Explanatory note
1. The biology work program for primary schools was developed in accordance with the Federal State Educational Standard for Basic General Education, approved by the Ministry of Education and Science of the Russian Federation by Order No. 1897 of December 17, 2010; registered by the Ministry of Justice of Russia on February 1, 2011 No. 19644; approximate program for academic subjects “Biology grades 5-9” (second generation standards) M., Prosveshchenie, 2011; author's curriculum N.I. Sonin, V.B. Zakharov “Program of basic general education. Biology. 5-9 grades. Concentric course" M.: Bustard, 2012
Goals of biological education in primary school are formulated at several levels: global, meta-subject, personal and subject, at the level of requirements for the results of mastering the content of subject programs.
The global goals of biological education are common to primary and secondary schools and are determined by social requirements, including changes in the social situation of development - an increase in information overload, changes in the nature and methods of communication and social interactions (the volumes and methods of obtaining information give rise to a number of developmental features of modern adolescents). The most productive from the point of view of solving problems of adolescent development are sociomoral and intellectual adulthood.
In addition, global goals are formulated taking into account the consideration of biological education as a component of the education system as a whole, therefore they are the most general and socially significant.
Tasks:
socialization students as entry into the world of culture and social relations, ensuring the inclusion of students in a particular group or community - the bearer of its norms, values, orientations, mastered in the process of getting to know the world of living nature;
communion to cognitive culture as a system of cognitive (scientific) values accumulated by society in the sphere biological science.
In addition, biological education is designed to provide:
orientation in the system of moral norms and values: recognition of the high value of life in all its manifestations, the health of one’s own and other people; environmental awareness; nurturing love for nature;
development cognitive motives aimed at obtaining new knowledge about living nature; cognitive personality traits associated with mastering the basics scientific knowledge, mastering methods of studying nature, developing intellectual skills;
mastery key competencies: educational and cognitive, informational, value-semantic, communicative;
formation students have cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as the ability to have an emotional and value-based attitude towards objects of living nature.
Description of educational, methodological and logistical support of the educational process.
1. Educational and theoretical materials:
1. Sample programs for the academic subjects Biology grades 5-9 (second generation standards) under the leadership of Vice-President of the Russian Academy of Education A.A. Kuznetsov, Academician of the Russian Academy of Education M.V. Ryzhakov, Corresponding Member of the Russian Academy of Education A.M. Kondakov. M.: “Enlightenment” 2011.
2. N.I.Sonin, V.B.Zakharov “Program of basic general education. Biology. 5-9 grades. Concentric course" M.: Bustard, 2012; (FSES).
3. Work program for the textbook by N.I. Sonin, A.A. Pleshakov “Biology. Introduction to biology". 5th grade. UMK "Sphere of Life" Author-comp. E.A. Sarycheva. M. Bustard 2013.
4. N.I.Sonin, A.A.Pleshakov “Biology. Introduction to biology". 5th grade: textbook for educational institutions(concentric course) with an electronic application. - M.: Drofa, 2012
5. Work program for the textbook by N.I. Sonin “Biology. Living organism" 6th grade. UMK "Sphere of Life" author.-comp. I.V. Konstantinova Volgograd: “Teacher”, 2013
6. Textbook. N.I.Sonin “Biology. Living organism". 6th grade. textbook for general education institutions (concentric course) with an electronic application. M.: Bustard, 2013
7. Zakharov V. B., Sonin N. I. Biology. Diversity of living organisms. 7th grade: textbook with electronic application. - M.: Bustard, any edition after 2012.
8. Sonin N. I., Sapin M. R. Biology. Human. 8th grade: textbook with electronic application. - M.: Bustard.
9. Mamontov S. G., Zakharov V. B., Agafonova I. B., Sonin N. I. Biology. General patterns. 9th grade: textbook with electronic application. - M.: Bustard.
10. Zhurin A. A., Ivanova T. V., Ryzhakov M. V. Curricula for Russian schools. - M.: Bustard.
11. Biology. Work programs. 5-9 grades. - M.: Bustard.
2. Methodological and didactic materials:
1. Federal State Educational Standard. V.N. Kirilenkova, V.I. Sivoglazov Methodological guide to the textbook by N.I. Sonina, A.A. Pleshakov “Biology. Introduction to biology". 5th grade. M.: Bustard, 2013
2. Federal State Educational Standard. Z.A. Tomanova, V.I. Sivoglazov Methodological guide to the textbook by N.I. Sonin “Biology. Living organism" 6th grade. M.: Bustard, 2014
3. Federal State Educational Standards. Biology. Introduction to biology. 5th grade. Technological maps of lessons based on the textbook by N.I. Sonin, A.A. Pleshakov. auto-comp. I.V. Konstantinova. Volgograd: “Teacher”, 2013
4. Federal State Educational Standards. G.A.Voronina Tests in biology. to the textbook by N.I. Sonin, A.A. Pleshakov “Biology. Introduction to biology". 5th grade. M.: “Exam”, 2013
5. Federal State Educational Standards. N.A. Bogdanov, N.P. Balobanova Biology. Final examination. Typical test tasks 5th grade. M.: “Exam”, 2013
6. Federal State Educational Standards. N.A. Bogdanov, N.P. Balobanova Biology. Final examination. Typical test tasks 6th grade. M.: “Exam”, 2014
7. Federal State Educational Standards. Tomanova Z. A., Sivoglazov V. I. Biology. Living organism. 6th grade: teaching aid. - M.: Bustard.
8. Federal State Educational Standard. Bagotsky S. V., Rubacheva L. I., Shurkhal L. I. Biology. Living organism. 6th grade: test tasks. - M.: Bustard.
9. Federal State Educational Standard. Sonin N.I., Kirilenkova V.N. Biology. Living organism. 6th grade: didactic task cards. - M.: Bustard.
10. Federal State Educational Standard. Marina A.V., Sivoglazov V.I. Biology. Diversity of living organisms. 7th grade: methodological manual. - M.: Bustard.
11. Federal State Educational Standard. Gulenkov S. I., Sonin N. I. Biology. Diversity of living organisms. 7th grade: test tasks. - M.: Bustard.
12. Federal State Educational Standard. Sonin N.I., Sementsova V.N., Mishakova V.N. Biology. Diversity of living organisms. 7th grade: didactic task cards. - M.: Bustard.
13. Federal State Educational Standard. Reneva N. B., Sivoglazov V. I. Biology. Human. 8th grade: teaching aid. - M.: Bustard.
14. Federal State Educational Standard. Gulenkov S.I., Sonin N.I. Biology. Human. 8th grade: test tasks. - M.: Bustard.
15. Federal State Educational Standard. Sonin N.I., Dagaev A.M. Biology. Human. 8th grade: didactic task cards - M.: Bustard.
16. Federal State Educational Standard. Petrova O. G., Sivoglazov V. I. Biology. General patterns. 9th grade: methodological manual. - M.: Bustard.
17. Federal State Educational Standard. Sivoglazov V.I., Kozlova T.A. Biology. General patterns. 9th grade: didactic task cards. - M.: Bustard.
18. Federal State Educational Standard. Sonin N. I., Zakharov V. B. Methodological manual for the line of textbooks “Biology. 5-9 grades" (UMK "Sphere of Life"). - M.: Bustard.
3.Student benefits:
1. Federal State Educational Standard. N.I.Sonin, “Biology. Introduction to biology". 5th grade. Workbook (concentric course) M.: Bustard, 2013
2. Federal State Educational Standards. N.I.Sonin, “Biology. Living organism". 6th grade. Workbook (concentric course) M.: Bustard, 2013
3. Federal State Educational Standards. I.A.Akperova, N.B.Sysolyatina, N.I.Sonin Notebook for laboratory work and independent observations for the textbook by N.I.Sonin “Biology. Living organism" 6th grade. M.: Bustard, 2014
4. Federal State Educational Standard. Sonin N.I., Agafonova I.B. Your discoveries. 6th grade: problem book for the textbook “Biology. Living organism." - M.: Bustard.
5. Federal State Educational Standard. Sementsova V. N., Sivoglazov V. I. Biology. Living organism. 6th grade: notebook for assessing the quality of knowledge. - M.: Bustard.
6. Federal State Educational Standard. Zakharov V. B., Sonin N. I. Biology. Diversity of living organisms. 7th grade: workbook. - M.: Bustard.
7. Federal State Educational Standard. Ogorodova N. B., Sysolyatina N. B., Sonin N. I. Biology. Diversity of living organisms. 7th grade: notebook for laboratory work and independent observations. - M.: Bustard.
8. Federal State Educational Standard. Sementsova V.N., Sivoglazov V.I. Biology. Diversity of living organisms. 7th grade: notebook for assessing the quality of knowledge: At 2 o'clock - M.: Bustard.
9. Federal State Educational Standard. Sonin N. I., Agafonova I. B. Biology. Human. 8th grade: workbook. - M.: Bustard.
10. Federal State Educational Standard. Sysolyatina N. B., Sycheva L. V., Sonin N. I. Biology. Human. 8th grade: notebook for laboratory and practical work. - M.: Bustard.
11. Federal State Educational Standard. Sementsova V.N., Sivoglazov V.I. Biology. Human. 8th grade: notebook for assessing the quality of knowledge. - M.: Bustard.
12. Federal State Educational Standard. Tsibulevsky A.Yu., Mamontov S.G., Zakharov V.B., Sonin N.I. Biology. General patterns. 9th grade: workbook. - M.: Bustard.
13. Federal State Educational Standard. Sivoglazov V.I., Kirilenkova V.N., Petrova V.M., SmirnovaN. A. Biology. General patterns. 9th grade: notebook for assessing the quality of knowledge. - M.: Bustard.
4.Electronic manuals on the subject:
Biology 6th grade (electronic educational edition for the textbook by N.I. Sonin)
Biology. Living organism. 6th grade
Biology. Diversity of living organisms. 7th grade
Open Biology (complete interactive biology course)
Biology lessons from Cyril and Methodius
Multimedia supplement to the textbook by A.A. Pleshakov, E.L. Vvedensky “Biology. Introduction to biology". 5th grade. Line "Rakurs" M. Electronic publications: LLC "Russian Word-Textbook"; TSEIT LLC software shell, design. 2013. (Federal State Educational Standard. Innovative school).
Internet resources:
http://ru.wikipedia.org/ - free encyclopedia;
http://www.uchportal.ru – teacher portal ( Methodological developments for biology lessons, presentations);
http://www.uroki.net – lesson development, scripts, notes, lesson planning;
http://www.it-n.ru – network of creative teachers;
5th grade
Planned results of mastering the academic subject
Students should know:
Basic signs of wildlife;
Light microscope device;
The main organelles of the cell;
The main organic and mineral substances that make up the cell;
Leading naturalists and their role in the study of nature.
Essential features of the structure and vital activity of the biological objects being studied;
The main characteristics of representatives of the kingdoms of living nature.
Main habitats of living organisms;
Natural areas of our planet and their inhabitants.
Human ancestors, their character traits, Lifestyle;
Major environmental issues facing modern humanity;
Rules of human behavior in dangerous situations natural origin;
The simplest methods of providing first aid for burns, frostbite, etc.
Students should be able to:
Explain the importance of biological knowledge in Everyday life;
Describe methods of biological research;
Work with a magnifying glass and a light microscope;
Recognize the main cell organelles from tables and microslides;
Explain the role of organic and mineral substances in the cell;
Observe the rules of behavior and work with devices and instruments in the biology classroom.
Determine whether biological objects belong to one of the kingdoms of living nature;
Establish similarities and differences among representatives of the main kingdoms;
Distinguish studied objects in nature, on tables;
Establish traits of organisms’ adaptation to their environment;
Explain the role of representatives of the kingdoms of living nature in human life.
Compare different habitats;
Characterize living conditions in various habitats;
Compare living conditions in different natural areas;
Identify features of adaptation of living organisms to certain conditions;
Give examples of the inhabitants of the seas and oceans;
Observe living organisms.
Explain reasons negative influence economic activity man to 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;
Distinguish between living objects and tables species of plants and animals that are dangerous to human life;
Lead a healthy lifestyle and fight the bad habits of your friends.
Students should be able to:
Carry out simple observations, measurements, experiments;
Set a learning task under the guidance of a teacher;
Systematize and summarize reasonable types of information;
Make a plan for completing the learning task.
Conduct a simple classification of living organisms into individual kingdoms;
Use additional sources of information to complete the learning task;
Prepare an oral message independently for 2-3 minutes.
Find and use cause-and-effect relationships;
Build, put forward and formulate simple hypotheses;
Highlight semantic parts in the text and title them, pose questions to the text.
Work in accordance with the assigned task;
Create a simple and complex outline of the text;
Participate in joint activities;
Recognize the objects being studied on tables in nature.
Formation of cognitive interests and motives for learning;
Formation of skills of behavior in nature, awareness of the value of living objects;
6th grade
Students should know:
The essence of concepts and terms: “cell”, “nucleus”, “membrane”, “shell”, “plastid”, “organoid”, “chromosome”, “tissue”, “organ”, “root”, “stem”, “ leaf", "bud", "flower", "fruit", "seed", "organ system", "digestive system", "circulatory system", "respiratory system", "excretory system", "musculoskeletal system" , “nervous system”, “endocrine system”, “reproduction”; “soil nutrition”, “air nutrition”, “chloroplast”, “photosynthesis”, “nutrition”, “respiration”, “transport of substances”, “excretion”, “leaf fall”, “metabolism”, “cold-blooded animals”, “ warm-blooded animals", "support system", "skeleton", "movement", "irritability", "nervous system", "endocrine system", "reflex", "reproduction", "sexual reproduction", "asexual reproduction", " budding”, “hermaphrodite”, “fertilization”, “pollination”, “growth”, “development”, “direct development”, “indirect development”; “habitat”, “environmental factors”, “factors of inanimate nature”, “factors of living nature”, “ food chains", "food webs", "natural community", "ecosystem";
Basic cell organelles, tissues of plants and animals, organs and organ systems of plants and animals;
What underlies the structure of all living organisms;
The structure of parts of the shoot, the main organs of animal organ systems, indicate their significance.
Organs and systems that make up plant and animal organisms.
How one or another environmental factor can affect living organisms;
The nature of the relationships between living organisms in the natural community;
The structure of the natural community.
Students should be able to:
Recognize and show on tables the main cell organelles, plant and animal tissues, the main organs and organ systems of plants and animals;
Explore the structure of the main organs of a plant;
Establish the main differences in the structure of plant and animal cells;
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;
Substantiate the importance of the relationship of all organs and organ systems to ensure the integrity of the body.
Identify and show on the table the organs and systems that make up the organisms of plants and animals;
Explain the essence of the basic processes of life of organisms;
Justify the relationship between life processes;
Compare the life processes of different organisms;
Observe biological processes, describe them, draw conclusions;
Explore the structure individual organs organisms;
Record your observations in the form of drawings, diagrams, tables;
Follow the rules of behavior in the biology classroom.
Meta-subject learning outcomes
Students should be able to:
Work with additional sources of information;
Give definitions;
Work with biological objects.
Organize your educational activities;
Plan your activities under the guidance of a teacher (parents);
Draw up a work plan;
Participate in group work (small group, class);
Search additional information on paper and electronic media;
Work with the text of the paragraph and its components;
Create a response plan;
Compose questions to the text, break it into separate semantic parts, make subheadings;
Recognize the objects being studied on the tables;
Evaluate your answer, your work, and the work of your classmates.
Personal learning outcomes
Formation of a responsible attitude towards learning;
Formation of cognitive interests and motives aimed at studying programs;
Development of learning skills;
Formation of social norms and behavioral skills in the classroom, school, home, etc.;
Formation and friendly attitude towards the opinion of another person;
Formation of communicative competence in communication and cooperation with peers, teachers, strangers in the process of educational, social and other activities;
Awareness of the value of a healthy and safe lifestyle;
Awareness of the importance of family in a person’s life;
Respectful attitude towards older and younger comrades.
7th grade
Subject learning outcomes
Students should know:
Structure and basic life processes of bacteria;
Diversity and distribution of bacteria and fungi;
The role of bacteria and fungi in nature and human life;
Methods for preventing infectious diseases.
Basic concepts related to the structure of pro- and eukaryotic cells;
The structure and basic functions of fungal cells;
Features of the organization of the cap mushroom;
Measures to prevent fungal diseases.
Basic methods of studying plants;
The main groups of plants (algae, mosses, horsetails, mosses, ferns, gymnosperms, flowering plants), their structure, vital functions and diversity;
Features of the structure and life activity of lichens;
The role of plants in the biosphere and human life;
Origin of plants and main stages of development flora.
Signs of the body as an integral system;
Basic properties of animal organisms;
Similarities and differences between plant and animal organisms;
What is zoology, what is its structure.
Signs of a single-celled organism;
The main systematic groups of unicellular organisms and their representatives;
The importance of single-celled animals in ecological systems;
Modern representations about the emergence of multicellular animals;
General characteristics of the type Coelenterates;
General characteristics of the type Flatworms;
General characteristics of the type Roundworms;
General characteristics of the type Annelids;
General characteristics of the phylum Arthropods.
Modern ideas about the origin of chordates;
The main directions of evolution of chordates;
General characteristics of the Pisces superclass;
General characteristics of the class Amphibians;
General characteristics of the class Reptiles;
General characteristics of the Bird class;
General characteristics of the class Mammals.
General principles structure of animal, plant and bacterial viruses;
Ways of viruses entering the body;
Stages of interaction between virus and cell;
Prevention measures viral diseases.
Students should be able to:
Give a general description of bacteria;
Characterize the forms of bacterial cells;
Distinguish bacteria from other living organisms;
Give a general description of bacteria and fungi;
Explain the structure of fungi and lichens;
Give examples of the prevalence of fungi and lichens;
Characterize the role of fungi and lichens in biocenoses;
Identify inedible cap mushrooms;
Explain the role of bacteria and fungi in nature and human life.
Give a general description of the plant kingdom;
Explain the role of plants in the biosphere;
Give characteristics to the main groups of plants (algae, mosses, horsetails, mosses, ferns, gymnosperms, flowering plants);
Explain the origin of plants and the main stages of development of the plant world;
Characterize the distribution of plants in different climatic zones of the Earth;
Explain the reasons for differences in the composition of phytocenoses of different climatic zones.
Explain the structure of zoological science, the main stages of its development, systematic categories;
Represent the evolutionary path of development of the animal world;
Classify animal objects according to their membership in systematic groups;
Use double names of animals when preparing messages, reports, presentations;
Explain the importance of zoological knowledge for preserving life on the planet, breeding rare and protected animals, breeding new breeds of animals;
Use knowledge of zoology in everyday life.
Work with living cultures of protozoa using magnifying devices;
Recognize single-cell pathogens of human diseases;
Reveal the significance of single-celled animals in nature and human life;
Understand the relationships that have developed in nature and their significance for ecological systems;
Provide first medical care when bitten by dangerous or poisonous animals;
Determine the systematic affiliation of animals to one or another taxonomic group;
Work with live animals and fixed preparations (collections, wet and micro preparations, stuffed animals, etc.);
Explain the relationship between the structure and functions of organs and their systems, the lifestyle and habitat of animals;
Understand and be able to characterize the ecological role of chordates;
Characterize economic importance vertebrates;
Observe the behavior of animals in nature;
Identify animals listed in the Red Book and contribute to the conservation of their numbers and habitats;
Provide first aid for bites of dangerous or poisonous animals.
Explain the mechanisms of interaction between viruses and cells;
Characterize dangerous human viral diseases (AIDS, hepatitis C, etc.);
Identify signs of similarities and differences in the structure of viruses;
Implement in practice measures to prevent viral diseases.
Meta-subject learning outcomes
Students should be able to:
Work with a textbook, workbook and didactic materials, compile a synopsis of a textbook paragraph before and/or after studying the material in class;
Prepare oral communications and written abstracts based on a synthesis of textbook information and additional sources;
Use Internet search engines.
Use biological dictionaries and reference books to search for definitions of biological terms;
Compare representatives different groups plants, draw conclusions based on comparison;
Evaluate representatives of the plant world from an aesthetic point of view;
Find information about plants in popular scientific literature, biological dictionaries and reference books, analyze and evaluate it, translate it from one form to another.
Describe methods for studying biological objects;
Observe and describe various representatives of the animal world;
Find the necessary information about animals in various sources;
Be selective about biological information contained in the media;
Compare animals of the studied taxonomic groups with each other;
Identify signs of similarities and differences in the structure, lifestyle and behavior of animals;
Work with additional sources of information, use the Internet to search for information;
Personal learning outcomes
Development and formation of interest in the study of nature;
Development of intellectual and creativity;
Fostering a caring attitude towards nature, developing environmental awareness;
Recognition of the high integrity of life, the health of oneself and other people;
Development of motivation to acquire new knowledge and further study of natural sciences.
8th grade
Subject learning outcomes
Students should know:
Signs that prove the relationship between humans and animals.
Biological and social factors anthropogenesis;
The main stages of human evolution;
The main features of human races.
The contribution of domestic scientists to the development of knowledge about the human body.
Basic signs of the human body.
The role of regulatory systems;
The mechanism of action of hormones.
Parts of the human skeleton;
Chemical composition and structure of bones;
Basic human skeletal muscles.
Signs of the internal environment of the body;
Signs of immunity;
The essence of vaccinations and their significance.
Significant signs of transport of substances in the body.
Respiratory organs, their structure and functions;
Hygiene and prevention measures pulmonary diseases
Organs of the digestive system;
Hygiene measures and measures to prevent disruption of the digestive system.
Features of plastic and energy metabolism in the human body;
The role of vitamins.
Organs of the urinary system;
Measures to prevent diseases of the urinary system.
Structure and functions of the skin;
Hygienic requirements for the care of skin, nails, hair, shoes and clothing.
Structure and functions of the organs of the human reproductive system;
The main stages of intrauterine and age development person.
Features of human higher nervous activity;
The meaning of sleep, its phases.
Methods of rational organization of work and rest;
Bad influence bad habits.
Students should be able to:
Analyze the structural features of humans and apes, ancient human ancestors, representatives of various races.
Recognize the main structural components of cells and tissues on tables and microslides;
Establish and explain the relationship between the structure and functions of cells of tissues, organs and their systems.
Identify significant signs of the structure and functioning of the sense organs;
Observe measures to prevent diseases of the sensory organs.
Recognize parts of the skeleton using visual aids;
Find the main muscles using visual aids;
Provide first aid for fractures.
Compare the structure and functions of blood cells;
Explain the mechanisms of blood coagulation and transfusion.
Distinguish and describe the organs of the circulatory and lymphatic systems;
Measure pulse and blood pressure;
Provide first aid for bleeding.
Identify essential signs of the respiratory system, breathing processes and gas exchange;
Provide first aid when rescuing a drowning person and carbon monoxide poisoning.
Describe digestion in different departments digestive system.
Identify significant signs of metabolism and energy conversion.
Explain the mechanism of thermoregulation;
Provide first aid for skin damage, thermal and sunstroke.
Identify essential features of the human psyche;
Characterize the types of the nervous system.
Comply with personal hygiene and disease prevention standards;
Provide first aid.
Meta-subject learning outcomes
Students should be able to:
Plan your own educational activities, both independently and under the guidance of a teacher;
Participate in joint activities (work in small groups);
Work in accordance with the assigned task, plan;
Identify the main and essential features of concepts;
Create a description of objects;
Create simple and complex text plans;
Search and select information from additional sources;
Identify cause-and-effect relationships;
Work with all text components;
Evaluate your work and the activities of your classmates.
Personal learning outcomes
Formation of a responsible attitude towards learning and work;
Formation of a holistic worldview;
Formation of awareness and respectful attitude towards colleagues and other people;
Formation of communicative competence in communicating with colleagues;
Formation of the foundations of ecological culture.
9th grade
Subject learning outcomes
Students should know:
Levels of organization of living matter and scientific disciplines involved in the study of life processes at each of them;
Chemical composition of living organisms;
The role of chemical elements in the formation of organic molecules;
Properties of living systems and the difference between their manifestations and similar processes occurring in inanimate nature;
Kingdoms of living nature, taxonomy and representatives of different taxa;
Estimated number of known species of animals, plants, fungi and microorganisms.
Ideas of naturalists of the pre-Darwinian era about the essence of living nature;
K. Linnaeus's views on the system of the living world;
The main provisions of the evolutionary theory of J. B. Lamarck, its positive and erroneous features;
Charles Darwin's doctrine of artificial selection;
Charles Darwin's doctrine of natural selection.
Types of protective coloring (hiding, warning) and their significance for survival;
Explain the relative nature of adaptations;
Features of adaptive behavior.
The importance of caring for offspring for survival;
Definitions of the concepts “species” and “population”;
The essence of genetic processes in populations;
Forms of speciation.
The main directions of evolution: biological progress and biological regression;
The main laws of evolution: divergence, convergence and parallelism;
Results of evolution.
The theory of Academician A.I. Oparin about the origin of life on Earth.
Stages of development of animals and plants during different periods of the Earth’s existence.
Driving forces of anthropogenesis;
The systematic position of man in the system of the living world;
Properties of man as a biological species;
Stages of the formation of man as a biological species;
Races of man and their characteristics.
Macroelements, microelements, their contribution to the formation of inorganic and organic molecules of living matter;
Chemical properties and biological role of water;
The role of cations and anions in ensuring vital processes;
Levels of structural organization of protein molecules;
Principles of structural organization and function of carbohydrates;
Principles of structural organization and function of fats;
Structure nucleic acids(DNA and RNA).
Definitions of the concepts “prokaryotes”, “eukaryotes”, “chromosomes”, “karyotype”, “mitosis”;
Structure of a prokaryotic cell;
The structure of prokaryotes (bacteria and blue-green algae (cyanobacteria));
Structure of a eukaryotic cell;
Diversity of eukaryotes;
Features of the structure of plant and animal cells;
The main parts of the cell;
Cytoplasmic organelles, inclusions;
Stages of the mitotic cycle and events occurring in the cell at each of them;
Provisions of the cellular theory of the structure of organisms;
Biological meaning of mitosis.
The variety of forms of asexual reproduction and the groups of organisms for which they are characteristic;
The essence of sexual reproduction and its biological significance;
Gametogenesis process;
Meiosis and its biological significance;
The essence of fertilization.
Definition of the concept of “ontogenesis”;
Periodization of individual development;
Stages of embryonic development (cleavage, gastrulation, organogenesis);
Forms of the postembryonic period of development: indirect development, development by complete and incomplete transformation;
Direct development;
Biogenetic law of E. Haeckel and K. Muller;
Works of A. N. Severtsov on embryonic variability.
Definitions of the concepts “gene”, “dominant gene”, “recessive gene”, “trait”, “property”, “phenotype”, “genotype”, heredity”, “variability”, “modifications”, “reaction rate”, “mutations” "", "variety", "breed", "strain";
The essence of the hybridological method of studying heredity;
Mendel's laws;
Morgan's Law.
Types of variability and differences between them.
Breeding methods;
The meaning and significance of the phenomenon of heterosis and polyploidy.
Definition of the concept of “biosphere”, “ecology”, “environment”, “habitat”, “producers”, “consumers”, “decomposers”;
Structure and components of the biosphere;
Components of living matter and its functions;
Classify environmental factors.
Anthropogenic environmental factors;
The nature of human impact on the biosphere;
Methods and methods of nature conservation;
Biological and social meaning of preserving the species diversity of biocenoses;
Fundamentals of rational environmental management;
Inexhaustible and drawable resources;
Nature reserves, sanctuaries, parks of Russia;
Several plants and animals listed in the Red Book.
Students should be able to:
Define the levels of organization of living things and characterize the life processes at each of them;
Characterize the properties of living systems;
Explain how the properties of living things manifest themselves at each level of organization;
Provide a brief description of the artificial and natural classification systems of living organisms;
Explain why organisms are classified into different systematic groups.
Assess the significance of J. B. Lamarck’s evolutionary theory for the development of biology;
Characterize the prerequisites for the emergence of Charles Darwin’s evolutionary theory;
Define the concepts of “species” and “population”;
Describe the reasons for the struggle for existence;
Determine the significance of intraspecific, interspecific struggle for existence and the fight against abiotic environmental factors;
Evaluate natural selection as a result of the struggle for existence.
Give examples of the adaptive structure of the body, the protective coloring of the integument and the behavior of living organisms.
Explain the reasons for the division of species occupying a large habitat into populations;
Characterize the process of ecological and geographic speciation;
Estimate the rate of speciation in various systematic categories of animals, plants and microorganisms.
Characterize the ways to achieve biological progress: aromorphosis, idioadaptation and general degeneration;
Give examples of homologous and similar organs.
Characterize the chemical, prebiological, biological and social stages of the development of living matter.
Describe the development of life on Earth in the Archean, Proterozoic, Paleozoic, Mesozoic, Cenozoic eras;
Characterize the role of upright walking, brain development and labor in human development;
Refute the theory of racism.
Explain the principle of enzyme action;
Characterize the functions of proteins;
Note the energetic role of carbohydrates and the plastic function of fats.
Describe metabolism and energy conversion in a cell;
Drive detailed diagram process of protein biosynthesis.
Characterize metabolism in prokaryotes;
Describe the genetic apparatus of bacteria;
Describe the processes of sporulation and reproduction of prokaryotes;
Explain the place and role of prokaryotes in biocenoses;
Characterize the functions of cytoplasmic organelles, the significance of inclusions in the life of the cell;
Describe the structure and functions of chromosomes.
Describe the biological significance of asexual reproduction;
Explain the process of meiosis leading to the formation of haploid gametes.
Describe the processes occurring during cleavage, gastrulation and organogenesis;
Characterize the forms of postembryonic development;
Distinguish between events accompanying the development of an organism during complete and incomplete transformation;
Explain the biological meaning of development with metamorphosis;
Characterize the stages of ontogenesis during direct postembryonic development.
Use genetic symbolism when solving problems;
Compile genotypes of organisms and record their gametes;
Build crossing schemes for independent and linked inheritance, sex-linked inheritance;
The essence of genetic determination of sex in plants and animals;
Characterize the genotype as a system of interacting genes of an organism;
Compose simple pedigrees and solve genetic problems.
Recognize mutational and combinative variability.
Explain the mechanisms of transmission of characteristics and properties from generation to generation and the emergence of differences from parental forms in descendants.
Characterize the Earth's biomass, biological productivity;
Describe biological cycles substances in nature;
Explain the action of abiotic, biotic and anthropogenic factors;
Characterize and distinguish between ecological systems - biogeocenosis, biocenosis and agrocenosis;
Reveal the essence and meaning in the nature of self-regulation;
Describe the process of changing biocenoses and restoring natural communities;
Characterize the forms of relationships between organisms: symbiotic, antibiotic and neutral.
Apply in practice information about environmental patterns in industry and agriculture for the proper organization of forestry, fish farming, as well as for solving the whole range of problems of environmental protection and rational use of natural resources.
Meta-subject learning outcomes
Students should be able to:
Work with a textbook, workbook and teaching materials;
Compile a synopsis of a textbook paragraph before and/or after studying the material in class;
Develop an outline of the topic using different sources of information;
Prepare oral communications and written abstracts using information from the textbook and additional sources;
Use Internet search engines;
Fulfill laboratory works under the guidance of a teacher;
Compare representatives of different groups of plants and animals, draw conclusions based on comparison;
Assess the properties of breeds of domestic animals and cultivated plants in comparison with wild ancestors;
Find information about the development of plants and animals in popular science literature, biological dictionaries and reference books, analyze and evaluate it, translate it from one form to another;
Compare and contrast modern and fossil animals of the studied taxonomic groups;
Use inductive and deductive approaches when studying large taxa;
Identify signs of similarities and differences in the structure, lifestyle and behavior of animals and humans;
Summarize and draw conclusions from the material studied;
Present learned material using opportunities computer technology.
Create diagrams and tables to integrate acquired knowledge;
Summarize and draw conclusions from the material studied;
Work with additional sources of information and use them to search required material;
Present the studied material using the capabilities of computer technology;
Explain the drawings and diagrams presented in the textbook;
Independently draw up diagrams of the processes occurring in the cell and “link” their individual stages to various cellular structures;
Illustrate the answer with simple diagrams and drawings;
Work with a microscope and make simple preparations for microscopic examination.
Characterize genetic methods for studying biological objects;
Personal learning outcomes
Formation of a sense of Russian civic identity: patriotism, love and respect for the Fatherland, a sense of pride in one’s homeland;
Students' awareness of responsibility and duty to the Motherland;
Responsible attitude to learning, readiness and ability to self-education;
Formation of motivation for learning and knowledge, conscious choice of a future profession;
Students must build a further individual educational trajectory based on orientation in the world of professions and professional preferences;
Formation of a holistic worldview corresponding to the modern level of development of science and social practice;
Students’ compliance with and promotion of rules of conduct in nature and environmental activities;
Ability to put theoretical knowledge into practice;
Awareness of the importance of education for everyday life and conscious choice of profession;
The ability of students to work on mistakes to make adjustments to the acquired knowledge;
To instill a love of nature, a sense of respect for scientists studying animal world, develop an aesthetic perception of communication with living organisms;
Recognition by students of the right of every person to their own reasoned opinion;
Students' readiness to act independently and active actions in the environmental field;
The ability to defend one’s point of view in a reasoned and reasonable manner;
A critical attitude towards one’s actions, awareness of responsibility for their results;
Biology. Introduction to biology. 5th grade (35 hours, 1 hour per week)
Section 1. Living organism: structure and study (8 hours)
Diversity of living organisms. The main properties of living organisms: cellular structure, similar chemical composition, metabolism and energy, nutrition, respiration, excretion, growth and development, irritability, movement, reproduction. Biology is the science of living organisms. Diversity of biological sciences. Methods for studying nature: observation, experiment (experience), measurement. Equipment for scientific research (laboratory equipment, magnifying instruments, measuring instruments).
Magnifying devices: hand magnifying glass, light microscope. A cell is the elementary unit of living things. Nucleated and nuclear cells. Structure and functions of the nucleus, cytoplasm and its organelles. Chromosomes, their meaning. Differences in the structure of plant and animal cells. The content of chemical elements in the cell. Water, other inorganic
substances, their role in cell life. Organic substances and their role in the cell. Substances and phenomena in the surrounding world. Great naturalists.
Introduction to equipment for scientific research.
Carrying out observations, experiments and measurements in order to concretize knowledge about methods of studying nature.
Device of a hand-held magnifying glass, light microscope*.
Cell structure(on finished microslides)
The structure of skin cells of onion scales*.
(Italics indicate material that is optional for study.)
Section 2. Diversity of living organisms (14 hours)
Development of life on Earth: life in the ancient ocean; Carboniferous forests; the flourishing of ancient reptiles; birds and animals of the past. Variety of living
organisms. Classification of organisms. View. Kingdoms of living nature: Bacteria, Fungi, Plants, Animals. Essential characteristics of representatives of the main kingdoms,
their characteristics, structure, features of life, habitats, their role in nature and human life. Wildlife protection.
Section 3. Habitat of living organisms (6 hours)
Ground-air, water and soil habitats of organisms. Adaptation of organisms to their environment. Plants and animals different continents(acquaintance with individual representatives of wildlife on each continent). Natural zones of the Earth: tundra, taiga, mixed and broad-leaved forests, grassy plains -
steppes and savannas, deserts, tropical rainforests. Life in the seas and oceans. Surface and water column communities, benthic community, coral reef community, deep sea community.
Identification (recognition) of the most common plants and animals using various sources of information (photos, atlases of keys, stuffed animals, herbariums, etc.).
Study of the structural features of plants and animals associated with their habitat.
Familiarity with environmental problems of the area and available ways to solve them.
Section 4. Man on Earth (5 hours)
Scientific ideas about the origin of man. Ancient human ancestors: Dryopithecus and Australopithecus. A skillful man. Homo erectus. Homo sapiens (Neanderthal, Cro-Magnon, modern man). Changes in nature caused by human activity. Acid rain, ozone hole, greenhouse effect, radioactive waste. Biological diversity, its depletion and ways of conservation. Desertification and its causes, combating desertification. Critical environmental issues: conservation biological diversity, combating deforestation and desertification, protecting the planet from all types of pollution. Human health and life safety. The relationship between health and lifestyle.
Bad habits and their prevention. Human habitat. Rules of human behavior in dangerous situations of natural origin. The simplest ways to provide first aid.
Demonstration
Poisonous plants and dangerous animals in their area.
Laboratory and practical work (1 hour)
Measuring your height and body weight.
Mastering the simplest methods of providing first aid first aid.
Reserve time - 2 hours.
Biology. Living organism grade 6 (35 hours, 1 hour per week)
Section 1. Structure and properties of living organisms (11 hours)
Topic 1.1. Basic properties of living organisms (1 hour)
Diversity of living organisms. The main properties of living organisms: cellular structure, similar chemical composition, metabolism and energy, nutrition, respiration, excretion, growth and development, irritability, movement, reproduction.
Topic 1.2. Chemical composition of cells (2h)
Laboratory and practical work (1 hour)
Determination of the composition of wheat seeds.
Topic 1.3. The structure of plant and animal cells. Cell - living system(2 hours)
A cell is the elementary unit of living things. Nucleated and nuclear cells. Structure and functions of the nucleus, cytoplasm and its organelles. Chromosomes, their meaning. Differences in the structure of plant and animal cells.
Laboratory and practical work (1 hour)
The structure of cells of living organisms (on ready-made micropreparations).
Topic 1.4. Cell division (1 hour)
Division is the most important property of cells. The importance of division for the growth and development of a multicellular organism. Two types of division. Division is the basis for the reproduction of organisms. Basic types of cell division. Mitosis. Main stages of mitosis. The essence of meiosis and its biological significance.
Demonstration
Microslide "Mitosis".
Micropreparations of the chromosome set of humans, animals and plants.
Topic 1.5. Plant and animal tissues (1 hour)
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.
Topic 1.6. Organs and organ systems (3 hours)
The concept of "organ". Organs flowering plant. External structure and meaning of the root. Root systems. Root modifications. The structure and significance of the escape. A bud is a rudimentary shoot. The stem is 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. Fruits, their meaning and diversity. The structure of seeds of monocotyledonous and dicotyledonous plants. Organ systems. The main organ systems of the animal body: digestive, musculoskeletal, nervous, endocrine, reproduction.
Laboratory and practical work (1 hour)
Recognition of plant and animal organs.
Topic 1.7. Plants and animals as whole organisms (1 hour)
The relationship of cells, tissues and organs in organisms. Living organisms and the environment.
Section 2. Life activity of organisms (18 hours)
Topic 2.1. Nutrition and digestion (2 hours)
Demonstration
Action gastric juice for protein. The effect of saliva on starch. Experiments proving the formation of starch in light, the absorption of carbon dioxide by leaves, the role of light and water in plant life.
Topic 2.2. Breathing (2 hours)
The meaning of breathing. The role of oxygen in the process of splitting organic matter and liberation of energies. Respiration of plants. The role of stomata and lenticels in plant respiration. Breathing of animals. Respiratory organs of animal organisms.
Demonstration
Experiments illustrating the respiration of germinating seeds; breathing of roots; detection of carbon dioxide in exhaled air.
Topic 2.3. Movement of substances in the body (2 hours)
The transfer of substances in the body, its significance. Movement of substances in a plant. Features of the structure of plant organs that ensure the process of transfer of substances. Features of the transfer of substances in animal organisms. Circulatory system, its structure and functions. Hemolymph. Blood and its components (plasma, blood cells).
Demonstration
An experiment illustrating the paths of movement of organic substances along a plant stem. Micropreparations “Structure of frog blood cells” and “Structure of human blood cells”.
Laboratory and practical work (1 hour)
Movement of water and minerals along the stem.
Topic 2.4. Selection. Metabolism and energy (2 hours)
The role of excretion in the life processes of organisms. Excretion products in plants and animals. Excretion in plants. Excretion in animals. Basic excretory systems in animals. Metabolism and energy.
Topic 2.5. Support system (1 h)
The importance of support systems in the life of organisms. Support systems of plants. Support systems of animals.
Demonstration
Skeletons of mammals. Bone cuts. Clam shells. Collections of insects.
Laboratory and practical work (1 hour)
Diversity of animal support systems.
Topic 2.6. Movement (2 hours)
Movement as the most important feature of animal organisms. The importance of physical activity. Mechanisms that ensure the movement of living organisms.
Laboratory and practical work (1 hour)
Moving an earthworm.
Topic 2.7. Regulation of vital processes (2 hours)
The vital activity of the organism and its connection with the environment. Regulation of vital processes of organisms. Irritability. Nervous system, structural features. Reflex, instinct.
Topic 2.8. Reproduction (2h)
Biological significance of reproduction. Types of reproduction. Asexual reproduction animals (division of protozoa, budding of hydra). Asexual reproduction of plants. Sexual reproduction organisms. Features of sexual reproduction in animals. Reproductive organs. Sex cells. Fertilization. Sexual reproduction of plants. Pollination. Double fertilization. Formation of fruits and seeds.
Demonstration
Methods of plant propagation. Diversity and structure of inflorescences.
Laboratory and practical work (1 hour)
Vegetative propagation indoor plants.
Topic 2.9. Growth and development (2 hours)
Growth and development of plants. Individual development. Distribution of fruits and seeds. The state of dormancy, its significance in plant life. Conditions for seed germination. Nutrition and growth of seedlings. Features of the development of animal organisms. Development of the embryo (using the example of the lancelet). Postembryonic development of animals. Direct and indirect development.
Demonstration
Methods of dispersal of fruits and seeds. Seed germination.
Topic 2.10. The body as a whole (1 hour)
The relationship of cells, tissues and organs in the body. Regulatory activity of the nervous and humoral systems. The body functions as a single whole. An organism is a biological system.
Section 3. Organism and environment (2 hours)
Topic 3.1. Habitat. Environmental factors (1 hour)
The influence of inanimate factors (temperature, humidity, light) on living organisms. Interrelations of living organisms.
Demonstration
Collections illustrating the ecological relationships of living organisms.
Topic 3.2. Natural communities (1 hour)
Natural community. Ecosystem. Structure and connections in a natural community. Power circuits.
Demonstration
Models of ecological systems, collections illustrating food chains and networks.
Reserve time - 4 hours.
"Biology. Diversity of living organisms. 7th grade" (35 hours, 1 hour per week)
Introduction (1 hour)
The world of living organisms. Levels of organization and properties of living things. Ecosystems. Biosphere is a global ecological system; boundaries and components of the biosphere. Reasons for the diversity of living organisms. Charles Darwin's evolutionary theory of adaptation to diverse environmental conditions. Natural classification system as a reflection of the process of evolution of organisms.
Section 1. Kingdom of Prokaryotes (2 hours)
Topic 1.1. Diversity, structural features and origin of prokaryotic organisms (3 hours)
Origin and evolution of bacteria. General properties prokaryotic organisms. Variety of forms of bacteria. Features of the structure of a bacterial cell. The concept of types of metabolism in prokaryotes. Features of the organization and life of prokaryotes; prevalence and role in biocenoses. Ecological role and medical significance(using the example of representatives of the subkingdom True bacteria).
Demonstration
The structure of cells of various prokaryotes.
Laboratory and practical work (1 hour)
Sketch of the structure of a prokaryotic cell.
Section 2. Kingdom of Mushrooms (3 hours)
Topic 2.1. general characteristics mushrooms (3 hours)
Origin and evolution of fungi. Features of the structure of fungal cells. Main features of the organization of multicellular fungi. Divisions: Zygomycota, Ascomycota, Basidiomycota, Omykota; group Imperfect fungi. Features of life activity and distribution. The role of fungi in biocenoses and human economic activity.
Demonstration
Schemes of the structure of representatives of various systematic groups of fungi, various representatives of the kingdom Fungi, the structure of the fruiting body of a cap mushroom.
Laboratory and practical work (1 hour)
Recognition of edible and poisonous mushrooms *.
Topic 2.2. Lichens (1 hour)
The concept of symbiosis. General characteristics of lichens. Types of lichen thalli; features of life activity, prevalence and ecological role of lichens.
Demonstration
Schemes of the structure of lichens, various representatives of lichens.
Section 3. Plant Kingdom (7 hours)
Topic 3.1. General characteristics of plants (1 hour)
The plant organism as an integral system. Cells, tissues, organs and organ systems of plants. Regulation of plant life; phytohormones. Features of plant life. Photosynthesis. Pigments. Plant taxonomy; lower and higher plants.
Demonstration Textbook drawings showing the structural features and vital functions of various representatives of the plant kingdom. Schemes reflecting the main directions of evolution of plant organisms.
Topic 3.2. Lower plants (1 hour)
Algae are the oldest group of plants. General characteristics of algae. Features of body structure. Unicellular and multicellular algae. Diversity of algae: departments Green algae, Brown algae and Red algae. Distribution in aquatic and terrestrial biocenoses, the ecological role of algae. Practical significance.
Demonstration
Schemes of the structure of algae of various divisions.
Topic 3.3. Higher spore plants (2 hours)
Origin and general characteristics of higher plants. Features of the organization and individual development of higher plants. Spore plants. General characteristics, origin. Department Bryophytes; features of the organization, life cycle. Distribution and role in biocenoses. Division Mossidae; features of the organization, life cycle. Distribution and role in biocenoses. Department Horsetails; features of the organization, life cycle. Distribution and role in biocenoses. Division Fern-like. Origin and features of the organization of ferns. Life cycle of ferns. Distribution and role in biocenoses.
Demonstration
Construction diagrams and life cycles mosses, horsetails and mosses, various representatives of mosses, mosses and horsetails, diagrams of the structure of ferns; ancient pteridophytes, diagram of the fern development cycle, various representatives of pteridophytes.
Topic 3.4. Higher seed plants. Department Gymnosperms (1 hour)
Demonstration
Laboratory and practical work (1 hour)
Topic 3.5. Higher seed plants. Department Angiosperms (Flowering) plants (2 hours)
Origin and features of organization of angiosperms; body structure, life forms of angiosperms. Classes Monocots and Dicotyledons. The main families of angiosperms (2 families of monocotyledons and 3 families of dicots). The diversity and prevalence of flowering plants, their role in biocenoses, in human life and economic activity.
Demonstration
Diagram of the structure of a flowering plant; flower structure, development cycle of flowering plants (double fertilization), representatives of various families of angiosperms.
Laboratory and practical work (1 hour)
Study of the structure of angiosperms *.
Recognizing the most common plants in your area, determining their systematic position *.
Section 4. Animal Kingdom (19 h)
Topic 4.1. General characteristics of animals (1 hour)
Animal organism as an integral system. Animal cells, tissues, organs and organ systems. Regulation of animal life; nervous and endocrine regulation. Features of the life activity of animals that distinguish them from representatives of other kingdoms of living nature. Animal taxonomy; taxonomic categories; unicellular and multicellular (invertebrate and chordate) animals. Relationships between animals in biocenoses; trophic levels and food chains.
Demonstration
Distribution of animals and plants on the planet: biogeographical regions.
Topic 4.2. Subkingdom Unicellular (1 hour)
General characteristics of protozoa. The cell of unicellular animals as an integral organism; features of the organization of protozoan cells, special organelles. The diversity of protozoa and their role in biocenoses, human life and economic activity. Phylum Sarcoflagellates; variety of forms of sarcode and flagella. Features of the organization of representatives. Type of ciliates. The diversity of ciliates and their role in biocenoses.
Demonstration
Schemes of the structure of amoeba, green euglena and slipper ciliates, representatives various groups unicellular.
Topic 4.3. Subkingdom Multicellular (1 hour)
General characteristics of multicellular animals; types of symmetry. Animal cells and tissues.
Demonstration
Types of symmetry in multicellular animals, diversity of sponges.
Topic 4.4. Type Coelenterates (1 hour)
Features of the organization of coelenterates. Asexual and sexual reproduction. Diversity and distribution of coelenterates; hydroid, scyphoid and coral polyps. Role in natural communities.
Demonstration
Diagram of the structure of a hydra, a jellyfish and a colony of coral polyps. Biocenosis of a coral reef. External and internal structure coelenterates.
Topic 4.5. Type Flatworms (1 h)
Demonstration
Topic 4.6. Type Roundworms (1 h)
Demonstration
Topic 4.7. Type Annelids (1 h)
Features of the organization of annelids (using the example of the polychaete nereid worm); secondary body cavity. Variety of annelids; polychaete and oligochaete annelids. The importance of annelids in biocenoses.
Demonstration
Scheme of the structure of polychaete and oligochaete annelids. Various representatives of the phylum Annelids.
Laboratory and practical work (1 hour)
External structure of an earthworm.
Topic 4.8. Type Shellfish (1 hour)
Features of the organization of mollusks; mixed body cavity. Variety of shellfish; classes Gastropods, Bivalves. The importance of mollusks in biocenoses. Role in human life and his economic activities.
Demonstration
Scheme of the structure of gastropods, bivalves and cephalopods. Various representatives of the type of mollusks.
Laboratory and practical work (1 hour)
External structure of mollusks.
Topic 4.9. Type Arthropods (3 h)
Origin and features of the organization of arthropods. Arthropod diversity; classes Crustaceans, Arachnids, Insects and Centipedes. Class Crustaceans. General characteristics of the class of crustaceans using an example crayfish. Higher and lower cancers. Diversity and importance of crustaceans in biocenoses. Class Arachnida. General characteristics of arachnids. Spiders, scorpions, ticks. Diversity and importance of arachnids in biocenoses. Class Insects. Variety of insects. General characteristics of the class of insects; orders of insects with complete and incomplete metamorphosis. Diversity and importance of insects in biocenoses. Centipedes.
Demonstration
Scheme of the structure of crayfish. Various representatives of lower and higher crustaceans. Diagram of the structure of a cross spider. Various representatives of the Arachnida class. Schemes of the structure of insects of various orders.
Topic 4.10. Phylum Chordata. Skullless (1 hour)
Origin of chordates; subphyla of anesrania and vertebrates. General characteristics of the type. Subtype Skullless: lancelet; features of its organization and distribution.
Demonstration
Diagram of the structure of the lancelet. Scheme of metamorphosis in ascidians.
Topic 4.12. Subtype Vertebrates (Cranial). Superclass Pisces (1 hour)
General characteristics of vertebrates. Origin of fish. General characteristics of fish. Classes Cartilaginous (sharks and rays) and Bony fish. A variety of bony fish: cartilaginous, lobe-finned, lungfish and ray-finned fish. Diversity of species and features of adaptation to the environment. Ecological and economic importance of fish.
Demonstration
Variety of fish. Scheme of the structure of lobe-finned and ray-finned fish.
Laboratory and practical work (1 hour)
Peculiarities external structure fish in connection with lifestyle *.
Topic 4.13. Class Amphibians (1 hour)
The first amphibians. General characteristics of amphibians as the first terrestrial vertebrates. Tailless, tailed and legless amphibians; diversity, habitat and ecological features. Structural and functional organization of amphibians using the example of a frog. Ecological role and diversity of amphibians.
Demonstration
Diversity of amphibians. Schemes of the structure of lobe-finned fish and amphibians.
Laboratory and practical work (1 hour)
Features of the external structure of a frog associated with its lifestyle *.
Topic 4.14. Class Reptiles (1 hour)
Origin of reptiles. General characteristics of reptiles as primary terrestrial animals. Structural and functional organization of reptiles using the example of a lizard. Scalves (snakes, lizards and chameleons), crocodiles and turtles. Distribution and diversity of reptile forms; position in ecological systems. Extinct groups of reptiles.
Demonstration
Variety of reptiles. Schemes of the structure of amphibians and reptiles.
Laboratory and practical work (1 hour)
Comparative analysis skeletal structures of turtles, lizards and snakes.
Topic 4.15. Birds class (2 hours)
Origin of Birds; first birds and their ancestors; real birds. Keel-breasted, or flying; ratites, or running; penguins, or swimming birds. Features of the organization and ecological differentiation of flying birds (birds of forests, steppes and deserts, open air spaces, swamps, reservoirs and coasts). Protection and attraction of birds; poultry. The role of birds in nature, human life and economic activity.
Demonstration
Variety of birds. Diagrams of the structure of reptiles and birds.
Laboratory and practical work (1 hour)
Features of the external structure of birds associated with their lifestyle *.
Topic 4.16. Class Mammals (2 hours)
Origin of mammals. First animals (platypus and echidna). Lower animals (marsupials). Real animals (placental). Structural and functional features of the organization of mammals using the example of a dog. The ecological role of mammals in the process of development of wildlife in the Cenozoic era. The main orders of placental mammals: Insectivores, Chiropterans, Rodents, Lagomorphs, Carnivores, Pinnipeds, Cetaceans, Odd-toed ungulates, Artiodactyls, Primates, etc. The importance of mammals in nature and human economic activity. Protection of valuable animals. Domestic mammals (large and small cattle and other farm animals).
Demonstration
Schemes reflecting the ecological differentiation of mammals. Diversity of mammals. Schemes of the structure of reptiles and mammals.
Laboratory and practical work (1 hour)
Study of the structure of mammals *.
Recognizing animals in your area, determining their systematic position and significance in human life *.
Section 5. Viruses (1 hour)
Topic 5.1. Diversity, structural features and origin of viruses (1 hour)
General characteristics of viruses. The history of their discovery. The structure of a virus using the example of tobacco mosaic virus. Interaction between virus and cell. Viruses - pathogens dangerous diseases person. Prevention of influenza. Origin of viruses.
Demonstration
Models of various viral particles. Schemes of interaction between virus and cell during horizontal and vertical types of transmission of infection. Schemes reflecting the process of development of viral diseases.
Conclusion (1 hour)
Features of organization and diversity of living organisms. Main areas of application of biological knowledge in practice Agriculture, in a number of industries, while protecting the environment and human health.
"Biology. Human. 8th grade" (72 hours, 2 hours per week)
Section 1. Place of a person in the system organic world(2 hours)
Man as part of living nature. The place of man in the system of the organic world. Similarities between humans and animals. Similarities and differences between humans and apes. A reasonable man.
Demonstration
Skeletons of humans and vertebrates. Tables, diagrams, drawings revealing similarities between humans and animals.
Section 2. Origin of man (2 hours)
Biological and social factors of anthroposociogenesis. Stages of anthropogenesis and factors of human formation. Races of man, their origin and unity.
Demonstration
Model "Descent of Man". Models of the remains of material primitive human culture. Image of representatives of different human races.
Section 3. Short story developing knowledge about the structure and functions of the human body (7 hours)
Human sciences: anatomy, physiology, hygiene. Great anatomists and physiologists: Hippocrates, Claudius Galen, Andreas Vesalius.
Demonstration
Portraits of great scientists - anatomists and physiologists.
Section 4. general review structure and functions of the human body (4 hours)
Cellular structure body. Tissues: epithelial, connective, muscle, nervous. Organs human body. Organ systems. The relationship of organs and organ systems as the basis of homeostasis.
Demonstration
Schemes of the structure of human organ systems.
Laboratory and practical work (1 hour)
Study of the microscopic structure of tissues.
Recognition of organs and organ systems on tables.
Section 5. Coordination and regulation (10 hours)
Humoral regulation. Glands internal secretion. Hormones and their role in metabolic processes. Neurohumoral regulation.
Demonstration
Building diagrams endocrine glands. Tables illustrating the structure, biological activity and points of application of hormones. Photos of patients with various disorders functions of the endocrine glands.
Nervous regulation. The meaning of the nervous system. Central and peripheral nervous systems. Autonomic and somatic parts of the nervous system. Reflex; conduction of a nerve impulse. Structure and functions spinal cord, parts of the brain. Large hemispheres of the brain. Cerebral cortex. The importance of the cerebral cortex and its connections with other parts of the brain. Sense organs (analyzers), their structure and functions. Structure, functions and hygiene of the visual organs. Structure and functions of the hearing organs. Prevention of hearing impairment. Organs of touch, taste, smell. Hygiene of the senses.
Demonstration
Models of the brain and sensory organs. Scheme reflex arcs unconditioned reflexes.
Laboratory and practical work (1 hour)
Study of the human brain (using dummies).
Study of changes in pupil size.
Section 6. Support and movement (8 hours)
The human skeleton, its sections: axial skeleton, skeleton of the limb girdles. Features of the human skeleton associated with labor activity and upright posture. Composition and structure of bones: tubular spongy bones. Bone growth. Age-related changes in the structure of bones. Types of bone connections. Diseases of the musculoskeletal system and their prevention. Muscular system. Muscle structure and development. Main muscle groups, their functions. Muscle work; static and dynamic loads. The role of the nervous system in regulating muscle function. Muscle fatigue, the role of active rest in restoring muscle tissue activity. Meaning physical culture and labor regime for the correct formation of the musculoskeletal system.
Demonstration
Human skeleton, individual bones. Bone cuts. First aid techniques for injuries (injuries) of the musculoskeletal system.
Laboratory and practical work (2 hours)
Study of the external structure of bones.
Measuring the weight and height of your body.
Identification of the influence of statistical and dynamic work on muscle fatigue.
Section 7. Internal environment body (3 hours)
The concept of “internal environment”. Tissue fluid. Blood, its composition and importance in ensuring the vital functions of the body. Cellular elements of blood: red blood cells, leukocytes, platelets. Blood plasma. Blood clotting. Blood groups. Lymph. Immunity. Infectious diseases. Preventive vaccinations. Blood transfusion. Donation. The significance of the works of L. Pasteur and I. I. Mechnikov in the field of immunity.
Demonstration
Diagrams and tables dedicated to the composition of blood and blood groups.
Laboratory and practical work (1 hour)
Study of the microscopic structure of blood.
Section 8. Transport of substances (4 hours)
Heart, its structure and regulation of activity. Large and small circles of blood circulation. Lymph circulation. Movement of blood through vessels. Blood pressure. Diseases of the circulatory system, their prevention.
Demonstration
Model of the human heart. Tables and diagrams illustrating the structure of blood cells and circulatory organs.
Laboratory and practical work (1 hour)
Measurement blood pressure.
Determining pulse and counting the number of heartbeats.
Section 9. Breathing (5 hours)
The human body's need for air oxygen. Respiratory organs, their structure. Breathing movements. Gas exchange in the lungs and tissues. Transfer of gases by erythrocytes and blood plasma. Regulation of breathing. Artificial respiration. Voice apparatus.
Demonstration
Models of the larynx and lungs. Diagrams illustrating the mechanism of inhalation and exhalation, techniques artificial respiration.
Laboratory and practical work (1 hour)
Determination of respiratory rate.
Section 10. Digestion (5 hours)
Nutrients and food products. Human needs for food and nutrients. Vitamins. Digestion. Structure and functions of the digestive organs. Digestive glands: liver and pancreas. Stages of digestion processes. Research by I. P. Pavlov in the field of digestion.
Demonstration
Human torso model. Models internal organs.
Laboratory and practical work (1 hour)
The effect of gastric juice on proteins, saliva on starch.
Definition of norms rational nutrition.
Section 11. Metabolism and energy (2 hours)
General characteristics of metabolism and energy. Plastic and energy metabolism, their relationship.
Vitamins, their role in metabolism. Hypovitaminosis. Hypervitaminosis.
End products of metabolism. Excretory organs. Kidneys, their structure and functions. Urine formation. The role of the skin in removing metabolic products from the body.
Demonstration
Kidney model.
Section 13. Coverings of the body (3 hours)
Structure and functions of the skin. The role of the skin in thermoregulation. Hardening. Hygienic requirements for clothing and footwear. Skin diseases and their prevention.
Demonstration
Diagrams illustrating the structure skin human, skin derivatives.
Section 14. Reproduction and development (3 hours)
Reproductive organ system: structure and hygiene. Fertilization. Intrauterine development, childbirth. Lactation. Child growth and development. Family planning.
Section 15. Higher nervous activity(5 hours)
Reflex is the basis of nervous activity. Research by I. M. Sechenov, I. P. Pavlov, A. A. Ukhtomsky, P. K. Anokhin. Types of reflexes. Forms of behavior. Features of higher nervous activity and human behavior. Cognitive processes. Braking. Types of the nervous system. Speech. Thinking. Consciousness. Biological rhythms. Sleep, its meaning and hygiene. Hygiene of mental work. Memory. Emotions. Features of the human psyche.
Section 16. Man and his health (4 hours)
Compliance with sanitary and hygienic standards and rules healthy image life. Providing first aid for bleeding, carbon monoxide poisoning, rescuing a drowning person, injuries, burns, frostbite. Health promotion: physical activity, hardening. Risk factors: stress, physical inactivity, overwork. Bad habits and their impact on human health. Man and the environment. The environment as a source of substances and energy. Habitat. Rules of human behavior in environment.
Laboratory and practical work (2 hours)
Studying techniques for stopping arterial and venous bleeding.
Analysis and assessment of the impact of environmental factors on human health.
Reserve time -9 hours.
"Biology. General patterns. 9th grade" (68 hours, 2 hours per week)
Introduction (1 hour)
The place of the course in the system of natural sciences, as well as in the biological sciences. Goals and objectives of the course. The significance of the subject for understanding the unity of all living things and the interdependence of all parts of the Earth's biosphere.
Section 1. Evolution of the living world on Earth (21 hours)
Topic 1.1. Diversity of the living world. Levels of organization and basic properties of living organisms (2 hours)
Levels of life organization: molecular genetic, cellular, tissue, organ, organismal, population-species, biogeocenotic and biosphere. Unity chemical composition living matter; the main groups of chemical elements and molecules that form the living matter of the biosphere. Cellular structure of organisms inhabiting the Earth. Metabolism and self-regulation in biological systems. Self-reproduction; heredity and variability as the basis for the existence of living matter. Growth and development. Irritability; forms of selective reaction of organisms to external influences. The rhythm of life processes; biological rhythms and their meaning. Discreteness of living matter and the relationship between part and whole in biosystems. Energy dependence of living organisms; forms of energy consumption. Kingdoms of Wildlife; a brief description of natural system for classifying living organisms. Species diversity.
Demonstration
Schemes reflecting the structures of the kingdoms of living nature.
Topic 1.2. Development of biology in the pre-Darwinian period (2 hours)
Development of biology in the pre-Darwinian period. The dominance in science of ideas about the “primordial expediency” and immutability of living nature. Works of K. Linnaeus on the taxonomy of plants and animals. Evolutionary theory of J. B. Lamarck.
Demonstration
Biographies of scientists who contributed to the development of evolutionary ideas. Life and work of J. B. Lamarck.
Topic 1.3. Charles Darwin's theory of the origin of species by natural selection(5 hours)
Prerequisites for the emergence of the teachings of Charles Darwin: achievements in the field of natural sciences, expedition material of Charles Darwin. Charles Darwin's doctrine of artificial selection. Charles Darwin's doctrine of natural selection. A species is an elementary evolutionary unit. General individual variability and excess number of offspring. The struggle for existence and natural selection.
Demonstration
Biography of Charles Darwin. The route and specific finds of Charles Darwin during his voyage on the Beagle ship.
Topic 1.4. Adaptation of organisms to conditions external environment as a result of natural selection (2 hours)
Adaptive structural features. Protective coloring of the body: concealing coloring (one-tone, two-tone, dismembering, etc.); warning coloring. Mimicry. Adaptive behavior of animals. Caring for offspring. Physiological adaptations. Relativity of fitness.
Demonstration
Illustrations demonstrating the body structure of animal and plant organisms, ensuring survival in their typical living conditions. Examples various types protective coloring in animals.
Laboratory and practical work (1 hour)
Discussion using models of the role of adaptive behavior of animals.
Topic 1.5. Microevolution (2 hours)
Species as a genetically isolated system; reproductive isolation and its mechanisms. Population structure of the species; ecological and genetic characteristics of populations. A population is an elementary evolutionary unit. Pathways and rates of speciation; geographic and ecological speciation.
Demonstration
Diagrams illustrating the process of geographic speciation. Living plants and animals, herbariums and collections showing individual variability and diversity of varieties of cultivated plants and breeds of domestic animals, as well as the results of the adaptation of organisms to their environment and the results of speciation.
Laboratory and practical work (2 hours)
Study of the adaptability of organisms to their environment *.
Study of variability, species criteria, results of artificial selection on varieties of cultivated plants *.
Topic 1.6. Biological consequences of adaptation. Macroevolution (3 hours)
The main directions of the evolutionary process. Biological progress and biological regression (A. N. Severtsov). Ways to achieve biological progress. Basic laws of evolution: divergence, convergence, parallelism. Rules for the evolution of groups of organisms. The results of evolution: diversity of species, organic expediency, gradual complication of organization.
Demonstration
Examples of homologous and similar organs, their structure and origin in ontogenesis. Schemes of the relationship between the paths of progressive biological evolution. Materials characterizing representatives of animals and plants included in the Red Book and under state protection.
Topic 1.7. The emergence of life on Earth (2 hours)
The organic world as a result of evolution. The emergence and development of life on Earth. Chemical, prebiological (theory of Academician A.I. Oparin), biological and social stages of the development of living matter. Phylogenetic connections in living nature; natural classification of living organisms.
Demonstration
Schemes of the emergence of unicellular eukaryotes, multicellular organisms, and the development of the plant and animal kingdoms.
Topic 1.8. Development of life on Earth (3 hours)
The development of life on Earth in the Archean and Proterozoic eras. The first traces of life on Earth. The appearance of all modern types of invertebrate animals. The first chordates. Development of aquatic plants. The development of life on Earth in the Paleozoic era. The appearance and evolution of land plants. Ferns, seed ferns, gymnosperms. The emergence of vertebrates: fish, amphibians, reptiles. The development of life on Earth in the Mesozoic and Cenozoic eras. The appearance and distribution of angiosperms. The emergence of birds and mammals. The emergence and development of primates. Human Origins. The place of man in living nature. Systematic position of the species Homo sapiens in the animal world. Signs and properties of a person that allow him to be classified into various systematic groups of the animal kingdom. Stages of human evolution: early man, ancient man, first modern people. Properties of man as a biological species. Population structure of the species Homo sapiens; human races; racialization; unity of origin of races. The anti-scientific essence of racism.
Demonstration
Reproductions of paintings by Z. Burian, reflecting the fauna and flora of various eras and periods. Schemes for the development of the kingdoms of living nature. Fossils, imprints of plants in ancient rocks. Models of human and vertebrate skeletons.
Section 2. Structural organization of living organisms (10 hours)
Elemental composition of the cell. The prevalence of elements, their contribution to the formation of living matter and inanimate objects. Macroelements, microelements; their contribution to the formation of inorganic and organic molecules of living matter. Inorganic molecules of living matter. Water; her Chemical properties And biological role. Salts inorganic acids, their contribution to ensuring vital processes and maintaining homeostasis. The role of cations and anions in supporting vital processes. Osmosis and osmotic pressure; osmotic entry of molecules into the cell. Organic molecules. Biological polymers - proteins; their structural organization. Functions of protein molecules. Carbohydrates, their structure and biological role. Fats - main structural component cell membranes and source of energy. DNA is the molecules of heredity. DNA reduplication, transmission of hereditary information from generation to generation. Transfer of hereditary information from the nucleus to the cytoplasm; transcription. RNA, its structure and functions. Messenger, transport, ribosomal RNAs.
Demonstration
Three-dimensional models of the structural organization of biological polymers - proteins and nucleic acids, their comparison with models of artificial polymers (for example, polyvinyl chloride).
Topic 2.2. Metabolism and energy conversion in the cell (3 hours)
Metabolism and energy conversion in the cell. Transport of substances across the cell membrane. Pino- and phagocytosis. Intracellular digestion and energy storage; breakdown of glucose. Biosynthesis of proteins, fats and carbohydrates in the cell.
Topic 2.3. Cell structure and function (5 hours)
Prokaryotic cells: shape and size. Cytoplasm of a bacterial cell. Organization of metabolism in prokaryotes. Genetic apparatus of bacteria. Sporulation. Reproduction. The place and role of prokaryotes in biocenoses. Eukaryotic cell. Cytoplasm of a eukaryotic cell. Organelles of the cytoplasm, their structure and functions. Cytoskeleton. Inclusions and their role in cell metabolism. The cell nucleus is the control center for the life of the cell. Structures cell nucleus: nuclear envelope, chromatin (heterochromatin), nucleolus. Features of the structure of a plant cell. Cell division. Cells in a multicellular organism. The concept of differentiation of cells of a multicellular organism. Mitotic cycle: interphase, DNA reduplication; mitosis, phases of mitotic division and chromosome transformation. Biological meaning and significance of mitosis (asexual reproduction, growth, replenishment of cellular losses in physiological and pathological conditions). Cellular theory of the structure of organisms.
Demonstration
Schematic diagrams of the light and electron microscope. Schemes illustrating methods of preparative biochemistry and immunology. Cell models. Schemes of the structure of organelles of plant and animal cells. Micropreparations of plant, animal and unicellular fungal cells. Figures of mitotic division in onion root cells under a microscope and on a diagram. Materials telling about the biographies of scientists who contributed to the development of cell theory.
Laboratory and practical work (1 hour)
Study of cells of bacteria, plants and animals on ready-made micropreparations *.
Section 3. Reproduction and individual development of organisms (5 hours)
Topic 3.1. Reproduction of organisms (2 hours)
The essence and forms of reproduction of organisms. Asexual reproduction of plants and animals. Sexual reproduction of animals and plants; formation of germ cells, insemination and fertilization. Biological significance of sexual reproduction. Gametogenesis. Periods of formation of germ cells: reproduction, growth, maturation (meiosis) and formation of germ cells. Features of spermatogenesis and oogenesis. Fertilization.
Demonstration
Posters illustrating methods of vegetative propagation fruit trees and vegetable crops. Microspecimens of oocytes. Photographs reflecting the diversity of offspring from one pair of parents.
Topic 3.2. Individual development of organisms (ontogenesis) (3 hours)
Embryonic period of development. Basic laws of crushing; formation of a single-layer embryo - blastula. Gastrulation; patterns of formation of a two-layer embryo - gastrula. Primary organogenesis and further differentiation of tissues, organs and systems. Postembryonic period of development. Forms of the postembryonic period of development. Indirect development; complete and incomplete metamorphosis. Biological meaning of development with metamorphosis. Direct development. Aging. General patterns of development. Biogenetic law. Similarity of embryos and embryonic divergence of characters (K. Baer's law). Biogenetic law (E. Haeckel and K. Muller). Works of A. N. Severtsov on embryonic variability.
Demonstration
Tables illustrating the process of metamorphosis in invertebrates (Coleoptera and Lepidoptera) and vertebrates (amphibians). Tables reflecting the similarities of vertebrate embryos. Schemes of transformation of organs and tissues in phylogenesis.
Section 4. Heredity and variability of organisms (20 hours)
Topic 4.1. Patterns of inheritance of traits (10 hours)
G. Mendel's discovery of patterns of inheritance of traits. Hybridological method of studying heredity. Monohybrid and polyhybrid crossing. Mendel's laws. Independent and linked inheritance. Genetic sex determination. Genotype as an integral system. Interaction of allelic and non-allelic genes in determining traits.
Demonstration
Maps of human chromosomes. Genealogies of outstanding representatives of culture. Human chromosomal abnormalities and their phenotypic manifestations.
Laboratory and practical work (1 hour)
Solving genetic problems and compiling pedigrees.
Topic 4.2. Patterns of variability (6 hours)
Basic forms of variability. Genotypic variability. Mutations. The importance of mutations for agricultural practices and biotechnology. Combinative variability. Evolutionary significance of combinative variability. Phenotypic, or modification, variability. The role of environmental conditions in the development and manifestation of signs and properties.
Demonstration
Examples of modification variability.
Laboratory and practical work (1 hour)
Construction of a variation curve (sizes of plant leaves, anthropometric data of students).
Topic 4.3. Selection of plants, animals and microorganisms (4 hours)
Centers of origin and diversity of cultivated plants. Variety, breed, strain. Methods of plant and animal breeding. Achievements and main directions of modern selection. The importance of selection for the development of agricultural production, medical, microbiological and other industries.
Demonstration
Comparative analysis of breeds of domestic animals, varieties of cultivated plants and their wild ancestors. Collections and preparations of cultivated plant varieties characterized by the greatest fertility.
Section 5. Relationships between the organism and the environment. Basics of ecology (5 hours)
Topic 5.1. Biosphere, its structure and function (3 hours)
Demonstration
Schemes illustrating the structure of the biosphere and characterizing its individual components. Tables of species composition and diversity of living organisms of the biosphere. Schemes of the cycle of substances in nature. Maps reflecting the geological history of the continents, the prevalence of the main land biomes. Filmstrips and films "Biosphere". Examples of symbiosis between representatives of different kingdoms of living nature.
Laboratory and practical work (1 hour)
Drawing up diagrams of the transfer of substances and energy (power circuits) *.
Study and description of the ecosystem of your area, identifying types of interaction different types in this ecosystem *.
Topic 5.2. Biosphere and man (2 hours)
Natural resources and their use. Anthropogenic factors affecting biocenoses (the role of humans in nature); consequences of human economic activity. Problems of rational environmental management, nature conservation: protection from pollution, preservation of standards and natural monuments, ensuring natural resources population of the planet.
Demonstration
Maps of protected areas of our country.
Laboratory and practical work (1 hour)
Analysis and assessment of the consequences of human activities in ecosystems *.
Conclusion (1 hour)
Reserve time - 5 hours.
Thematic planning 5th grade
| Section name | Number of hours |
|
| Living organism: structure and study | ||
| Diversity of living organisms | ||
| Habitat of living organisms | ||
| Man on Earth | ||
| Reserve time | ||
| Total |
Thematic planning 6th grade
| Section name | Number of hours |
|
| Structure and properties of living organisms | ||
| Life activity of organisms | ||
| Organism and environment | ||
| Reserve time | ||
Thematic planning 7th grade
| Section name | Number of hours |
||||
| Introduction | |||||
| Kingdom of Prokaryotes | |||||
| Kingdom Mushrooms | |||||
| Plant Kingdom | |||||
| Animal Kingdom | |||||
| Conclusion | |||||
Thematic planning 8th grade
| Section name | Number of hours |
||
| The place of man in the system of the organic world | |||
| Human Origins | |||
| A brief history of the development of knowledge about the structure and functions of the human body | |||
| General overview of the structure and functions of the human body | |||
| Coordination and regulation | |||
| Support and movement | |||
| Internal environment of the body | |||
| Transport of substances | |||
| Digestion | |||
| Metabolism and energy | |||
| Coverings of the body | |||
| Reproduction and development | |||
| Higher nervous activity | |||
| Man and his health | |||
| Reserve time | |||
Thematic planning grade 9
| Section name | Number of hours |
|
| Introduction | ||
| Evolution of the living world on Earth | ||
| Structural organization of living organisms | ||
| Reproduction and individual development of organisms | ||
| Heredity and variability of organisms | ||
| Relationships between the organism and the environment. Basics of ecology | ||
| Conclusion | ||
| Reserve time | ||
Annex 1
The work program in biology is compiled taking into account the Federal State Educational Standard of Basic General Education of the first generation, the program of basic general education in biology for grade 9 “Biology. Introduction to general biology and ecology" (authors: A.A. Kamensky, E.A. Kriksunov, V.V. Pasechnik M.: Drofa, 2009), Regulations on the work program of the teacher MBOSHI "Boarding Gymnasium No. 13" (approved 11.08 .2014), MBOSHI curriculum “Boarding Gymnasium No. 13” for the 2014-2015 academic year.
According to the current Basic curriculum working programm for 9th grade, biology training is provided for 2 hours per week (68 hours)
There are 17 girls in class 9A. The knowledge class is average, motivated to study and gain knowledge.
Studying biology in 9th grade is aimed at achieving the following goals:
mastering knowledge about the formation in students of ideas about the distinctive features of living nature, its diversity and evolution, man as a biosocial being; about the role of biological science in the practical activities of people;
mastery of skills generalize knowledge about life and the levels of its organization, reveal ideological questions about the origin and development of life on Earth, the genetic structure of the hereditary apparatus, deepen concepts about the evolutionary development of organisms;
development of cognitive interests, intellectual and creative abilities in the process of conducting biological experiments, working with various sources of information;
upbringing a positive value attitude towards one’s own health and the environment; culture of behavior in nature;
Andcusing acquired knowledge and skills in everyday life to take care of own health, apply biological knowledge to explain the processes and phenomena of the life of one’s own body; use information about modern achievements in the field of biology and ecology, about health and risk factors.
The following methods and techniques are used in biology lessons:
Frontal;
Group;
Individual;
Independent work with the material of the paragraph.
Forms of control:
Retelling the text of the paragraph and answering questions;
Performing laboratory work;
Final knowledge control (test)
2. Educational and thematic section
|
Thematic section |
Number of hours |
|
|
Introduction |
||
|
Levels of organization of living nature |
||
|
Evolution |
||
|
The emergence and development of life on Earth |
||
“Introduction to general biology and ecology. 9th grade" (68h)
Introduction (1 hour)
Biology as a science. The place of biology in the system of sciences. The importance of biology for understanding the scientific picture of the world. Methods of biological research. The concept of "life". Modern scientific ideas about the essence of life. The importance of biological science in human activity.
Demonstrations: portraits of biologists; scheme “Relationship of biology with other sciences”.
Section 1. Levels of organization of living nature (55 hours)
Topic 1.1. Molecular level (8 hours)
Chemical composition of the cell. Organic and inorganic substances. Biopolymers. Carbohydrates. Lipids. Squirrels. Nucleic acids. ATP, enzymes, vitamins. Viruses.
Topic 1.2. Cellular level (14 hours)
Subject, tasks and methods of research of cytology as a science. The history of the discovery and study of cells. Basic principles of cell theory. The importance of cytological research for the development of biology and other biological sciences, medicine, and agriculture.
The cell as a structural and functional unit of living things. Basic components of a cell. The structure of membranes and the nucleus, their functions. Cytoplasm and main organelles. Their functions in the cell.
Features of the structure of cells of bacteria, fungi, animals and plants.
Metabolism and energy transformation in the cell. Methods for obtaining organic substances: autotrophs and heterotrophs. Photosynthesis, its cosmic role in the biosphere.
Biosynthesis of proteins. The concept of a gene. DNA is the source of genetic information. Genetic code. Matrix principle of protein biosynthesis. Formation of RNA from a DNA template. Regulation of biosynthesis.
The concept of homeostasis, regulation of the processes of transformation of substances and energy in the cell.
Demonstrations: micropreparations of plant and animal cells; cell model; experiments illustrating the process of photosynthesis; models of RNA and DNA, various molecules and viral particles; diagram of metabolic pathways in a cell; application model “Protein synthesis”.
Topic 1.3. Organismal level (15 hours)
Self-reproduction is a universal property of living things. Forms of reproduction of organisms. Asexual reproduction and its types. Mitosis as the basis for asexual reproduction and growth of multicellular organisms, its biological significance.
Sexual reproduction. Meiosis, its biological significance. Biological significance of fertilization.
The concept of individual development (ontogenesis) in plant and animal organisms. Cell division, growth, differentiation, organogenesis, reproduction, aging, death of individuals. The influence of environmental factors on the development of the embryo. Levels of adaptation of the body to changing conditions.
Demonstrations: tables illustrating the types of asexual and sexual reproduction, embryonic and postembryonic development of higher plants, the similarity of embryos of vertebrates; patterns of mitosis and meiosis.
Genetics as a branch of biological science. History of the development of genetics. Patterns of inheritance of characteristics of living organisms. Works of G. Mendel. Methods for studying heredity. Hybridological method of studying heredity. Monohybrid crossing. Law of Dominance. The law of splitting. Complete and incomplete dominance. The law of gamete purity and its cytological basis. Phenotype and genotype.
Genetic sex determination. Genetic structure of sex chromosomes. Inheritance of sex-linked traits.
Chromosomal theory of heredity. Genotype as an integral system.
Basic forms of variability. Genotypic variability. Mutations. Causes and frequency of mutations, mutagenic factors. The evolutionary role of mutations.
Combinative variability. The occurrence of different combinations of genes and their role in creating genetic diversity within a species. Evolutionary significance of combinative variability.
Phenotypic, or modification, variability. The role of environmental conditions in the development and manifestation of signs and properties.
Demonstrations: application models illustrating the laws of heredity, chromosome crossing; results of experiments showing the influence of environmental conditions on the variability of organisms; herbarium materials, collections, models of hybrid, polyploid plants.
Methods for studying human heredity. Human genetic diversity. Genetic basis of health. The influence of the environment on human genetic health. Genetic diseases. Genotype and human health.
Demonstrations: human chromosomal abnormalities and their phenotypic manifestations.
Objectives and methods of selection. Genetics as the scientific basis for the selection of organisms. Achievements of world and domestic selection.
Demonstrations: living plants, herbarium specimens, models, tables, photographs illustrating the results of breeding work; portraits of breeders.
Topic 1.4. Population-species level (2 hours)
Topic 1.5. Ecosystem level (6 hours)
The environment is a source of substances, energy and information. Ecology as a science. The influence of environmental factors on organisms. Adaptations of organisms to various environmental factors.
Ecosystem organization of living nature. Ecosystems. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature. Food connections in the ecosystem. Features of agroecosystems.
Driving forces and results of evolution.
Topic 1.6. Biosphere level (4 hours)
The biosphere is a global ecosystem. V.I. Vernadsky is the founder of the doctrine of the biosphere. The role of man in the biosphere. Ecological problems, their influence on human life. The consequences of human activity in ecosystems, the impact of his actions on living organisms and ecosystems.
Demonstrations: tables illustrating the structure of the biosphere; diagram of the cycle of substances and energy conversion in the biosphere; diagram of the influence of human economic activity on nature; application model “Biosphere and Man”; maps of Russian nature reserves.
Section 2. Evolution (6 hours)
The doctrine of the evolution of the organic world. Charles Darwin is the founder of the doctrine of evolution. Driving forces and results of evolution. Increasing complexity of plants and animals in the process of evolution. Biological diversity as the basis for the stability of the biosphere, the result of evolution. The essence of the evolutionary approach to the study of living organisms.
Natural selection is the driving and directing force of evolution. The struggle for existence as the basis of natural selection. The role of natural selection in the formation of new properties, characteristics and new species.
The emergence of adaptations and their relative nature. Mutual adaptation of species as a result of natural selection.
The importance of knowledge about microevolution for managing natural populations, solving problems of nature conservation and rational environmental management.
The concept of macroevolution. Correlation of micro- and macroevolution. Increasing complexity of plants and animals in the process of evolution. Biological diversity as the basis for the stability of the biosphere, the result of evolution.
Demonstrations: live plants and animals; herbarium specimens and collections of animals, showing individual variability and diversity of varieties of cultivated plants and breeds of domestic animals, as well as the results of the adaptation of organisms to the environment and the results of speciation; diagrams illustrating the processes of speciation and the relationship between the paths of progressive biological evolution.
Section 3. The emergence and development of life on Earth (6 hours)
Views, hypotheses and theories about the origin of life. The organic world as a result of evolution. History of the development of the organic world.
Demonstrations: fossils, imprints of plants and animals in ancient rocks; reproductions of paintings reflecting the flora and fauna of different eras and periods.
Laboratory works:
Study of the morphological criterion of the species
Study of paleontological evidence for evolution.
Educational standards in Russian schools 1993 The first model is a thesaurus at a minimum; 1998/99 Draft state education standard - differentiated education (4 types of education); 2004 Federal State Educational Standards of the first generation, primary, secondary and high schools; diversification of educational goals in high school into basic and specialized education; 2010/11 Federal State Educational Standard of the 2nd generation - for humanization, socialization of education, for deepening, for mastering universal learning activities (UAL) for the development of general education of the individual.
Changes in teaching biology according to the second generation standard New structure of the biology subject for grades 5-9: “Living organisms”, “Man and his health”, “General biological principles”; The role of organizing the development of educational and cognitive activities has been increased; A system of universal learning activities (UAL) has been introduced. Including: personal, communicative, cognitive and regulatory; The development of UDL occurs in the process of mastering knowledge of biology, i.e., knowledge from the purpose of learning becomes a means of learning and development of the student; The volume of subject knowledge in biology has been significantly reduced. We have taken all these changes into account in the new textbooks
The main ideas of the author's program Two parts of the biology subject: 5-9 grades. and cl. Greening of content; Cultural orientation of the courses; Reflection of the ideas of humanization, humanitarization and competency-based approach to teaching; Updating scientific content in accordance with the achievements of the science of biology; Updating the methodological apparatus in accordance with the achievements of science and methods of teaching biology; Reflection of conceptual ideas of pedagogy for a modern secondary school; Compliance with the requirements of the Federal State Educational Standard of the II generation All our ideas since 1993\1998. remain relevant on modern stage teaching biology.
Features of the biology course in the author's line Contents of training courses 5-11 grades. presented successively from course to course, based on the theory of the development of biological concepts; We adhere to the scheme: “1 academic year – 1 course” and “1 paragraph – 1 lesson”; Contents of training courses 5-9 grades. is built on the basis of greening, practice-oriented and competency-based approaches to the content of biology, also taking into account the requirements of the State Academy of Sciences and the Federal State Educational Standard 2010. Contents of training courses for grades. is built on the basis of the integration of knowledge inherent in the structural levels of the organization of life; Structure of the biology course class. due to interdisciplinary connections - with geography (10th grade) and chemistry (11th grade), difficulty educational material molecular level, as well as for more successful passing the Unified State Exam, where a lot of material about the cell is included
Biology for 5th grade For 5th grade, a completely new curriculum of biology with propaedeutic content has been created - “Biology. 5th grade" The main idea of the course is "Introduction to modern biology." Course topics: 1. Biology – the science of the living world; 2. Diversity of living organisms; 3. Life of organisms on planet Earth; 4. Man on planet Earth. * A Workbook and a Methodological Guide for Teachers have been created for the textbook.
6th grade biology Two versions of textbooks have been created, presented in separate books: with 1 hour per week (6th grade, concentric line) and with 2 hours (7th grade linear line). In both cases, the textbooks retain all the author’s ideas and structure of content: morphological and physiological materials about the plant are presented separately, and the course ends with the topic “Natural Communities.” The textbooks provide a more detailed description of: the apparatus of orientation, the apparatus of assimilation, the competency-based approach and work on the development of universal educational actions. Special attention paid to the greening of educational content, competence, reflection of students, the practical significance of knowledge, the development of independence and self-control in students.
Task rubrics for self-control in the section “Let’s summarize” (grade 6) Test yourself; Complete the tasks; Discuss the problem with friends; Express your opinion; What is your position; Make observations and draw conclusions about the significance of your research; We learn to create projects, models, diagrams; Project topics to be completed in a group; Find out more; Basic concepts of the topic. From a biology textbook on the second generation Federal State Educational Standard
Features of a biology textbook for grade 9 The content of the curriculum has been revised in connection with the requirements of the second generation Federal State Educational Standard (2010); Materials on genetics, cytology, evolution have been reduced to a minimum, information about the general biological laws of the living world has been expanded; Materials of a general biological nature about plants, bacteria, fungi, animals and humans have been added in order to summarize existing knowledge, develop ideas about the evolution of living nature and form a natural science picture of the world; By means of the content of the training course and materials of the assimilation apparatus, the textbook creates the opportunity to prepare students for self-control, for the State Examination, the Unified State Exam and the choice of a specialized direction for study later in high school classes
Textbook in the system of solving problems of the quality of education + In the system of orientation apparatus in the textbook: - at the beginning of the chapter there is a list of expected results (“You will learn” and “You can”); - at the beginning of the paragraph, tasks for updating are given (“Remember” or “You know”). + In the system of assimilation apparatus in the textbook: - at the end of paragraph 3-4, tasks for consolidation, self-control, practice of knowledge and skills; - at the end of the chapter (topic, section) tasks are given for self-control, reflection, application of knowledge in action, for the development of interest, creative and project activities, independence in learning and self-education.
Feedback Approved by teachers: + integration of biological materials across structural levels of life organization; + the order of presentation of biology in the 6th grade and in high school (grades 10-11) from the biosphere level to the molecular level; + use of the methodological apparatus of textbooks to solve problems of modern quality of education; + ecologization, cultural sensitivity, humanization and humanization of content; + inclusion of environmental and cultural materials in the textbook; + competency-based and activity-based approaches to learning; + use of rubrics in textbook paragraphs; + application different types tasks for the development of the student’s personality, his creativity and self-control + the availability of teaching materials for all biology courses.
System of universal educational activities (UAL) The UAL system was introduced into the basic school as a continuation from primary school: The UUD system contains 4 groups of components: - Personal – these are cognitive, value, emotional, moral and behavioral; - Communication – this is communication and interaction with partners, group work, dialogue, etc.; - Cognitive - involvement in design and research activities, the ability to see a problem, create computer developments based on academic subject; - Regulatory – development of the ability to set goals, regulate one’s activities (educational and emotional), plan time and one’s actions, self-control, self-assessment.
Complicating pedagogical goals in teaching biology Subject learning goals: -Cognitive component (mastery of the basics of scientific knowledge); -Activity component (mastery of subject skills); -Orientation component (formation of ideas about the world) Personal learning goals: - Goals for the development of thinking, cognitive abilities, learning skills; - Goals for developing general abilities and cultural interests; - The goals of creating motivation for self-development, including self-education
New features in pedagogical activity teachers Work on instilling independence in education among schoolchildren is included; It is necessary to take into account the knowledge acquired by students themselves outside of school from various sources; Use information from the external educational environment in the content of education; Change your work in the direction from reproductive (informing) to activities that develop the student’s creativity, interest, independence in cognition, self-awareness and self-determination; Do not lose subject biological content, which is important under the new Federal State Educational Standard.
Tasks for the development of personal actions Express your position; Explain your independent action in... ; Be critical of your actions in your activities; Make a decision on...; Define your role in this matter; Solve the life problem raised in the text of the paragraph; Choose value guidelines in your understanding of life; Establish a connection between the purpose of the educational activity and its motive; Explain why you are carrying out this activity (studying, conducting an experiment, reading a book, working with a computer, searching for information on the Internet, etc.); Build your life plan over time (for a year, for a week, for the period of school, etc.); Ability to manage your cognitive activity; The ability to identify the most important statement about...; The ability to express information in the form of a short recording of text from a textbook.
Tasks for the development of communicative actions Formulate your statement during a collective discussion; Assess the position of other people in the decision... ; Find an alternative solution to a controversial issue; Discuss the problem as a group (in class, in small group or paired with a peer); Act as an expert; Compare your understanding of value with the values (of others, science, scientists); Learn to listen to others; Take part in the discussion.
Tasks for the development of cognitive actions Highlight the main thing in the text; Formulate the concept of...; Use different sources of information on biology; Classify the listed facts; Structure the text materials, title the headings; Evaluate not only the content, but also the form of its presentation; Think about how events will develop next; Come up with a new example; Create a computer tutorial on this topic… ; Evaluate your action in discussing the issue; Evaluate the process and its results; Extract the necessary information from the text you read and write it down in in brief(in the form of abstracts).
Tasks for the development of regulatory actions Determine your action plan when performing work; Determine the sequence of task execution; Make a plan and sequence of actions for... ; Predict the results of the experiment; Make the necessary additions and adjustments to the plan; Highlight what you have already learned in this topic; Highlight what you still have to learn from this (paragraph, topic, course, etc.); Build a plan for implementation (project, experience, research in nature, preparation of a presentation, etc.); Build a strategy for finding a solution to the problem. Determine what your goals are when performing this research (project) work;
Federal State Educational Standards requirements for subject biological education Personal learning outcomes: -knowledge of the basic principles and rules of attitude towards living nature; - implementation of healthy lifestyle guidelines; the formation of cognitive interests in the study of living nature, intellectual skills and aesthetic attitude towards living objects; Meta-subject learning outcomes: - mastering the skills of research and design activities, posing questions, putting forward hypotheses; - ability to work with various sources of biological information, find, analyze and transform it; Subject learning outcomes: - highlight essential features, provide evidence, classify, explain the role of biology for the practical activities of people, the place and role of man in nature; -know and follow the basic rules of behavior and activity in nature. Please note that personal results are listed first
Planned learning outcomes (in lesson plans) Subject skills: demonstrate knowledge of certain concepts; describe and characterize natural phenomena, observe and compare the structure of organisms, distinguish properties; solve biological problems, implement projects, use laboratory equipment. Meta-subject skills: developing the ability to describe and observe the properties of organisms, systematize information, highlight the main thing from the flow of information, develop the skill of independent learning activities, find information in additional sources, create presentations of your educational and research work. Personal skills: manage your cognitive activity, identify the essence of something natural phenomenon, solve creative problems; develop a responsible attitude to learning and readiness for self-education, show patriotism using the example of the life and work of V.I. Vernadsky
Our entire team of authors, together with the Ventana-Graf publishing center, tried to use the school textbook and the entire educational complex to provide assistance in the work of teachers and students using our textbooks. What we could not include in the texts of the textbook was included in the teaching materials for each course of the subject “Biology”: in teaching aids and in workbooks for students.
The work program in biology for grade 8A is compiled taking into account the Federal component of the state educational standard of basic general education of the first generation, based on the Model program of basic general education in biology for grade 8 “Biology. Man. Textbook for 8th grade" (authors: V.V. Pasechnik, V.M. Pakulova, V.V. Latyushin, R.D. Mash-M.: Bustard, 2009), Regulations on the work program of the teacher MBOSHI "Boarding Gymnasium No. 13" (approved on August 11, 2014), the MBOSHI curriculum "Boarding Gymnasium No. 13" for the 2014-2015 academic year.
According to the current Basic Curriculum, the work program for the 8th grade provides for teaching biology for 2 hours per week (70 hours)
There are 16 girls in class 8A. The class is quite strong, motivated to study and gain solid knowledge.
Studying biology in 8th grade is aimed at achieving the following goals:
mastering knowledge about the structure, life activity of a person, about his biosocial position; about the role of biological science in the practical activities of people;
mastery of skills apply biological knowledge to explain the processes and phenomena of the life of one’s own body; use information about modern achievements in the field of biology and ecology, health and risk factors; work with biological devices, instruments, reference books; monitor the state of your own body;
development of cognitive interests, intellectual and creative abilities in the process of conducting biological experiments, working with various sources of information;
upbringing a positive value attitude towards one’s own health and the health of other people; culture of behavior in nature;
Andcusing acquired knowledge and skills in everyday life to take care of your own health, provide first aid to yourself and others; assessing the consequences of one’s activities in relation to the natural environment, one’s own body, and the health of other people; to comply with rules of conduct in the environment, healthy lifestyle standards, and disease prevention.
The following methods and techniques are used in biology lessons:
Frontal;
Group;
Individual;
Independent work with the material of the paragraph.
Forms of control:
Retelling the text of the paragraph and answering questions;
Performing laboratory work;
Final knowledge control (test)
2. Educational and thematic section
| № | Thematic section | Number of hours |
| 1 | Introduction | 2 |
| 1 | Human Origins | 2 |
| 2 | Structure and function of the body | 59 |
| Body structure | 4 |
|
| Musculoskeletal system | 7 |
|
| Internal environment of the body | 5 |
|
| Blood and lymphatic system | 5 |
|
| Respiratory system | 5 |
|
| Digestive system | 4 |
|
| Metabolism and energy | 3 |
|
| Integumentary organs. Thermoregulation. Selection | 4 |
|
| Nervous system of the human body | 6 |
|
| Analyzers. Sense organs. | 7 |
|
| Higher nervous activity. Behavior. Psyche | 6 |
|
| Endocrine system | 3 |
|
| 3 | Individual development of the body | 6 |
| Total: | 70 |
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