchins, marmosets.
Monkeys of the Old World, including macaques, baboons.
Greater narrow-nosed monkeys (Hominoidea)
Great apes: gibbon, orangutan, gorilla, chimpanzee Humans (Hominidae): Australopithecus (extinct prehuman), Homo erectus, H. neander-thalensis, H. sapiens
Among living primates, various stages of evolution of this group are represented - from animals similar to the primitive mammals of the Cretaceous period, to large apes and humans.
The most characteristic adaptive features of primates are associated with the extremely high development of some departments. nervous system, especially those parts of the brain on which reasonable behavior and the ability of muscles to deft and subtle actions depend. This development of the nervous system is closely related to the arboreal lifestyle of ancestral primates and many modern forms. An arboreal lifestyle requires dexterity and well-developed sense organs. An animal that has to jump from branch to branch especially needs good eyesight. In most primates, both eyes look ahead and therefore see the same thing; two identical images superimposed on one another create stereoscopic (volumetric) vision.
During the evolution of primates, the facial part of the skull gradually became shorter. This change is probably adaptive, since there is nothing to prevent forward-facing eyes from looking at the world around them. The shortening of the muzzle was accompanied by a shortening of the jaws and the loss of part of the teeth.
On the one hand, in anthropogenesis, the brain skull increases, reflecting an adaptive growth in the mass and volume of the brain, on the other hand, the configuration and structure of the bones of the brain skull change in the direction of autonomization relative to the elimination factors of the environment - mainly mechanical influences. This is reflected in the transformations of the cerebral skull that occur after the cessation of selection by the volume of the brain, and completely fits into the framework of the theory of shells of revolution. In particular, the supraorbital and occipital ridges in the skulls of archanthropes and paleoanthropes can be considered as a special structure ("support ring") that works in tension ("expansion perception"). The predominant increase in the height of the cerebral skull and the change in its configuration from the shape of a gently sloping spherical dome to the shape of a dome outlined along half of the ellipsoidal surface, which occurs in anthropogenesis, leads to a decrease in the thrust and the disappearance of the spacer ring, that is, the supraorbital and occipital ridges.
If evolutionary transformations leading to racial and population variability of the human brain skull are associated with adaptation to gradually and constantly acting weak influences that depend on geographical conditions range (insolation intensity, air temperature and humidity, content of chemicals in the soil, geomagnetic field strength), then the evolutionary transformation of the brain skull as a structure that protects the brain from external mechanical influences arises as a result of adaptation to extreme eliminating factors that act panoicumene (trauma ). This is reflected in the transformations of the skull that occur after the termination of selection by brain volume under conditions of constancy of climatic and geographical factors, and indicates the relative independence of the formation of racial (population) and structural features of the brain skull.
Primates have five fingers on all limbs, and usually one finger is at least to some extent opposed to the other four; thanks to this, the animal can grasp and hold a tree branch or food. The fingers end in sensitive pads and are often equipped with flattened nails rather than curved claws like the fingers of other mammals.
In the early stages of primate evolution, some half-ape, resembling a mouse, moved on to life in trees. The living relatives of this semi-monkey - tupai - are also very similar to rats or mice. The most evolutionarily advanced representative of the semi-monkeys is the Indonesian tarsier, which lives in trees and leads a nocturnal lifestyle; The tarsier has huge eyes, fully stereoscopic vision, and its fingers are equipped with nails rather than claws. Besides, upper lip covered with hair, like in higher primates, and his face is mobile and expressive. In higher primates, facial expressions serve as a means of communication - this reflects the transition to vision as the dominant sense; in most other mammals, the sense of smell is used to exchange information.
Higher primates (monkeys, including anthropoids, and humans) have stereoscopic color vision, a rounded skull and a relatively large, well-developed brain, thanks to which they are able to learn complex behaviors. Despite the fact that most monkeys use all four limbs when moving, they can sit upright for a long time; in addition, some tree monkeys spend a lot of time in an upright position when they throw the body from branch to branch, clinging to them with their forelimbs, a mode of locomotion called brachiation. Bipedalism played a huge role in the evolution of anthropoids, as it freed the forelimbs, which allowed them to be used for the manipulation of food, care for young, and various other functions.
There are currently only four genera of great apes: gibbon, orangutan, gorilla, and chimpanzee. They all live in the Old World and, in their structure and behavior, occupy an intermediate position between the rest of the monkeys and hominids (representatives of the human family). The brains of anthropoids are relatively larger than those of other apes; in addition, they do not have a tail, so it is more convenient for them to sit with their back straight. Great apes, like hominids, have a broad chest, but the two groups differ in that in monkeys the forelimbs and spine are more adapted to brachiation, the lower limbs are specialized, and the fangs and incisors are larger and more powerful than in hominids. Gorillas and chimpanzees spend a lot of time on the ground; when moving, they rely on their hind limbs and on the knuckles of their forelimbs, which enables them to use the fingers themselves to carry objects such as food or stones.
Over the past few decades, biochemists have developed methods for determining the evolutionary relationship of organisms based on a comparison of the structure of their chromosomes and proteins. Proteins are synthesized in accordance with the "instructions" contained in the genes; the greater the similarity between the proteins in the representatives of two given species, the more similar their genetic maps and the closer the relationship between the species. Human proteins and chimpanzee proteins are 99% similar. These data, as well as similarities in body structure and behavior, allow us to consider chimpanzees as our closest relatives of all living organisms. Biologists do not believe that humans evolved directly from chimpanzees; in their opinion, both species descended from some common ape-like ancestral species that lived several million years ago, and they are separated from each other, probably by several extinct species. The ancestral line leading to gorillas separated from the line of hominids - chimpanzees a little earlier; even earlier, a branch arose that led to orangutans.
Very few areas of study, and among them the search for the fossil remains of our ancestors, have caused so much controversy and created such confusion. Many finds consist of only a few teeth (they are better preserved due to their hardness) and a fragment of the jaw or one of the bones of the leg and several fragments of the skull. Based on such residues, scientists can draw conclusions about the nature of nutrition, the size of the brain and the position of the body. It is easy to imagine how difficult this is; indeed, scholars often disagree about how to interpret this or that feature. Recently, anthropologists have found a number of very important fossils and re-analyzed all available data. This made it possible to partially eliminate ambiguities, but nevertheless left a number of significant gaps.
Since our closest living relatives are the African great apes, the search for a putative common ancestor of these apes and humans has been conducted mainly in Africa. In the Miocene (25-13 million years ago), many wooded areas turned into open steppes. Apparently, during this period, some ape-like forms emerged from the forests; one possible hominid ancestor from the Miocene deposits of Africa and Asia showed a tendency to walk on two legs.
According to anthropologists, hominids diverged from the great apes between 10 and 4 million years ago, but we have almost no fossils of hominin ancestors from this period.
The scientific data accumulated at the present time make it possible to consider North-East Africa as the "cradle of mankind". The oldest known human ancestors - Ramapithecus - is known only from a few teeth and jaw fragments, the age of which is determined at 9-14 million years ago. It is not known if he was upright.
The initial stages of anthropogenesis began 2.5 - 3 million years ago with the emergence of African Australopithecus (Australopithecus Africanus), which was upright, had a developed brain and made tools. However, some modern experts do not consider any known variety of Australopithecus to be a direct ancestor. modern people, but believes that it was a lateral (dead-end) branch of evolution, and, therefore, archanthropes only had a common ancestor with Australopithecus.
The first undoubted remains of hominids, 4 to 3.5 million years old, were found in Ethiopia and assigned to the genus Australopithecus. An almost complete skeleton of an Australopithecus, nicknamed Lucy, belongs to an adult woman who lived about 3.5 million years ago. During her lifetime, she walked on two legs, i.e. straightening up; her height reached one meter, although the men belonging to the same species were larger. Whether Lucy was entirely terrestrial or spent a significant portion of her time in the trees is a matter of controversy.
The teeth of Australopithecus were very similar to the teeth of modern man (small incisors and fangs); however, large massive jaws and a brain, which was slightly larger than those of living great apes, bring them closer to the latter. Apparently, these hominids collected carrion and hunted.
The later australopithecines were undoubtedly upright and lived on the ground, so that their hands were free and they could catch animals, throw stones and perform other actions. Heaps of animal bones, found along with Australopithecus fossils dating back to about 2.5 million years ago, indicate that meat has become a permanent part of their diet. These hominids also used crude stone tools.
One can only hypothesize that the advantages created by cooperation during hunting and group protection could have caused the selection that led to the development of language as a means of communication.
Homo erectus, the species from which modern humans are believed to have descended, appeared about 1.5 million years ago. His jaws, teeth, and brow ridges were still massive, but the brain volume of some individuals was almost the same as modern man. Some bones of N. erectus are found in caves; this suggests that he had a more or less permanent dwelling. In addition to animal bones and rather well-made stone tools, heaps of charcoal and burnt bones were found in some caves, so that, apparently, at this time Australopithecus had already learned how to make fire. It is possible that this custom arose as a result of the use of natural fire in order to keep warm or cook food, as well as to split stones.
This stage of hominin evolution correlates with the colonization of other colder regions by Africans. It would be impossible to survive the cold winters without developing complex behaviors or technical skills. Apparently the prehuman brain of Homo erectus was able to find social and technical solutions (fire, clothing, food storage, and living together in caves) problems associated with the need to survive in the winter cold.
The selection pressures that conditioned the evolution of the most prominent human feature, the large brain, are still unclear and widely debated. This discussion is hampered by the fact that scientists have not yet come to a consensus on the question of what is the relationship between the size of the brain and the development of the hands, on the one hand, and intelligent behavior, on the other. We still have not studied our own brains well enough, not to mention the brains of ancient hominids left in the distant past, and therefore we can only speculate about when and under what selection pressures certain changes occurred.
The improvement of tools and the development of man led to the next period of anthropogenesis, represented by modern people (Homo sapiens). Modern look human includes only two subspecies: Neanderthals (Homo sapiens neanderthalensis), which appeared 250-200 thousand years ago, and people of modern morphological appearance (Homo sapiens sapiens), which appeared about 40-35 thousand years ago.
Neanderthals lived 250-40 thousand years ago during the Ice Age. These people were widely distributed over the earth, lived in different climatic and natural conditions and were divided anthropologically into different groups, but these groups do not correspond to modern races. Previously, scientists assumed that people originated from one of the groups of Neanderthals in the subsequent era. modern type. Now Neanderthals are considered as a kind of side branch of Homo sapiens. In the Don and the North Caucasus, the appearance of people is associated precisely with the Neanderthals.
The transition of human society to the Upper Paleolithic
The birthplace of modern mankind was most likely Western Asia with adjacent areas. About 20 thousand years ago, modern people spread widely across Europe, Asia and Africa. Cro-Magnons developed articulate speech, fine arts appeared. At this time, the material culture of primitive man changed significantly - stone processing technology reached a high level, horn and bone were widely used, a new form of organization of human society, the clan, replaced the primitive herd.
The Neanderthal man, whose brain was the same size as that of modern humans, but whose skull was still heavy, is sometimes referred to as Homo sapiens. Neanderthals appeared about 100,000 years ago. The remains of a completely modern representative of N. sapiens were first discovered in sediments 40,000 years old.
Neanderthals are paleoanthropes, they stand much closer to modern man than the archanthropes that preceded them. Neanderthals spread very widely. Their parking lots on the territory of our country were found in the Caucasus, in the Crimea, in Central Asia, Kazakhstan, in the lower reaches of the Dnieper and Don, near Volgograd. Glaciation, which changed the composition of animals and the appearance of flora, began to play an important role in the development of man. Neanderthals learned how to make fire, which was a huge conquest of the emerging humanity. Apparently, they already had the first rudiments of ideological ideas. In the Teshik-Tash cave in Uzbekistan, the deceased was surrounded by the horns of a mountain goat. There are burials in which the bodies of the dead are oriented along an east-west line.
For many years, the question was discussed, where is the place of Neanderthals on the evolutionary tree and whether interbreeding between them and Homo sapiens during their coexistence for tens of millennia. If crossing was possible, then modern Europeans might have some Neanderthal genes. The answer - although not definitive - was obtained quite recently in the study of Neanderthal DNA. Geneticist Svante Pebo - the same one who studied DNA from Egyptian mummies, extracted DNA from the remains of a Neanderthal man, having an age of several tens of thousands of years. Despite the fact that the DNA was highly fragmented, scientists were able to use the most modern method of DNA analysis - the polymerase chain reaction (PCR) method - to establish the nucleotide sequence of a small section of mitochondrial DNA. Mitochondrial DNA was chosen for research because in its cells molar concentration hundreds of times greater than the concentration of nuclear DNA.
DNA extraction was carried out under conditions of the highest sterility - scientists worked in suits resembling spacesuits in order to prevent accidental contamination of the studied samples with foreign, modern DNA. Under normal conditions, using the polymerase chain reaction method used by scientists, it is possible to “read” DNA fragments up to several thousand base pairs long. On the studied samples, the maximum length of the “read” fragments was about 20 base pairs.
Having received a set of such short fragments, the scientists restored the original nucleotide sequence of mitochondrial DNA from them. Comparing it with the DNA of a modern person showed that they are significantly different. The data obtained suggest that Neanderthals constituted a separate, albeit related, species.
Most likely, the crossing of these two species was impossible - the genetic differences between them are too great. Therefore, there are no genes derived from Neanderthals in the human gene pool. According to the DNA sequence, the time of the divergence of the branches of the Neanderthal and modern man was estimated, which amounted to 550-690 thousand years.
In the late Paleolithic (40-35 thousand years ago), a person of the modern type (Cro-Magnon man) was formed. These people have already significantly improved the technique of making stone tools: they are becoming much more diverse, sometimes miniature. A throwing spear appears, which greatly increased the efficiency of hunting. Art is born. Rock art served magical purposes. Images of rhinos, mammoths, horses, etc. were applied to the walls of the caves with a mixture of natural ocher and animal glue. (for example, Kapova cave in Bashkiria). In the Paleolithic era, the forms of human communities also gradually change. From the primitive human herd - to the tribal system, which arises in the late Paleolithic.
The tribal community, which is characterized by common ownership of the main means of production, becomes the main cell of human society. The transition to the Middle Stone Age - the Mesolithic on our territory began in the XII-X millennium BC, and ended in the VII-V millennium BC. During this time, mankind made many discoveries. The most important invention was the bow and arrow, which led to the possibility of not driven, but individual hunting, and for small animals. The first steps were taken in the direction of cattle breeding. The dog was tamed. Some scholars suggest that pigs, goats and sheep were domesticated at the end of the Mesolithic. Cattle breeding as a species economic activity formed only in the Neolithic, when agriculture was also born. The transition to a productive economy is of such extraordinary significance for mankind and, in terms of the Stone Age, occurred so quickly that scientists can even speak of a Neolithic "revolution".
The range of stone tools is expanding and improving, but fundamentally new materials are also appearing.
So, in the Neolithic, the manufacture of ceramics was mastered, still stucco, without a potter's wheel. Weaving was also mastered. The boat was invented and shipping began. In the Neolithic, the tribal system reaches a higher stage of development - large associations of clans are created - tribes, intertribal exchange and intertribal ties appear.
1. According to the modern formulation of the Second Law of Thermodynamics, in a closed system, the entropy S in any real process either increases orremains unchanged, i.e., the entropy change dS is greater than or equal to zero. According to M. Planck's Statement, "in nature, every physical or chemical process occurs in such a way as to increase the sum of the entropies of all bodies participating in this process." However, through the process of photosynthesis, plants absorb external energy and convert it into energy. chemical bonds complex connections, i.e. carry out their metabolism with the accumulation of internal energy and a decrease in entropy! Do plants violate the second law of thermodynamics? - 10 points. 2. Suppose Vasya Ivanov was sent to spaceship to Mars. After a ten-year stay there, he returned to Earth. What problems will Vasily have on Earth after such a journey? - 10 points. 3. Why is the species richness and total abundance of birds in Western Siberia grow from the middle taiga to the forest-steppe, and decrease in Eastern Europe? - 10 points. 4. If we assume that all cytoplasmic membranes would be instantly removed from a eukaryotic cell, what metabolic disturbances in the cell would this cause? - 10 points. 5. Currently in Japan when applying for a job, marriage, etc. there is an increased interest in a person's blood type and even discrimination against people with "undesirable" blood types. What biological (non-social) consequences for the population will result from the exclusion from reproduction of people with such blood types? - 10 points.
inside the heart is completely divided by a longitudinal septum into two parts. Some children suffer from a malformation in which the heart is not dividedcompletely into two parts (right and left). Currently, this defect can be cured surgically.
a) name the differences in the composition of the blood of the right and left parts of the heart in healthy people:
b) explain how the blood composition changes in children with the above-mentioned heart disease;
c) explain why children with a similar heart disease do not cope with physical activity
1.Process historical development alive
organisms since their appearance on Earth
and is currently called ... . 2.
The complication of the organization, raising it to more
high level... . 3.Small (private)
adaptations of living organisms
specific (specific) conditions
environments…. 4. Simplification of the organization of the living
organism... . 5. Manifestation in the body
ancestral traits....
6. Non-functioning organs…. 7. The science of
origin and evolution of man….
8.Subdivision within the Human view
Reasonable…. 9.Organisms capable of
create organic matter
are called…. 10.Organisms that feed
organic matter ready made,
are called ... 11. Organisms living in
oxygen-containing environment are called ....
12.Organisms capable of living in an environment without
oxygen is called... 13.Organisms,
cells that do not have a nucleus are called ....
14. Organisms whose cell contains a nucleus,
are called...
Municipal budgetary educational institution
Znamenskaya average comprehensive school №1
Minusinsky district, Krasnoyarsk Territory
TEST
DIAGNOSTIC WORK
on this topic
"MAN ON EARTH"
5th grade
Developed
biology and chemistry teacher
Zhukova I.M.
on this topic " MAN ON EARTH".
Thing : Biology
Class : 5
Subject: MAN ON EARTH
Objective : check the level of mastering by students of the 5th grade of subject and meta-subject results on the topic « Man on Earth.
Subject knowledge and skills are:
- human ancestors, their character traits, Lifestyle;
- main ecological problems facing modern humanity;
- rules of human behavior in dangerous situations of natural origin;
- the simplest ways to provide first aid for burns, frostbite, etc.
Students should be able to:
- explain the reasons for the negative impact of human economic activity on nature;
- explain the role of plants and animals in human life;
- justify the need to take measures to protect wildlife;
- observe the rules of behavior in nature;
- to distinguish on living objects, tables, species of plants and animals dangerous to human life;
- lead a healthy lifestyle and fight against bad habits their comrades.
Meta-subject learning outcomes:
general educational UUD :
The ability to compare and highlight the signs of human ancestors, their characteristics, lifestyle; the main environmental problems facing modern humanity;
Compare the properties of living organisms;
Carry out the simplest classification of poisonous plants and animals;
Explain the role of plants and animals in human life;
Analyze, explain the basic rules of behavior in nature;
Find and use causal relationships;
- Convert sign-symbolic means,draw logical conclusions
Regulatory UUD :
Make a plan for the implementation of the educational task;
Check, make corrections
Communicative UUD :
Reflect inwriting the results of their activities.
Specification
Test work on the topic " MAN ON EARTH".
1. Purpose of work - check the level of mastering by students of the 5th grade of subject and meta-subject results on the topic "MAN ON EARTH"
2. The main content of the check is oriented for the maintenance of the Federal State educational standard main general education(Order of the Ministry of Education and Science of the Russian Federation No. 1897 dated 12/17/2010) and corresponds to the Exemplary Curricula for Academic Subjects. Biology 5-9 grades. (N.I. Sonin and A.A. Pleshakov)
3. Characteristics of work.
Form of control: test control work
Number of options -1
The number of tasks in the test work - 16
Test work includes questions to test knowledge of the following educational material: “How man appeared on Earth”, “How man changed the Earth”, “Life is under threat. Will the Earth become a desert”, “Human health and life safety”.
4. Characteristics of tasks. The sequence of presentation of tasks corresponds to the levels of complexity: basic, advanced, high.The work uses tasks: with a choice of one answer, with a choice of several answers, for compliance, with a choice correct judgments, with a short answer, with a detailed answer.
Test consists of three parts:
Part 1 : contains 10 tasks basic level Difficulties with choosing one correct answer out of four offered.
Part 2 : 4 tasks of increased difficulty. Of these tasks: 1 task with the choice and recording of three correct options out of six; 1 task to establish compliance; 1 task for choosing the right judgments; 1 to determine the sequence of biological processes, phenomena.
Part 3 : contains 2 tasks, an increased level of difficulty. Of these tasks: 1 task for working with a text of biological content, in which it is necessary to correct biological errors in the given text, 2 task with a detailed answer.
Part 1 includes 10 tasks of the basic level (A1 - A10). Each question has 4 possible answers, of which only one is correct. 1 point is given for each correct answer. The maximum score for 1 part is 10 points.
Part 2
For each correct answer 2 points. The maximum score for part 2 is 8 points.
Part 3 contains 2 most complex, voluminous tasks. C1 and C2 - require a complete answer, for the correct completion of the task 3 each points.
The maximum score for part 3 is 6 points.
A total of 21 points for the work.
on the topic: "Man on Earth"
Level A assignments.
You are taking one correct answer out of four given:
1. This man found himself a wonderful assistant who became the most devoted friend - a dog ...
1) Neanderthal
2) Cro-Magnon
3) skillful person
4) Homo erectus
2. The common ancestors of humans and great apes were ...
1) chimpanzee
2) gorillas
3) australopithecines
4) driopithecus
3. The tall grass of the savannas and steppes prevented him from inspecting the surroundings, and he got to his feet ...
1) a skilled person
2) Cro-Magnon
3) Australopithecus
4) a reasonable person
4. All people living on Earth now belong to the species ...
1) a skilled person
2) a reasonable person
3) Homo erectus
4) family man
5. The negative value of cattle breeding for nature lies in
1) getting meat2) the development of the dairy industry
3) impoverishment of pasture lands
4) breeding of new breeds
6. Acid rain is formed as a result of
1) pet breeding2) distribution of agricultural plants
3)forest information
4)Emissions into the atmosphere of waste from industrial enterprises
7. Desertification is:
1) gradual waterlogging of arid lands
2) gradual overgrowing of abandoned lands with forest
3) the gradual transformation of arid lands into a desert
4) gradual overgrowing of arid lands with grasses
8. K global change in nature can lead
1) an increase in the number of individual species of animals and plants
2) desertification of territories
3) heavy rainfall
4) forest overgrowing of land after a forest fire
9. A plant is on the verge of extinction
1) sequoia
2) spruce
3) pine
4) poplar
10. During a hurricane, a person should
1) hide under a tree
2) hide under the balcony
3) keep an eye on what is happening on the street
4) In the room, close windows and doors tightly.
Level B assignments.
Choose three correct answers from six
Q1. Choose three correct answers. Harmful effect man on nature led to the formation
6)Greenhouse effectIN 2. Match terms :
Answer:________________________________________________________
IN 3. Are the following statements true?
A. Deforestation leads not only to the destruction of plants, but also to desertification of land.
B. With a large number of domestic animals on pastures, the growth and density of grass stand increases due to increased soil fertility.
1) only A is true
2) only B is true
3) both statements are correct
4) both statements are wrong
Answer____________________________
AT 4. “ Timeline ". Arrange the numbers of cards with drawings as a person develops on Earth.
Insert: Timeline
Answer:_______________________________________________
Level C tasks.
1.Find errors in the given text, correct them.
(indicate the numbers of sentences in which errors were made, explain them)
1. All people inhabiting the Earth at the present time belong to the Homo sapiens species.
3. The common ancestor of man and gorilla is driopithecus.
5. Neanderthals ate almost exclusively meat, made complex tools of labor and hunting, clothes from skins from stone.
2. Study the diagram. Based on its content, give short written answers to the questions.
1. What is the most common cause of land destruction around the world?
2. In addition to land destruction, what other consequences of deforestation might be?
3. What problem can you participate in solving right now?
Evaluation Material Performance Standard
Answers:
B4 - 3,1,5,6,2,4
C1- 2. The ancient ancestors of people lived on Earth 2-3 million years ago and were more like humans. (The ancient ancestors of people lived on Earth 4-5 million years ago and were more like a monkey than a man).
4. Neanderthals used natural shelters for housing - caves. (Cro-Magnons).
6. Relatives of a man who lived in Africa in ancient times are called a skilled man. (Australopithecine)
C2.
Correct answer:
1. Most often, lands are destroyed due to overgrazing of livestock on them.
2. The consequences of deforestation may also be the death of animals, which will lose their homes and places of foraging; the amount of oxygen entering the atmosphere will decrease.
3. I can participate in the planting of the forest.
Evaluation criteria:
11-14 points - mark"3" (51%-65%)
15-18 points - mark "4" (66% -84%)
19 -21 points - mark "5" (85% -100%)
10 points and below mark« 2" (0%-50%)
Instructions for the student on the performance of control work
Part 1 includes 10 tasks of the basic level (A1 - A10). Each question has 4 possible answers, of which only one is correct. 1 point is given for each correct answer. The maximum score for 1 part is 10 points.
Part 2 consists of high-level tasks.
For each correct answer 2 points. The maximum score for part 2 is 8 points.
Part 3 contains 2 most complex, voluminous tasks. C1 and C2 - require a complete answer, for the correct completion of the task 3 points each.
The maximum score for part 3 is 6 points.
A total of 21 points for the work.
Biology test for grade 5
0 Man's place in wildlife. Signs and properties of Homo sapiens, allowing to attribute it to various systematic groups of the animal kingdom.
North Kazakhstan region, Akzhar district
Talshyk secondary school
Biology teacher
Ashenova Aina Gumarovna
Biology lesson in grade 11
Man's place in nature. Signs and properties of Homo sapiens, allowing to attribute it to various systematic
groups of the animal kingdom.
Tasks:- To introduce students to the history of studying the problem of human origin, to show the leading role of the teachings of Darwin and Engels in its solution
Continue the formation of skills to compare, analyze, draw conclusions
Raising a love for the animal world
Lesson type: lesson of studying and primary consolidation of new knowledge.
During the classes:
1. Introductory motivational part. Psychological attitude to the lesson.
Stand with your feet shoulder-width apart, arms freely lowered along the torso. Close your eyes. Imagine that you are a tree: a strong mighty oak or a slender thin birch.
Your roots are strong and stable, they go firmly into the ground, and you feel confident and calm.
The trunk is smooth and flexible, it sways slightly, but does not break. Branches freely "sway" along the trunk. The leaves easily "rustle", slightly touching each other.
Your crown is clean and fresh. You are a beautiful powerful tree, you are confident and calm. You are kind, calm and successful.
Now let's all open our eyes, sit quietly and continue our work.
2. Biological dictation:
No. 1. Replace the dots with the appropriate answers.
1.Theory about the origin of man-…. (anthropogenesis)
2. Homo sapiens is one of the representatives of the class of mammals belonging to the order ... (primates)
3. Great apes include ... (gorilla, chimpanzee, orangutan, gibbon)
4. All the people who inhabit the Earth at the present time belong to the species ... (A reasonable person)
5. A single appearance in a person of signs of ancestors - ... (atavism)
6. Speech, thinking, work are among the factors ... (social)
7. Hereditary variability, struggle for existence, natural selection refer to ... factors (biological)
8. The human race originated from ... (driopithecus)
9. Historically established groups of people, characterized by a common hereditary physical characteristics, - ... (race)
10. Early representatives of the species Homo sapiens (Homo sapiens) - ... (Neanderthals)
11. The science of races, their origin and development - ... (racial science)
12. The presence of rudiments and atavisms in a person indicates the origin of a person from ... (animals)
13. The first evidence of the origin of man from animals was presented by ... (J.B. Lamarck)
14. The work “The role of labor in the process of turning a monkey into a man” was written by ... (F. Engels)
15. The organ and product of labor is - ... (hand)
16. The first tools were able to produce - ... (Australopithecines)
17. The time of the appearance of modern man is ... (35 thousand years ago)
18. The first hearths and dwellings were built ... (paleoanthropes)
19. The chin protrusion is developed in ... (neoanthropes)
20. Mankind forms three big races: ... (Caucasoid, Mongoloid, Negroid)
3. Learning new material:
“There is no limit to the human mind, and the world may witness new remarkable discoveries in the coming years or decades,” the natural question will be: how did a species with such a mind arise?
We will try to answer this question over the course of several lessons.
We will argue, assume, refute, make assumptions, etc.
Think, please, what are the objectives of today's lesson? Students making assumptions about what they are learning this topic come to conclusions.
Conclusion: That man is the crowning achievement of nature. What position does he occupy among its vast diversity?
The place of man in the system of the organic world:
|
Cellular |
|
|
Superkingdom |
|
|
Sub-kingdom |
Animals |
|
Multicellular |
|
|
chordates |
|
|
Vertebrates |
|
|
mammals |
|
|
Suborder |
|
|
Family |
narrow-nosed monkeys |
|
Humans (Hominids) |
|
|
Homo sapiens Homo sapiens |
Why does a person treat animals, what served as the basis for this hypothesis?
What traits do we have in common with animals
- Disputes about the origin of man do not stop for centuries. This is one of the most intriguing chapters in the evolution of life on Earth.
Man is a representative of the class of mammals, he is a vertebrate animal and therefore is related to fish, amphibians, reptiles and birds.
Table "The main features of the human body inherited from animals"
|
Main features |
From whom are they inherited |
|
The genetic code of the nucleus |
The first single-celled eukaryotes |
|
The genetic code of mitochondria |
First prokaryotes |
|
Bilateral body symmetry |
Ancestors of early chordates |
|
Skeleton |
|
|
Five-fingered limbs |
Fish, amphibians |
|
Pulmonary respiration |
Amphibians and reptiles |
|
amniotic egg |
reptiles |
|
Elongated limbs, tooth differentiation, mammary glands, warm-bloodedness |
primitive mammals |
|
placenta, live birth |
Early placental mammals |
To date, several hypotheses or theories of the origin of man are being discussed.
- Which of them can you name yourself?
What evidence of origin between man and animals.
Physiological - the fundamental similarity of the processes occurring in human and animal organisms;
Embryological - similar stages of embryonic development in both humans and animals;
Paleontological - finds of the remains of ancient humanoid creatures;
Biochemical - resemblance chemical composition intracellular environment in humans and animals;
Comparative - anatomical - a single plan for the structure of the bodies of humans and animals, the presence of rudiments and atavisms in humans;
genetic - cxaboutdstvo number of chromosomes in humans and great apes.
Conducting a physical minute
4.Doing independent work:
1. What are the similar signs of humans and animals?
2. What features distinguish humans from great apes?
3. Give a description of the position of a person in the system of the animal world.
5. Dividing children into 2 groups. Poster work.
Card work:
A) what are the main results of human evolution, which led to the emergence of significant differences from modern anthropoid apes, why cannot modern apes be considered human ancestors?
b) Describe the variety of great apes.
(All three general biology textbooks are used.)
6. Summing up the lesson:
“What was the main idea of the lesson?”
Find evidence that the origin of man was connected with the evolution of ancient great apes;
What are their family ties?
7.Reflection:- What is your mood at the end of the lesson?
Have you learned something new and interesting?
In what form would you take this lesson?
What did you like about the lesson and what didn't you like?
8. Homework:§30, prepare a crossword on the topic.
