Explanatory note
1. The work program in biology for the basic school was developed in accordance with the Federal State Educational Standard of 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; an approximate curriculum for academic subjects "Biology grades 5-9" (standards of the second generation) M., Education, 2011; author's curriculum NISonin, VB Zakharov “Program of basic general education. Biology. 5-9 grades. Concentric course "M .: Bustard, 2012
Objectives of Biological Education in Basic School are formulated at several levels: global, metasubject, personal and subject, at the level of requirements for the results of mastering the content of subject programs.
The global goals of biology education are common to primary and high school and are defined by social demands, including a change in the social situation of development - an increase in information overload, a change in the nature and methods of communication and social interactions (the volumes and methods of obtaining information give rise to a number of features of the development of modern adolescents). The most productive in terms of solving problems of adolescent development are socio-moral 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 trainees as entering 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 wildlife;
initiation to cognitive culture as a system of cognitive (scientific) values accumulated by society in the field 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; education of 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 the methods of studying nature, the formation of intellectual skills;
mastery key competencies: educational and cognitive, informational, value-semantic, communicative;
shaping students have a cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as an ability for an emotional-value relation to objects of living nature.
Description of educational-methodical and material-technical support of the educational process.
1. Educational and theoretical materials:
1. Sample programs in academic subjects Biology 5-9 grades (second generation standards) under the leadership of the 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 .: "Education" 2011.
2. NISonin, VB Zakharov “Program of basic general education. Biology. 5-9 grades. Concentric course "M .: Bustard, 2012; (FSES).
3. Working program for the textbook NISonin, AA Pleshakov "Biology. Introduction to Biology ". Grade 5. UMK "Sphere of life" Auth.-comp. E.A. Sarycheva. M. Bustard 2013.
4. NISonin, AA Pleshakov “Biology. Introduction to Biology ". Grade 5: a textbook for educational institutions(concentric course) with an electronic application - M .: Bustard, 2012
5. Working program for the textbook NISonin "Biology. Living organism "Grade 6. UMK "Sphere of life" auth.-comp. IVKonstantinova Volgograd: "Teacher", 2013
6. Tutorial. NISonin “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. The variety of living organisms. Grade 7: a textbook with an electronic application. - M .: Bustard, any edition after 2012
8. Sonin NI, Sapin MR Biology. Human. Grade 8: a textbook with an electronic application. - M .: Bustard.
9. Mamontov S.G., Zakharov V.B., Agafonova I.B., Sonin N.I. Biology. General patterns. Grade 9: a textbook with an electronic application. - M .: Bustard.
10. Zhurin A.A., Ivanova T.V., Ryzhakov M.V. Curricula of Russian schools. - M .: Bustard.
11. Biology. Work programs. 5-9 grades. - M .: Bustard.
2. Methodical and didactic materials:
1. FSES. VNKirilenkova, VI Sivoglazov Methodical manual for the textbook NISonin, AA Pleshakov “Biology. Introduction to Biology ". Grade 5. M .: Bustard, 2013
2. FSES. ZA Tomanova, VI Sivoglazov Methodical manual for the textbook NISonin "Biology. Living organism "Grade 6. M .: Bustard, 2014
3.FGOS. Biology. Introduction to Biology. Grade 5. Technological maps of lessons according to the textbook of N.I.Sonin, A.A. Pleshakov. author-comp. I.V. Konstantinov. Volgograd: "Teacher", 2013
4.FGOS. G.A. Voronina Tests in biology. to the textbook by N.I.Sonin, A.A. Pleshakov “Biology. Introduction to Biology ". Grade 5. M .: "Exam", 2013
5.FGOS. N.A.Bogdanov, N.P. Balobanova Biology. Final examination. Typical test tasks Grade 5. M .: "Exam", 2013
6.FGOS. N.A.Bogdanov, N.P. Balobanova Biology. Final examination. Typical test items Grade 6. M .: "Exam", 2014
7.FGOS. Tomanova Z.A., Sivoglazov V.I. Biology. Living organism. Grade 6: teaching aid. - M .: Bustard.
8. FSES. Bagotsky S.V., Rubacheva L.I., Shurkhal L.I. Biology. Living organism. Grade 6: test tasks. - M .: Bustard.
9. FSES. Sonin N.I., Kirilenkova V.N. Biology. Living organism. Grade 6: didactic flashcards. - M .: Bustard.
10.FGOS. Marina A. V., Sivoglazov V. I. Biology. The variety of living organisms. Grade 7: methodological manual. - M .: Bustard.
11. FSES. Gulenkov S.I., Sonin N.I. Biology. The variety of living organisms. Grade 7: test tasks. - M .: Bustard.
12. FSES. Sonin N.I., Sementsova V.N., Mishakova V.N. Biology. The variety of living organisms. Grade 7: didactic cards-assignments. - M .: Bustard.
13. FSES. Reneva N.B., Sivoglazov V.I. Biology. Human. Grade 8: teaching aid. - M .: Bustard.
14. FSES. Gulenkov S.I., Sonin N.I.Biology. Human. Grade 8: test tasks. - M .: Bustard.
15. FSES. Sonin N.I., Dagaev A.M. Biology. Human. Grade 8: didactic cards-assignments - M .: Bustard.
16. FSES. Petrova O. G., Sivoglazov V. I. Biology. General patterns. Grade 9: methodological manual. - M .: Bustard.
17. GEF. Sivoglazov V.I., Kozlova T.A. Biology. General patterns. Grade 9: didactic cards-assignments. - M .: Bustard.
18. FSES. Sonin N.I., Zakharov V.B. Methodical manual for the line of textbooks "Biology. 5-9 grades "(EMC" Sphere of life "). - M .: Bustard.
3.Guidelines for students:
1.FGOS. NISonin, “Biology. Introduction to Biology ". Grade 5. Workbook (concentric course) M .: Bustard, 2013
2.FGOS. NISonin, “Biology. Living organism". 6th grade. Workbook (concentric course) M .: Bustard, 2013
3.FGOS. IA Akperova, NB Sysolyatina, NISonin Notebook for laboratory work and independent observations to the textbook NISonin “Biology. Living organism "Grade 6. M .: Bustard, 2014
4. FSES. Sonin N. I., Agafonova I. B. Your discoveries. Grade 6: an album-book for the textbook "Biology. Living organism ".- M .: Bustard.
5. FSES. Sementsova V.N., Sivoglazov V.I.Biology. Living organism. Grade 6: a notebook for assessing the quality of knowledge. - M .: Bustard.
6. FSES. Zakharov V.B., Sonin N.I. Biology. The variety of living organisms. Grade 7: workbook. - M .: Bustard.
7. FSES. Ogorodova N.B., Sysolyatina N.B., Sonin N.I. Biology. The variety of living organisms. Grade 7: a notebook for laboratory work and independent observations. - M .: Bustard.
8. FSES. Sementsova V.N., Sivoglazov V.I. Biology. The variety of living organisms. Grade 7: a notebook for assessing the quality of knowledge: In 2 hours - M .: Bustard.
9. FSES. Sonin N.I., Agafonova I.B. Biology. Human. Grade 8: workbook. - M .: Bustard.
10. FSES. Sysolyatina N.B., Sycheva L.V., Sonin N.I. Biology. Human. Grade 8: a notebook for laboratory and practical work. - M .: Bustard.
11. FSES. Sementsova V.N., Sivoglazov V.I. Biology. Human. Grade 8: a notebook for assessing the quality of knowledge. - M .: Bustard.
12. FSES. Tsibulevsky A.Yu., Mamontov S.G., Zakharov V.B., Sonin N.I. Biology. General patterns. Grade 9: workbook. - M .: Bustard.
13. FSES. Sivoglazov V.I., Kirilenkova V.N., Petrova V.M., SmirnovaN. A. Biology. General patterns. Grade 9: a notebook for assessing the quality of knowledge. - M .: Bustard.
4.Electronic tutorials on the subject:
Biology grade 6 (electronic educational publication for the textbook N.I. Sonin)
Biology. Living organism. 6th grade
Biology. The variety of living organisms. 7th grade
Open Biology (Complete Interactive Biology Course)
Cyril and Methodius biology lessons
A multimedia supplement to the textbook by A.A. Pleshakov, E.L. Vvedensky “Biology. Introduction to Biology ". Grade 5. Line "Rakurs" M. Electronic publications: LLC "Russian word-textbook"; LLC "ZAYT" software shell, design. 2013. (Federal State Educational Standard. Innovation School).
Internet resources:
http://ru.wikipedia.org/ - free encyclopedia;
http://www.uchportal.ru - teacher portal ( Methodical developments for biology lessons, presentations);
http://www.uroki.net - lesson development, scripts, notes, lesson planning;
http://www.it-n.ru - network of creative teachers;
Grade 5
Planned results of mastering the academic subject
Students should know:
The main features of wildlife;
Light microscope device;
The main organelles of the cell;
The main organic and mineral substances that make up the cell;
Leading natural scientists and their role in the study of nature.
Essential signs of the structure and life of the studied biological objects;
The main features of representatives of the kingdoms of living nature.
The main habitats of living organisms;
Natural zones of our planet, their inhabitants.
Human ancestors, their specific traits, Lifestyle;
Major environmental challenges facing modern humanity;
The rules of human behavior in dangerous situations natural origin;
The simplest ways to provide first aid for burns, frostbite, etc.
Students should be able to:
Explain the importance of biological knowledge in Everyday life;
To characterize the methods of biological research;
Work with a magnifying glass and a light microscope;
Recognize the main organelles of the cell on tables and microslides;
Explain the role of organic and mineral substances in the cell;
Observe the rules of conduct and work with devices and instruments in the biology office.
Determine the belonging of biological objects to one of the kingdoms of living nature;
Establish similarities and differences among representatives of the main kingdoms;
Distinguish the studied objects in nature, on tables;
Establish the traits of adaptation of organisms to the environment;
Explain the role of representatives of the kingdoms of living nature in human life.
Compare different habitats;
To characterize the living conditions in various habitats;
Compare living conditions in different natural areas;
Reveal the traits of adaptability of living organisms to certain conditions;
Give examples of the inhabitants of the seas and oceans;
Observe living organisms.
Explain the reasons negative impact 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 on living objects, tables, species of plants and animals that are dangerous to human life;
Lead a healthy lifestyle and fight the bad habits of your comrades.
Students should be able to:
Carry out the simplest observations, measurements, experiments;
Set a learning task under the guidance of a teacher;
Systematize and summarize reasonable types of information;
Draw up a plan for the implementation of the educational task.
To carry out the simplest classification of living organisms into separate kingdoms;
Use additional sources of information to complete the educational task;
Prepare an oral message for 2-3 minutes on your own.
Find and use causal relationships;
Build, put forward and formulate the simplest hypotheses;
Highlight semantic parts in the text and head them, pose questions to the text.
Work in accordance with the assigned task;
Make a simple and complex outline of the text;
Participate in joint activities;
Recognize the objects under study 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", "release", "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", "inanimate factors", "wildlife factors", " food chains"," Food webs "," natural community "," ecosystem ";
The main organelles of cells, tissues of plants and animals, organs and systems of organs of plants and animals;
What is the basis of the structure of all living organisms;
The structure of the parts of the shoot, the main organs of animal organ systems, indicate their significance.
Organs and systems that make up the organisms of plants and animals.
How one or another environmental factor can affect living organisms;
The nature of the relationship 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 organelles of the cell, plant and animal tissues, the main organs and organ systems of plants and animals;
Explore the structure of the main organs of the plant;
Establish the main features of the difference in the structure of plant and animal cells;
Establish the relationship between the structure of the shoot and its functions;
Investigate the structure of the parts of the shoot on natural objects, determine them on tables;
Justify 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 life processes of organisms;
Justify the relationship of life processes with each other;
Compare the vital processes of various organisms;
Observe biological processes, describe them, draw conclusions;
Explore the structure individual bodies organisms;
Record your observations in the form of pictures, diagrams, tables;
Observe the rules of conduct in the biology office.
Metasubject 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 paragraph text and its components;
Draw up a response plan;
Make up questions about the text, break it up into separate semantic parts, make subheadings;
Recognize the objects under study on tables;
Assess your answer, your work, and that of your classmates.
Personal learning outcomes
Formation of a responsible attitude to learning;
Formation of cognitive interests and motives aimed at studying programs;
Development of learning skills;
Formation of social norms and behavior skills in the classroom, school, at home, etc .;
Formation and goodwill 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 the family in a person's life;
Respectful attitude towards senior and junior comrades.
7th grade
Subject learning outcomes
Students should know:
The 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 the prevention of infectious diseases.
Basic concepts related to the structure of pro- and eukaryotic cells;
The structure and foundations of the vital activity of the cells of the fungus;
Features of the organization of the cap mushroom;
Measures for the prevention of fungal diseases.
Basic methods of studying plants;
The main groups of plants (algae, mosses, horsetails, moss, ferns, gymnosperms, flowering plants), their structure, features of life and diversity;
Features of the structure and life of lichens;
The role of plants in the biosphere and human life;
The origin of plants and the main stages of development flora.
Signs of an organism 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 unicellular organism;
The main systematic groups of unicellular organisms and their representatives;
The value of unicellular animals in ecological systems;
Contemporary views about the emergence of multicellular animals;
General characteristics of the type of intestinal cavities;
General characteristics of the type Flatworms;
General characteristics of the Roundworm type;
General characteristics of the type of annelids;
General characteristics of the type Arthropods.
Modern ideas about the origin of chordates;
The main directions of the evolution of chordates;
General characteristics of the superclass Pisces;
General characteristics of the class Amphibians;
General characteristics of the class Reptiles;
General characteristics of the Birds class;
General characteristics of the class Mammals.
General principles the structure of viruses of animals, plants and bacteria;
The way viruses enter the body;
Stages of interaction between the virus and the cell;
Prevention measures viral diseases.
Students should be able to:
Give a general characterization of bacteria;
To 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;
To 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;
To characterize the main groups of plants (algae, mosses, horsetails, lyre, ferns, gymnosperms, flowering plants);
Explain the origin of plants and the main stages of the development of the plant world;
To characterize the distribution of plants in various climatic zones of the Earth;
Explain the reasons for the differences in the composition of phytocenoses of various climatic zones.
Explain the structure of zoological science, the main stages of its development, systematic categories;
To represent the evolutionary path of development of the animal world;
Classify animal objects according to their belonging to systematic groups;
Use double names of animals in the preparation of 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 unicellular pathogens of human diseases;
To reveal the significance of unicellular animals in nature and human life;
Understand the relationships that have developed in nature and their significance for ecological systems;
Render first medical assistance with the bites of dangerous or poisonous animals;
Determine the systematic affiliation of animals to a particular taxonomic group;
Work with live animals and fixed preparations (collections, wet and micropreparations, stuffed animals, etc.);
Explain the relationship between the structure and functions of organs and their systems, lifestyle and habitat of animals;
Understand and be able to characterize the ecological role of chordates;
Characterize economic value vertebrates;
Observe the behavior of animals in nature;
Select animals listed in the Red Book and contribute to the preservation of their numbers and habitats;
Provide first aid for dangerous or poisonous animal bites.
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.
Metasubject Learning Outcomes
Students should be able to:
Work with a textbook, workbook and didactic materials, compose a synopsis of a paragraph of the textbook before and / or after studying the material in the lesson;
Prepare oral messages and written abstracts based on the generalization of information from the textbook 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 science literature, biological dictionaries and reference books, analyze and evaluate it, translate it from one form to another.
To characterize the methods of studying biological objects;
Observe and describe various representatives of the animal world;
Find the necessary information about animals in various sources;
Selectively treat 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 respectful attitude to nature, the formation of environmental awareness;
Recognition of the high integrity of life, health of one's own and other people;
Development of motivation to acquire new knowledge, further study of natural sciences.
8th grade
Subject learning outcomes
Students should know:
Signs proving the relationship between humans and animals.
Biological and social factors anthropogenesis;
The main stages of human evolution;
The main features of the races of man.
The contribution of domestic scientists to the development of knowledge about the human body.
The main 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 meaning.
Essential signs of the transport of substances in the body.
Respiratory organs, their structure and functions;
Hygiene and prevention measures lung diseases
The organs of the digestive system;
Hygiene measures and preventive measures for 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 for the prevention of diseases of the urinary system.
The structure and function of the skin;
Hygiene requirements for the care of skin, nails, hair, shoes and clothes.
The 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.
Techniques for the 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, tissues on tables and microslides;
Establish and explain the relationship between the structure and functions of tissue cells, organs and their systems.
Reveal essential signs of the structure and functioning of the sense organs;
Observe preventive measures for diseases of the sense organs.
Recognize parts of the skeleton in visual aids;
Find major muscles on visual aids;
Provide first aid for fractures.
Compare the structure and function of blood cells with each other;
Explain the mechanisms of blood clotting and transfusion.
Distinguish and describe the organs of the circulatory and lymphatic systems;
Measure pulse and blood pressure;
Provide first aid for bleeding.
Reveal essential signs of the respiratory system, respiration and gas exchange processes;
Provide first aid when rescuing a drowning person and carbon monoxide poisoning.
Characterize digestion in different departments digestive system.
Identify essential signs of metabolism and energy conversion.
Explain the mechanism of thermoregulation;
Provide first aid for skin damage, heat and sunstroke.
Highlight the essential features of the human psyche;
To characterize the types of the nervous system.
Observe the norms of personal hygiene and disease prevention;
Provide first aid.
Metasubject Learning Outcomes
Students should be able to:
Plan your own learning 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;
Highlight the main and essential features of concepts;
Create a description of objects;
Make simple and complex text plans;
Search and select information in additional sources;
Identify causal relationships;
Work with all text components;
Evaluate your work and that of your classmates.
Personal learning outcomes
Formation of a responsible attitude to learning, work;
Formation of a holistic worldview;
Formation of awareness and respect for colleagues, other people;
Formation of communicative competence in communicating with colleagues;
Formation of the foundations of ecological culture.
Grade 9
Subject learning outcomes
Students should know:
The levels of organization of living matter and scientific disciplines studying the processes of life at each of them;
The chemical composition of living organisms;
The role of chemical elements in the formation of organic molecules;
The properties of living systems and the difference between their manifestations from similar processes occurring in inanimate nature;
Kingdoms of wildlife, taxonomy and representatives of different taxa;
Estimated number of known species of animals, plants, fungi and microorganisms.
The views of natural scientists 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 coloration (concealing, warning) and their importance for survival;
Explain the relative nature of adaptations;
Features of adaptive behavior.
The survival value of offspring care;
Definitions of the concepts of "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 patterns of evolution: divergence, convergence and parallelism;
Evolution results.
The theory of academician A.I. Oparin about the origin of life on Earth.
Stages of development of animals and plants in different periods of the existence of the Earth.
The driving forces of anthropogenesis;
The systematic position of a person in the system of the living world;
Human properties as a biological species;
Stages of human development as a biological species;
Human races and their characteristics.
Macronutrients, 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 the maintenance of vital processes;
Levels of the 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 of "prokaryotes", "eukaryotes", "chromosomes", "karyotype", "mitosis";
The structure of the prokaryotic cell;
The structure of prokaryotes (bacteria and blue-green algae (cyanobacteria));
The structure of the 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;
The provisions of the cellular theory of the structure of organisms;
The biological meaning of mitosis.
The variety of forms of asexual reproduction and the group 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 "ontogeny";
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. Müller;
A. N. Severtsov's works on embryonic variability.
Definitions of the concepts "gene", "dominant gene", "recessive gene", "trait", "property", "phenotype", "genotype", heredity "," variability "," modifications "," reaction rate "," mutations "," Grade "," breed "," strain ";
The essence of the hybridological method for 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", "reducers";
The 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;
Ways and methods of nature protection;
The biological and social meaning of the preservation of the species diversity of biocenoses;
Basics of rational nature management;
Inexhaustible and inexhaustible resources;
Reserves, sanctuaries, parks of Russia;
Several plants and animals listed in the Red Book.
Students should be able to:
Give definitions of the levels of organization of living things and characterize the processes of life at each of them;
Characterize the properties of living systems;
Explain how the properties of living things manifest themselves at each level of the organization;
Give a brief description of the artificial and natural systems of classification of living organisms;
Explain why organisms are classified into different systematic groups.
To evaluate the significance of the evolutionary theory of J. B. Lamarck for the development of biology;
To characterize the prerequisites for the emergence of the evolutionary theory of Charles Darwin;
Define the concepts of "species" and "population";
Describe the reasons for the struggle for existence;
Determine the importance of intraspecific, interspecific struggle for existence and struggle with abiotic environmental factors;
Appreciate natural selection as the result of the struggle for existence.
Give examples of the adaptive structure of the body, the protective coloration of integuments and the behavior of living organisms.
Explain the reasons for the division of species that occupy a vast habitat into populations;
Characterize the process of ecological and geographic speciation;
Evaluate the rate of speciation in various systematic categories of animals, plants and microorganisms.
To characterize the ways of achieving biological progress: aromorphosis, idioadaptation and general degeneration;
Give examples of homologous and similar organs.
To 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;
Describe the role of bipedal locomotion, development of the brain and labor in the formation of a person;
Refute the theory of racism.
Explain how enzymes work;
Characterize the function of proteins;
Note the energy role of carbohydrates and the plastic function of fats.
Describe the metabolism and energy conversion in the cell;
Drive detailed diagram the process of protein biosynthesis.
To 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;
To characterize the functions of cytoplasmic organelles, the importance of inclusions in the life of a cell;
Describe the structure and function of chromosomes.
To characterize 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;
To characterize the forms of postembryonic development;
Distinguish between events accompanying the development of an organism with complete and incomplete transformation;
Explain the biological meaning of development with metamorphosis;
To characterize the stages of ontogenesis in direct postembryonic development.
Use genetic symbols when solving problems;
To compose genotypes of organisms and write down their gametes;
Build crossbreeding schemes for independent and linked inheritance, sex-linked inheritance;
The essence of genetic sex determination in plants and animals;
To characterize the genotype as a system of interacting genes in an organism;
To compose the simplest pedigrees and solve genetic problems.
Recognize mutational and combinative variability.
Explain the mechanisms of transmission of traits and properties from generation to generation and the emergence of differences from parental forms in offspring.
Characterize the biomass of the Earth, biological productivity;
Describe biological cycles substances in nature;
Explain the effect of abiotic, biotic and anthropogenic factors;
To characterize and distinguish ecological systems - biogeocenosis, biocenosis and agrocenosis;
Reveal the essence and meaning in the nature of self-regulation;
Describe the process of changing biocenoses and restoration of natural communities;
To characterize the forms of relationships between organisms: symbiotic, antibiotic and neutral.
To apply in practice information about environmental patterns in industry and agriculture for the correct organization of forestry, fish farming, as well as for solving the whole complex of problems of environmental protection and rational use of natural resources.
Metasubject Learning Outcomes
Students should be able to:
Work with a textbook, workbook and didactic materials;
Make an outline of a paragraph of the textbook before and / or after studying the material in the lesson;
Develop a outline of the topic, using different sources of information;
Prepare oral messages 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;
To evaluate 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;
To compare and contrast with each other 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 based on the studied material;
Present learned material using opportunities computer technology.
Draw up diagrams and tables for integrating the knowledge gained;
Summarize and draw conclusions based on the studied material;
Work with additional sources of information and use them for searching required material;
Present the studied material using the capabilities of computer technology;
Explain the pictures and diagrams presented in the tutorial;
Draw up diagrams of the processes taking place in the cell independently and “tie” their individual stages to various cellular structures;
Illustrate the answer with the simplest diagrams and pictures;
Work with a microscope and make the simplest preparations for microscopic examination.
To 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 their homeland;
Students' awareness of responsibility and duty to the Motherland;
Responsible attitude to learning, readiness and ability for self-education;
Formation of motivation for learning and knowledge, a conscious choice of a future profession;
Students should build a further individual trajectory of education 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;
Observance by students and promotion of the rules of behavior in nature, environmental protection;
Ability to implement theoretical knowledge in practice;
Awareness of the values of education for everyday life and the conscious choice of a profession;
The ability of students to work on mistakes to make adjustments to the knowledge being learned;
Instill a love of nature, a sense of respect for scientists who study animal world, develop an aesthetic perception of communication with living organisms;
Recognition by students of the right of each person to their own reasoned opinion;
The readiness of students to act independently and active action in the environmental field;
Ability to reasonably and reasonably defend their point of view;
Critical attitude to their actions, awareness of responsibility for their results;
Biology. Introduction to Biology. Grade 5 (35 hours, 1 hour per week)
Section 1. Living organism: structure and study (8 h)
The variety 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. Variety of biological sciences. Methods for studying nature: observation, experiment (experience), measurement. Scientific research equipment (laboratory equipment, magnifying devices, measuring instruments).
Magnifying devices: handheld magnifier, light microscope. A cell is an elementary living unit. Non-nuclear and nuclear cells. The structure and functions of the nucleus, cytoplasm and its organelles. Chromosomes, their meaning. Differences in the structure of plant and animal cells. The content of chemical elements in the cell. Water, other inorganic
substances, their role in the life of cells. Organic substances and their role in the cell. Substances and phenomena in the surrounding world. Great natural scientists.
Acquaintance with equipment for scientific research.
Carrying out observations, experiments and measurements in order to concretize knowledge about the methods of studying nature.
Handheld magnifier, light microscope device *.
Cell structure(on finished microslides)
The structure of cells of the skin of onion scales *.
(Material that is not required for study is in italics.)
Section 2. Diversity of living organisms (14 h)
Development of life on Earth: life in the ancient ocean; Carboniferous forests; the flowering of ancient reptiles; birds and beasts of the past. Variety of living
organisms. Classification of organisms. View. Kingdoms of wildlife: Bacteria, Fungi, Plants, Animals. Essential signs 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 h)
Terrestrial-air, water and soil habitats of organisms. The adaptability of organisms to their environment. Plants and Animals different continents(acquaintance with individual representatives of the wildlife of each continent). Natural zones of the Earth: tundra, taiga, mixed and deciduous forests, grassy plains
steppes and savannas, deserts, tropical rainforests. Life in seas and oceans. Surface and water column communities, benthic communities, coral reef communities, deep sea communities.
Determination (recognition) of the most common plants and animals using various sources of information (photographs, atlases of identifiers, stuffed animals, herbaria, etc.).
Study of the structural features of plants and animals associated with the habitat.
Acquaintance with the environmental problems of the area and the available ways to solve them.
Section 4. Man on Earth (5 h)
Scientific ideas about the origin of man. Ancient human ancestors: Dryopithecus and Australopithecus. Skillful man. Homo erectus. Homo sapiens (Neanderthal, Cro-Magnon, modern man). Changes in nature caused by human activities. Acid rain, ozone hole, greenhouse effect, radioactive waste. Biological diversity, its impoverishment 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 safety of life. The relationship between health and lifestyle.
Bad habits and their prevention. Human habitat. Rules of human behavior in dangerous situations natural origin. The simplest ways of rendering first aid.
Demonstration
Poisonous plants and dangerous animals in their area.
Laboratory and practical work (1h)
Measuring your height and body weight.
Mastering the simplest ways to provide the first first aid.
Standby time - 2 hours.
Biology. Living organism grade 6 (35 hours, 1 hour per week)
Section 1. Structure and properties of living organisms (11 h)
Topic 1.1. Basic properties of living organisms (1 h)
The variety 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. Cell chemistry (2h)
Laboratory and practical work (1h)
Determination of the composition of wheat seeds.
Topic 1.3. The structure of plant and animal cells. Cell - living system(2 h)
A cell is an elementary living unit. Non-nuclear and nuclear cells. The 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 (1h)
The structure of cells of living organisms (on ready-made micropreparations).
Topic 1.4. Cell division (1 h)
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. The main types of cell division. Mitosis. The main stages of mitosis. The essence of meiosis and its biological significance.
Demonstration
Micropreparation "Mitosis".
Micropreparations of the chromosome set of humans, animals and plants.
Topic 1.5. Plant and animal tissues (1h)
The concept of "fabric". Cellular elements and intercellular substance. Types of plant tissues, their diversity, meaning, structural features. Types of tissues of animal organisms, their structure and functions.
Topic 1.6. Organs and organ systems (3 h)
The concept of "organ". Organs flowering plant... External structure and meaning of the root. Root systems. Modifications of the roots. The structure and meaning of the shoot. The kidney is a rudimentary shoot. Stem as an axial shoot organ. The movement of substances along the stem. Sheet. Structure and function. Simple and complex leaves. Flower, its meaning and structure (perianth, stamens, pistils). Inflorescences. Fruits, their meaning and variety. Seed structure of monocotyledonous and dicotyledonous plants. Organ systems. The main organ systems of the animal organism: digestive, musculoskeletal, nervous, endocrine, reproduction.
Laboratory and practical work (1h)
Recognition of plant and animal organs.
Topic 1.7. Plants and Animals as Whole Organisms (1 h)
The relationship of cells, tissues and organs in organisms. Living organisms and environment.
Section 2. Vital activity of organisms (18h)
Topic 2.1. Nutrition and digestion (2 h)
Demonstration
Action gastric juice for protein. The action of saliva on starch. Experiments proving the formation of starch in the light, the absorption of carbon dioxide by leaves, the role of light and water in plant life.
Topic 2.2. Breathing (2 h)
The meaning of breathing. The role of oxygen in the degradation process organic matter and the release of energies. Breathing of plants. The role of stomata and lentils 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 h)
Transport of substances in the body, its significance. The movement of substances in the plant. Features of the structure of plant organs that provide 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 constituent parts (plasma, blood cells).
Demonstration
An experiment illustrating the pathways of movement of organic matter along the stem of a plant. Micropreparations "The structure of frog blood cells" and "The structure of human blood cells."
Laboratory and practical work (1h)
The movement of water and minerals along the stem.
Topic 2.4. Selection. Metabolism and energy (2 h)
The role of excretion in the life of organisms. Excretion products from plants and animals. Isolation in plants. Isolation in animals. The main excretory systems in animals. Metabolism and energy.
Topic 2.5. Support system (1 h)
The importance of support systems in the life of organisms. Supporting systems of plants. Supporting systems of animals.
Demonstration
Skeletons of mammals. Bone cuts. Clam shells. Collection of insects.
Laboratory and practical work (1h)
A variety of animal support systems.
Topic 2.6. Movement (2 hrs)
Movement as the most important feature of animal organisms. The value of physical activity. Mechanisms that ensure the movement of living organisms.
Laboratory and practical work (1h)
Moving earthworm.
Topic 2.7. Regulation of vital processes (2 h)
The vital activity of the organism and its relationship with the environment. Regulation of vital processes of organisms. Irritability. Nervous system, structural features. Reflex, instinct.
Topic 2.8. Reproduction (2h)
The biological significance of reproduction. Breeding types. Asexual reproduction animals (division of protozoa, hydra budding). Asexual reproduction of plants. Sexual reproduction organisms. Features of sexual reproduction of animals. Reproductive organs. Sex cells. Fertilization. Sexual reproduction of plants. Pollination. Double fertilization. Fruit and seed formation.
Demonstration
Plant propagation methods. Variety and structure of inflorescences.
Laboratory and practical work (1h)
Vegetative propagation indoor plants.
Topic 2.9. Growth and development (2 h)
Plant growth and development. Individual development... Distribution of fruits and seeds. Dormancy, its significance in plant life. Seed germination conditions. Nutrition and growth of seedlings. Features of the development of animal organisms. The development of the embryo (for example, the lancelet). Postembryonic development of animals. Direct and indirect development.
Demonstration
Ways of spreading fruits and seeds. Germination of seeds.
Topic 2.10. The body as a whole (1 h)
The relationship of cells, tissues and organs in the body. Regulatory activity of the nervous and humoral systems. The body functions as a whole. An organism is a biological system.
Section 3. Organism and environment (2 h)
Topic 3.1. Habitat. Environmental factors (1 h)
Influence of inanimate factors (temperature, humidity, light) on living organisms. The relationship of living organisms.
Demonstration
Collections illustrating the ecological relationships of living organisms.
Topic 3.2. Natural communities (1 h)
Natural community. Ecosystem. Structure and connections in the natural community. Supply chains.
Demonstration
Models of ecological systems, collections illustrating food chains and webs.
Standby time - 4 hours.
"Biology. The variety of living organisms. Grade 7 "(35 hours, 1 hour per week)
Introduction (1 h)
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. The reasons for the diversity of living organisms. Charles Darwin's evolutionary theory of adaptability to various environmental conditions. Natural classification system as a reflection of the evolutionary process of organisms.
Section 1. The Kingdom of the Prokaryota (2 hours)
Topic 1.1. Diversity, structural features and origin of prokaryotic organisms (3 h)
Origin and evolution of bacteria. General properties prokaryotic organisms. The variety of forms of bacteria. Features of the structure of a bacterial cell. The concept of the types of exchange in prokaryotes. Features of the organization and life of prokaryotes; prevalence and role in biocenoses. Environmental role and medical significance(on the example of representatives of the subkingdom Real bacteria).
Demonstration
Cell structure of various prokaryotes.
Laboratory and practical work (1h)
Sketching a diagram of the structure of a prokaryotic cell.
Section 2. Kingdom of Mushrooms (3 hours)
Topic 2.1. general characteristics mushrooms (3 h)
The origin and evolution of fungi. Features of the structure of fungal cells. The main features of the organization of multicellular fungi. Departments :, Zygomycot, Ascomikot, Basidiomycot, Omikota; group Imperfect mushrooms. Features of life 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 of Mushrooms, the structure of the fruiting body of the cap mushroom.
Laboratory and practical work (1h)
Recognition of edible and poisonous mushrooms *.
Topic 2.2. Lichens (1 h)
The concept of symbiosis. General characteristics of lichens. Types of lichen thallus; life activity features, prevalence and ecological role of lichens.
Demonstration
Schemes of the structure of lichens, various representatives of lichens.
Section 3. The Kingdom of the Plant (7 hours)
Topic 3.1. General characteristics of plants (1 h)
The plant organism as an integral system. Cells, tissues, organs and systems of plant organs. Regulation of the vital activity of plants; phytohormones. Features of the life of plants. Photosynthesis. Pigments. Plant taxonomy; lower and higher plants.
Demonstration Drawings of the textbook showing the features of the structure and life of various representatives of the plant kingdom. Schemes reflecting the main directions of the evolution of plant organisms.
Topic 3.2. Lower plants (1 h)
Algae as the oldest group of plants. General characteristics of algae. Features of the structure of the body. Unicellular and multicellular algae. Variety of algae: divisions Green algae, Brown algae and Red Algae. Distribution in aquatic and terrestrial biocenoses, ecological role of algae. Practical value.
Demonstration
Diagrams of the structure of algae of various departments.
Topic 3.3. Higher spore plants (2 h)
Origin and general characteristics of higher plants. Features of the organization and individual development of higher plants. Spore plants. General characteristics, origin. Department of Mossy; features of the organization, life cycle. Distribution and role in biocenoses. Department of Lycopods; features of the organization, life cycle. Distribution and role in biocenoses. Horsetail department; features of the organization, life cycle. Distribution and role in biocenoses. Division Fern-like. The origin and features of the organization of ferns. Fern life cycle. Distribution and role in biocenoses.
Demonstration
Structural schemes and life cycles mosses, horsetails and horse-tails, various representatives of mosses, horse-tails and horsetails, fern structure diagrams; ancient ferns, a diagram of the fern development cycle, various representatives of ferns.
Topic 3.4. Higher seed plants. Department of Gymnosperms (1 h)
Demonstration
Laboratory and practical work (1h)
Topic 3.5. Higher seed plants. Department of Angiosperms (Flowering) Plants (2 h)
The origin and features of the organization of angiosperms; body structure, life forms of angiosperms. Classes Monocotyledonous and Dicotyledonous. The main families of angiosperms (2 families of monocotyledonous and 3 families of dicotyledonous plants). Diversity, 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 (1h)
Study of the structure of angiosperms *.
Recognition of the most common plants in their area, determination of their systematic position *.
Section 4. Kingdom of Animals (19 h)
Topic 4.1. General characteristics of animals (1 h)
The animal organism as an integral system. Cells, tissues, organs and organ systems of animals. Regulation of the vital activity of animals; nervous and endocrine regulation. Features of the life of animals, distinguishing them from representatives of other kingdoms of living nature. Animal taxonomy; taxonomic categories; unicellular and multicellular (invertebrates and chordates) animals. The relationship of animals in biocenoses; trophic levels and food chains.
Demonstration
Distribution of animals and plants on the planet: biogeographic areas.
Topic 4.2. Subkingdom Unicellular (1 hr)
General characteristics of protozoa. The cell of unicellular animals as a whole organism; features of the organization of protozoa cells, special organelles. A variety of protozoa and their role in biocenoses, human life and economic activities. Type Sarcopterbugs; variety of forms of sarcodes and flagellates. Features of the organization of representatives. Infusoria type. The variety of ciliates and their role in biocenoses.
Demonstration
Schemes of the structure of amoeba, euglena green and ciliates shoes, representatives different groups unicellular.
Topic 4.3. Subkingdom Multicellular (1 h)
General characteristics of multicellular animals; types of symmetry. Cells and tissues of animals.
Demonstration
Types of symmetry in multicellular animals, variety of sponges.
Topic 4.4. Type Intestinal (1 h)
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, jellyfish and a colony of coral polyps. Coral reef biocenosis. External and internal structure coelenterates.
Topic 4.5. Type Flatworms (1 h)
Demonstration
Topic 4.6. Type Roundworms (1 h)
Demonstration
Topic 4.7. Ringworm type (1 hr)
Features of the organization of annelids (for example, the nereid polychaete worm); secondary body cavity. Variety of annelids; polychaete and small-bristled annelids. The importance of annelids in biocenoses.
Demonstration
Diagram of the structure of polychaetal and small-bristled annelids. Various representatives of the Ringworm type.
Laboratory and practical work (1h)
External structure of the earthworm.
Topic 4.8. Type Molluscs (1 h)
Features of the organization of mollusks; mixed body cavity. Variety of shellfish; classes Gastropods, Bivalve molluscs. The importance of mollusks in biocenoses. Role in human life and economic activity.
Demonstration
Diagram of the structure of gastropods, bivalves and cephalopods. Various representatives of the type of molluscs.
Laboratory and practical work (1h)
External structure of molluscs.
Topic 4.9. Arthropod type (3 h)
The origin and features of the organization of arthropods. Diversity of arthropods; the classes Crustaceans, Arachnids, Insects, and Centipedes. Crustacean class. General characteristics of the class of crustaceans as an example crayfish... Higher and lower cancers. Diversity and importance of crustaceans in biocenoses. Class Arachnids. General characteristics of arachnids. Spiders, scorpions, ticks. The 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 transformation. Diversity and importance of insects in biocenoses. Centipedes.
Demonstration
Diagram of the structure of crayfish. Various representatives of lower and higher crustaceans. Diagram of the structure of the spider-cross. Various members of the class Arachnids. Schemes of the structure of insects of various orders.
Topic 4.10. Type Chordates. Skullless (1 h)
The origin of chordates; subtypes of cranial and vertebrate. General characteristics of the type. Subtype Cranials: 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). Fish Superclass (1 hr)
General characteristics of vertebrates. The origin of fish. General characteristics of fish. Classes Cartilaginous (sharks and rays) and Bony fish. Variety of bony fish: cartilaginous, cross-finned, lung-finned and ray-finned fishes. Diversity of species and traits of adaptability to the environment. Ecological and economic value of fish.
Demonstration
Variety of fish. Diagram of the structure of cross-finned and ray-finned fish.
Laboratory and practical work (1h)
Peculiarities external structure fish in relation to lifestyle *.
Topic 4.13. Class Amphibians (1 h)
The first amphibians. General characteristics of amphibians as the first terrestrial vertebrates. Tailless, tailed and legless amphibians; diversity, habitat and ecological characteristics. Structural and functional organization of amphibians on the example of a frog. The ecological role and diversity of amphibians.
Demonstration
Variety of amphibians. Diagrams of the structure of cross-finned fish and amphibians.
Laboratory and practical work (1h)
Features of the external structure of the frog associated with its lifestyle *.
Topic 4.14. Class Reptiles (1h)
The origin of reptiles. General characteristics of reptiles as primary terrestrial animals. Structural and functional organization of reptiles by the example of a lizard. Scaly (snakes, lizards and chameleons), crocodiles and turtles. Distribution and variety of forms of reptiles; position in ecological systems. Extinct groups of reptiles.
Demonstration
The variety of reptiles. Diagrams of the structure of amphibians and reptiles.
Laboratory and practical work (1h)
Comparative analysis skeletal structures of a turtle, a lizard and a snake.
Topic 4.15. Poultry class (2 hours)
The origin of birds; first birds and their ancestors; real birds. Cilegrud, or flying; ratites, or running; penguins, or floating birds. Features of the organization and ecological differentiation of flying birds (birds of the forest, 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 activities.
Demonstration
Variety of birds. Diagrams of the structure of reptiles and birds.
Laboratory and practical work (1h)
Features of the external structure of birds associated with their lifestyle *.
Topic 4.16. Class Mammals (2 h)
The origin of mammals. First Beasts (platypus and echidna). Lower beasts (marsupials). Real animals (placental). Structural and functional features of the organization of mammals on the example of a dog. The ecological role of mammals in the development of wildlife in the Cenozoic era. The main orders of placental mammals: Insectivores, Bats, Rodents, Lagomorphs, Carnivores, Pinnipeds, Cetaceans, Equid-hoofed animals, 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
Diagrams reflecting the ecological differentiation of mammals. Diversity of mammals. Diagrams of the structure of reptiles and mammals.
Laboratory and practical work (1h)
Study of the structure of mammals *.
Recognition of animals in their area, determination of their systematic position and significance in human life *.
Section 5. Viruses (1 h)
Topic 5.1. Variety, structural features and origin of viruses (1 h)
General characteristics of viruses. The history of their discovery. The structure of the virus as exemplified by the tobacco mosaic virus. The interaction of the virus and the cell. Viruses - pathogens dangerous diseases person. Flu prevention. Origin of viruses.
Demonstration
Models of various viral particles. Schemes of the interaction of the virus and the cell in the horizontal and vertical type of transmission of infection. Diagrams reflecting the development of viral diseases.
Conclusion (1 h)
Features of the organization and diversity of living organisms. The main areas of application of biological knowledge in practice Agriculture, in a number of industries, while protecting the environment and human health.
"Biology. Human. Grade 8 "(72 hours, 2 hours a week)
Section 1. Place of a person in the system organic world(2 h)
Man as a 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 great apes. Homo sapiens.
Demonstration
Human and vertebrate skeletons. Tables, diagrams, drawings, revealing the similarities between humans and animals.
Section 2. Origin of man (2 h)
Biological and social factors of anthroposociogenesis. Stages of anthropogenesis and factors of human formation. Human races, their origin and unity.
Demonstration
Model "Human origin". Models of the remnants of the material primitive culture of man. The image of representatives of different races of man.
Section 3. Short story development of knowledge about the structure and functions of the human body (7 h)
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 h)
Cellular structure organism. Tissues: epithelial, connective, muscle, nervous. Organs human body... Organ systems. The relationship of organs and organ systems as the basis of homeostasis.
Demonstration
Diagrams of the structure of human organ systems.
Laboratory and practical work (1h)
Study of the microscopic structure of tissues.
Recognition on the tables of organs and organ systems.
Section 5. Coordination and regulation (10 h)
Humoral regulation... Glands internal secretion... Hormones and their role in metabolic processes. Neuro-humoral regulation.
Demonstration
Structural schemes endocrine glands... Tables illustrating the structure, biological activity and points of application of hormones. Photos of patients with various violations functions of the endocrine glands.
Nervous regulation. The importance of the nervous system. Central and peripheral nervous systems. The vegetative and somatic parts of the nervous system. Reflex; conduction of a nerve impulse. Structure and function spinal cord, parts of the brain. Large hemispheres of the brain. The cerebral cortex. The importance of the cerebral cortex and its connection with other parts of the brain. Sense organs (analyzers), their structure and functions. The structure, function and hygiene of the organs of vision. The structure and function of the hearing organs. Prevention of hearing impairment. Organs of touch, taste, smell. Hygiene of the senses.
Demonstration
Models of the brain, sense organs. Schemes reflex arcs unconditioned reflexes.
Laboratory and practical work (1h)
Study of the human brain (based on dummies).
Studying changes in pupil size.
Section 6. Support and movement (8 h)
Human skeleton, its departments: axial skeleton, skeleton of the girdles of the limbs. Features of the human skeleton associated with labor activity and upright posture. Composition and structure of bones: tubular spongy bones. Bone growth. Age changes in the structure of bones. Types of bone connection. Diseases of the musculoskeletal system and their prevention. Muscular system... Muscle structure and development. The main muscle groups, their functions. Muscle work; static and dynamic loads. The role of the nervous system in the regulation of muscle work. Muscle fatigue, the role of active rest in the restoration of muscle tissue activity. Meaning physical culture and work 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 (2h)
Study of the external structure of bones.
Measuring the mass and growth of your body.
Revealing the influence of statistical and dynamic work on muscle fatigue.
Section 7. Internal environment organism (3 h)
The concept of "internal environment". Tissue fluid. Blood, its composition and importance in ensuring the vital activity of the organism. Cellular elements of blood: erythrocytes, leukocytes, platelets. Blood plasma. Clotting of blood. 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
Schemes and tables dedicated to the composition of blood, blood groups.
Laboratory and practical work (1h)
Study of the microscopic structure of blood.
Section 8. Transport of substances (4 h)
Heart, its structure and regulation of activity. Large and small circles of blood circulation. Lymphatic circulation. The movement of blood through the vessels. Blood pressure. Diseases of the circulatory system, their prevention.
Demonstration
Human heart model. Tables and diagrams illustrating the structure of blood cells and circulatory organs.
Laboratory and practical work (1h)
Measurement blood pressure.
Determination of the pulse and counting the number of heartbeats.
Section 9. Breathing (5 h)
The need of the human body for oxygen in the air. Respiratory organs, their structure. Respiratory movements... Gas exchange in the lungs, tissues. Transport of gases by erythrocytes and blood plasma. Respiration regulation. Artificial respiration. Voice apparatus.
Demonstration
Models of the larynx, lungs. Diagrams illustrating the mechanism of inhalation and exhalation, techniques artificial respiration.
Laboratory and practical work (1h)
Determination of the respiratory rate.
Section 10. Digestion (5 h)
Nutrients and Foods. Human need for food and nutrients. Vitamins. Digestion. The structure and function of the digestive system. Digestive glands: liver and pancreas. Stages of digestion processes. Research I.P. Pavlov in the field of digestion.
Demonstration
Human torso model. Dummies internal organs.
Laboratory and practical work (1h)
The effect of gastric juice on proteins, saliva on starch.
Definition of norms rational nutrition.
Section 11. Metabolism and energy (2 h)
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 function. Urine formation. The role of the skin in the elimination of metabolic products from the body.
Demonstration
Kidney model.
Section 13. The integuments of the body (3 hours)
The structure and function of the skin. The role of the skin in heat regulation. Hardening. Hygienic requirements for clothing, footwear. Skin diseases and their prevention.
Demonstration
Diagrams illustrating the structure skin human, skin derivatives.
Section 14. Reproduction and development (3 h)
Reproductive system: structure and hygiene. Fertilization. Intrauterine development, childbirth. Lactation. The growth and development of the child. Family planning.
Section 15. Higher nervous activity(5 h)
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 norms and rules healthy way life. Providing first aid for bleeding, carbon monoxide poisoning, rescuing a drowning man, injuries, burns, frostbite. Health promotion: physical activity, hardening. Risk factors: stress, physical inactivity, overwork. Bad habits, their impact on human health. Man and the environment. Environment as a source of substances and energy. Habitat. The rules of human behavior in environment.
Laboratory and practical work (2h)
Study of techniques for stopping arterial and venous bleeding.
Analysis and assessment of the impact of environmental factors on human health.
Standby time -9 hours.
"Biology. General patterns. Grade 9 "(68 hours, 2 hours a week)
Introduction (1 h)
The place of the course in the system of natural science disciplines, as well as in the biological sciences. Goals and objectives of the course. The importance 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. The diversity of the living world. Organization levels and basic properties of living organisms (2 h)
Levels of life organization: molecular-genetic, cellular, tissue, organ, organismic, population-specific, 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 that inhabit 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 of part and whole in biosystems. Energy dependence of living organisms; forms of energy consumption. The kingdoms of wildlife; a brief description of natural classification system of living organisms. Species diversity.
Demonstration
Schemes reflecting the structures of the kingdoms of living nature.
Topic 1.2. The development of biology in the pre-Darwinian period (2 hours)
The development of biology in the pre-Darwinian period. The dominance in science of ideas about the "initial 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 h)
Preconditions for the emergence of the teachings of Charles Darwin: achievements in the field of natural sciences, expeditionary 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. Struggle for existence and natural selection.
Demonstration
Biography of Charles Darwin. The route and specific findings of Charles Darwin during his journey on the Beagle.
Topic 1.4. Adaptation of organisms to conditions external environment as a result of natural selection (2 h)
Adaptive features of the structure. Protective coloration of the integument of the body: hiding coloration (one-color, two-tone, dismembering, etc.); warning coloring. Mimicry. Adaptive behavior of animals. Caring for offspring. Physiological adaptations... Fitness relativity.
Demonstration
Illustrations showing the structure of the body of animals and plant organisms, ensuring survival in their typical conditions of existence. Examples of different types protective coloration in animals.
Laboratory and practical work (1h)
Model discussion of the role of adaptive behavior in animals.
Topic 1.5. Microevolution (2 h)
A 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. The ways and speed of speciation; geographic and ecological speciation.
Demonstration
Diagrams illustrating the process of geographic speciation. Live 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 the environment and the results of speciation.
Laboratory and practical work (2h)
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. Biologically consequences of adaptation. Macroevolution (3 h)
The main directions of the evolutionary process. Biological progress and biological regression (A. N. Severtsov). Ways to achieve biological progress. The main patterns of evolution: divergence, convergence, parallelism. Evolution rules for groups of organisms. Evolution results: diversity of species, organic expediency, gradual complication of the organization.
Demonstration
Examples of homologous and analogous organs, their structure and origin in ontogeny. Schemes of the correlation of 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 h)
The organic world as a result of evolution. The emergence and development of life on Earth. Chemical, prebiological (the theory of Academician A.I. Oparin), biological and social stages of the development of living matter. Phylogenetic relationships in wildlife; natural classification of living organisms.
Demonstration
Schemes of the emergence of unicellular eukaryotes, multicellular organisms, the development of the kingdoms of plants and animals.
Topic 1.8. Development of life on Earth (3 hours)
Development of life on Earth in the Archean and Proterozoic eras. The first traces of life on Earth. The emergence of all modern types of invertebrates. The first chordates. Development of aquatic plants. Development of life on Earth in the Paleozoic era. The emergence 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 emergence and spread of angiosperms. The emergence of birds and mammals. The emergence and development of primates. Human Origins. The place of man in wildlife. The systematic position of the species Homo sapiens in the system of the animal world. Signs and properties of man, allowing him to be attributed to various systematic groups of the animal kingdom. Stages of human evolution: the most ancient man, the ancient man, the first modern people. Human properties as a biological species. Population structure of the species Homo sapiens; human races; race formation; unity of origin of races. The anti-scientific essence of racism.
Demonstration
Reproductions of paintings by Z. Burian, reflecting the fauna and flora of different eras and periods. Development schemes for the kingdoms of living nature. Fossils, plant prints in ancient rocks. Models of human and vertebrate skeletons.
Section 2. Structural organization of living organisms (10 h)
Elemental composition of the cell. The prevalence of elements, their contribution to the formation of living matter and objects of inanimate nature. Macronutrients, 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... Salt inorganic acids, their contribution to the maintenance of vital processes and the maintenance of homeostasis. The role of cations and anions in the maintenance of 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. Fat - basic structural component cell membranes and energy source. DNA - 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. Informational, transport, ribosomal RNAs.
Demonstration
Volumetric 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 h)
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 h)
Prokaryotic cells: shape and size. The cytoplasm of a bacterial cell. Organization of metabolism in prokaryotes. The genetic apparatus of bacteria. Sporulation. Reproduction. Place and role of prokaryotes in biocenoses. Eukaryotic cell. The cytoplasm of a eukaryotic cell. Organelles of the cytoplasm, their structure and function. Cytoskeleton. Inclusions and their role in cell metabolism. The cell nucleus is the control center of the vital activity 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 transformation of chromosomes. The 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 device of light and electron microscope... Diagrams illustrating methods of preparative biochemistry and immunology. Cell models. Schemes of the structure of organelles of plant and animal cells. Micropreparations of cells of plants, animals and unicellular fungi. Figures of mitotic division in onion root cells under a microscope and in the diagram. Materials telling about the biographies of scientists who have contributed to the development of cell theory.
Laboratory and practical work (1h)
Study of cells of bacteria, plants and animals on ready-made micropreparations *.
Section 3. Reproduction and individual development of organisms (5 h)
Topic 3.1. Reproduction of organisms (2 h)
The essence and forms of reproduction of organisms. Asexual reproduction of plants and animals. Sexual reproduction of animals and plants; the formation of germ cells, insemination and fertilization. The biological significance of sexual reproduction. Gametogenesis. The periods of formation of germ cells: reproduction, growth, maturation (meiosis) and the formation of germ cells. Features of spermatogenesis and ovogenesis. Fertilization.
Demonstration
Posters illustrating methods of vegetative propagation fruit trees and vegetable crops. Oocyte micropreparations. Photos showing the diversity of offspring from one pair of parents.
Topic 3.2. Individual development of organisms (ontogenesis) (3 h)
The embryonic period of development. Basic laws of crushing; the formation of a single-layer embryo - blastula. Gastrulation; regularities of the 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. The 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. Müller). A. N. Severtsov's works on embryonic variability.
Demonstration
Tables illustrating the process of metamorphosis in invertebrates (coleoptera and lepidoptera insects) and vertebrates (amphibians). Tables showing the similarity of the embryos of vertebrates. Schemes of transformation of organs and tissues in phylogenesis.
Section 4. Heredity and variability of organisms (20 h)
Topic 4.1. Regularities of the inheritance of traits (10 h)
G. Mendel's discovery of the regularities of the inheritance of traits. Hybridological method for studying heredity. Monohybrid and polyhybrid crossing. Mendel's laws. Independent and linked inheritance. Genetic sex determination. Genotype as an integral system. The interaction of allelic and non-allelic genes in the definition of traits.
Demonstration
Human chromosome maps. Pedigrees of outstanding representatives of culture. Human chromosomal abnormalities and their phenotypic manifestations.
Laboratory and practical work (1h)
Solving genetic problems and drawing up pedigrees.
Topic 4.2. Regularities of variability (6 h)
Basic forms of variability. Genotypic variability. Mutations. The importance of mutations for agricultural and biotechnological practice. 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 (1h)
Construction of a variation curve (sizes of plant leaves, anthropometric data of students).
Topic 4.3. Selection of plants, animals and microorganisms (4 h)
Centers of origin and diversity of cultivated plants. Variety, breed, strain. Plant and animal breeding methods. Achievements and main directions of modern breeding. 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 varieties of cultivated plants that are distinguished by the highest fertility.
Section 5. The relationship between the organism and the environment. Fundamentals of Ecology (5 h)
Topic 5.1. Biosphere, its structure in function (3 h)
Demonstration
Diagrams illustrating the structure of the biosphere and characterizing its individual constituent parts. 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 wildlife.
Laboratory and practical work (1h)
Drawing up schemes for the transfer of substances and energy (food chains) *.
Studying and describing the ecosystem of your area, identifying the types of interaction different types in this ecosystem *.
Topic 5.2. Biosphere and man (2 h)
Natural resources and their use. Anthropogenic factors of influence on biocenoses (the role of man in nature); the consequences of human economic activity. Problems of rational nature management, nature protection: protection from pollution, preservation of standards and natural monuments, ensuring natural resources population of the planet.
Demonstration
Maps of the protected areas of our country.
Laboratory and practical work (1h)
Analysis and assessment of the consequences of human activities in ecosystems *.
Conclusion (1 h)
Standby time - 5 hours.
Thematic planning Grade 5
| Section name | Number of hours |
|
| Living organism: structure and study | ||
| Variety of living organisms | ||
| Habitat of living organisms | ||
| Man on earth | ||
| Standby time | ||
| Total |
Thematic planning grade 6
| Section name | Number of hours |
|
| The structure and properties of living organisms | ||
| Vital activity of organisms | ||
| Organism and environment | ||
| Standby time | ||
Thematic planning grade 7
| Section name | Number of hours |
||||
| Introduction | |||||
| Kingdom of the Prokaryota | |||||
| Kingdom of Mushrooms | |||||
| Plant kingdom | |||||
| Kingdom of Animals | |||||
| Conclusion | |||||
Thematic planning grade 8
| 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 | |||
| Body covers | |||
| Reproduction and development | |||
| Higher nervous activity | |||
| Man and his health | |||
| Standby 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 | ||
| The relationship between the organism and the environment. Fundamentals of Ecology | ||
| Conclusion | ||
| Standby time | ||
Annex 1
The work program in biology is drawn up 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: AA Kamensky, EA Kriksunov, VV Pasechnik, Moscow: Drofa, 2009), Regulations on the work program of the teacher MBOSHI" Gymnasium-boarding school No. 13 "(approved 11.08 .2014), the curriculum of MBOSHI "Gymnasium-boarding school №13" for the 2014-2015 academic year.
According to the current Basic curriculum working programm for the 9th grade, it provides biology training in the amount of 2 hours per week (68 hours)
There are 17 girls in grade 9 A. The knowledge class is average, motivated to study and gain knowledge.
The study of biology in grade 9 is aimed at achieving the following goals:
mastering knowledge about the formation of students' ideas about the distinctive features of living nature, its diversity and evolution, man as a biosocial being; on the role of biological science in the practical activities of people;
mastery of skills to generalize knowledge about life and the levels of its organization, to reveal worldview questions about the origin and development of life on Earth, the genetic structure of the hereditary apparatus, to deepen the concept of 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, the environment; culture of behavior in nature;
andcusing the 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 organism; use information about modern achievements in the field of biology and ecology, on 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.
Control forms:
Retelling the text of the paragraph and answering questions;
Laboratory work;
Final control of knowledge (test)
2. Educational-thematic section
|
Thematic section |
Number of hours |
|
|
Introduction |
||
|
Levels of organization of wildlife |
||
|
Evolution |
||
|
The emergence and development of life on Earth |
||
“Introduction to General Biology and Ecology. Grade 9 "(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. Biological research methods. 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)
The chemical composition of the cell. Organic and inorganic substances. Biopolymers. Carbohydrates. Lipids. Proteins. 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 the cell. The main provisions of the cell theory. The importance of cytological research for the development of biology and other biological sciences, medicine, agriculture.
The cell as a structural and functional unit of living things. The main components of the cell. The structure of membranes and nuclei, their functions. Cytoplasm and major organelles. Their functions are in the cell.
Features of the structure of cells of bacteria, fungi, animals and plants.
Metabolism and transformation of energy in the cell. Methods for obtaining organic substances: autotrophs and heterotrophs. Photosynthesis, its cosmic role in the biosphere.
Protein biosynthesis. Gene concept. 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; scheme of metabolic pathways in the cell; model application "Protein synthesis".
Topic 1.3. Organizational level (15 hours)
Self-reproduction is a universal property of living things. Reproduction forms of organisms. Asexual reproduction and its types. Mitosis as the basis of asexual reproduction and growth of multicellular organisms, its biological significance.
Sexual reproduction. Meiosis, its biological significance. The biological significance of fertilization.
The concept of individual development (ontogenesis) in plant and animal organisms. Division, growth, differentiation of cells, organogenesis, reproduction, aging, death of individuals. The influence of environmental factors on the development of the embryo. The 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 the embryos of vertebrates; schemes of mitosis and meiosis.
Genetics as a branch of biological science. The history of the development of genetics. Regularities of the inheritance of the traits of living organisms. Works by G. Mendel. Methods for the study of heredity. Hybridological method for studying heredity. Monohybrid crossing. Dominance law. Splitting law. Complete and incomplete dominance. The law of gamete purity and its cytological substantiation. 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 emergence of various 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, crossing chromosomes; the results of experiments showing the influence of environmental conditions on the variability of organisms; herbarium materials, collections, dummies of hybrid, polyploid plants.
Methods for studying human heredity. Human genetic diversity. Genetic foundations of health. The influence of the environment on human genetic health. Genetic diseases... Human genotype and health.
Demonstrations: Human chromosomal abnormalities and their phenotypic manifestations.
Tasks and methods of selection. Genetics as a scientific basis for the selection of organisms. Achievements of world and domestic selection.
Demonstrations: live plants, herbarium specimens, dummies, 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. Adaptation of organisms to various environmental factors.
Ecosystem organization of wildlife. Ecosystems. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature. Nutritional links 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. VI Vernadsky - the founder of the doctrine of the biosphere. The role of man in the biosphere. Ecological problems, their impact on human life. Consequences of human activity in ecosystems, the impact of his actions on living organisms and ecosystems.
Demonstrations: tables illustrating the structure of the biosphere; the scheme of the circulation of substances and the conversion of energy in the biosphere; scheme of the influence of human economic activity on nature; application model "Biosphere and Man"; maps of reserves of Russia.
Section 2. Evolution (6 hours)
The doctrine of the evolution of the organic world. C. Darwin is the founder of the doctrine of evolution. Driving forces and results of evolution. Complication of plants and animals in the process of evolution. Biological diversity as the basis for the sustainability 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. Struggle for existence as the basis of natural selection. The role of natural selection in the formation of new properties, traits and new species.
The emergence of adaptations and their relative nature. Mutual adaptation of species as a result of the action of natural selection.
The value of knowledge about microevolution for the management of natural populations, solving problems of nature protection and rational nature management.
The concept of macroevolution. Correlation of micro- and macroevolution. The increasing complexity of plants and animals in the process of evolution. Biological diversity as the basis for the sustainability 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 ratio of 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. The history of the development of the organic world.
Demonstrations: fossils, plant and animal prints in ancient rocks; reproductions of paintings reflecting the flora and fauna of various eras and periods.
Laboratory works:
Study of the morphological criterion of the species
Study of the paleontological evidence for evolution.
Educational standards in Russian schools in 1993. The first model is the thesaurus at a minimum; 1998/99 Draft State Education Standard - Differentiated Education (4 types of education); 2004 Federal State Educational Standard of the 1st generation, primary, basic and high school; diversification of the goals of education in high school for basic and specialized education; 2010/11 FSES II generation - for humanization, socialization of education, for deepening, for mastering universal educational actions (UUD) for the development of general education of the individual.
Changes in teaching biology according to the second generation standard New structure of the subject of biology in grades 5-9: "Living organisms", "Man and his health", "General biological laws"; The role of organizing the development of educational and cognitive activities has been increased; A system of universal educational actions (UUD) has been introduced. Including: personal, communicative, cognitive and regulatory; The development of UUD proceeds in the process of mastering knowledge of biology, i.e., knowledge from the goal of teaching becomes a means of teaching and developing a student; The volume of subject knowledge in biology has been significantly reduced.All these changes have been taken into account in new textbooks
The main ideas of the author's program Two parts of the subject of biology: 5-9 grades. and cl. Greening content; Cultural orientation of the courses; Reflection of ideas of humanization, humanization and competence-based approach in teaching; Updating the scientific content in accordance with the achievements of the science of biology; Updating the methodological apparatus in accordance with the achievements of science, methods of teaching biology; Reflection of conceptual ideas of pedagogy for a modern general education school; Compliance with the requirements of the Federal State Educational Standard of the II generation All our ideas from 1993 \ 1998. remain relevant and on the present stage teaching biology.
Features of the course of biology in the author's line The content of training courses 5-11 grades. is 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"; Content of training courses 5-9 grades. is built on the basis of greening, practice-oriented and competence-based approaches in the content of biology, also taking into account the requirements of the GIA and Federal State Educational Standard of 2010. The content of training courses cl. is built on the basis of the integration of knowledge inherent in the structural levels of life organization; The structure of the course of biology cl. due to interdisciplinary connections - with geography (grade 10) and chemistry (grade 11), difficulty teaching material molecular level, as well as for a more successful passing the exam where a lot of materials about the cage are included
Biology for grade 5 For grade 5, a completely new educational course in biology of propaedeutic content has been created - “Biology. Grade 5 "The main idea of the course is" Introduction to modern biology ". Course topics: 1. Biology - the science of the living world; 2. The variety of living organisms; 3. Life of organisms on planet Earth; 4. Man on planet Earth. * A Workbook and a Methodological Guide for the teacher have been created for the textbook.
Biology of the 6th grade Two versions of textbooks were created, presented in separate books: with 1 hour per week (grade 6, concentric line) and with 2 hours (grade 7, linear line). In both cases, the textbooks retain all the author's ideas and the structure of the content: the morphological and physiological materials about the plant are presented separately, the course ends with the topic "Natural communities". In the textbooks, the following are given in more detail: the orientation apparatus, the assimilation apparatus, the competence-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 value of knowledge, the development of students' independence and self-control.
Headings of assignments for self-control in the section "Let's summarize" (Grade 6) Test yourself on your own; Complete tasks; Discuss the problem with your friends; Express your opinion; What is your position; Observe and draw conclusions about the value of your research; Learning to create projects, models, schemes; Themes of projects to be carried out in a group; Find out more; Basic concepts of the topic. From a biology textbook on FSES of the second generation
Features of a biology textbook for grade 9 The content of the course has been revised in connection with the requirements of the second generation FSES (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 generalize existing knowledge, develop ideas about the evolution of living nature and form a natural-scientific picture of the world; By means of the content of the curriculum and the materials of the assimilation apparatus in the textbook, the opportunity has been created to prepare students for self-control, for the GIA, the Unified State Exam and the choice of a profile direction for teaching then in high school classes
The textbook in the system of solving problems of the quality of education + In the system of the orientation apparatus in the textbook: - at the beginning of the chapter there is a list of expected results ("You will learn" and "You will be able to"); - at the beginning of the paragraph, tasks for updating are given ("Remember" or "You know"). + In the system of the apparatus of assimilation 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, the 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 according to the structural levels of life organization; + the order of presentation of biology in grade 6 and in high school (grades 10-11) from the biosphere level to the molecular level; + use of the methodological apparatus of textbooks for solving problems of the modern quality of education; + greening, cultural studies, humanization and humanitarization of the content; + inclusion of environmental and culturological materials in the textbook; + competence-based and activity-based approaches to training; + use of headings in textbook paragraphs; + application different types assignments for the development of the student's personality, his creativity and self-control + the presence of teaching materials for all training courses in biology.
System of Universal Learning Actions (ULE) The ULE system was introduced to the main school as a continuation from primary school: The UUD system contains 4 groups of components: - Personal - these are cognitive, value, emotional, moral and behavioral; - Communicative - this is communication and interaction with partners, work in a group, dialogue, etc.; - Cognitive - inclusion in design and research activities, the ability to see the problem, create computer development software academic subject; - Regulatory - the development of the ability to set goals, regulate their activities (educational and emotional), planning time and their actions, self-control, self-assessment.
Complication of pedagogical goals in teaching biology Subject learning goals: -Cognitive component (mastering the basics of scientific knowledge); -Active component (mastering subject skills and abilities); - Orientational component (formation of ideas about the world) Personal learning goals: - Goals of developing thinking, cognitive abilities, UUD; - The goals of developing common abilities and cultural interests; - The goals of the formation of motivation for self-development, including self-education
New features in teaching activities teachers Includes work on educating pupils' independence in education; It is necessary to take into account the knowledge obtained by the students themselves outside the school from various sources; Use information from the external educational environment in the content of education; Change your work in the direction from reproductive (informative) to activities that develop creativity, the student's interest, his independence in knowledge, self-awareness and self-determination; Not to lose the subject biological content, which is important with the new FSES.
Personal Action Tasks Express your position; Explain your independent act in ...; Be critical of your actions in activity; Make a decision on ...; Define your role in this matter; Solve the life problem mentioned in the text of the paragraph; Choose values in your understanding of life; Establish a connection between the goal of educational activity and its motive; Explain why you are carrying out this activity (teaching, setting up an experiment, reading a book, working with a computer, searching for information on the Internet, etc.); Build your life plan in time (for a year, for a week, for the period of schooling, etc.); Ability to manage your cognitive activities; Ability to identify the most important statement about ...; 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 in a collective discussion; Assess the position of other people in the decision ...; Find an alternative solution to the controversial issue; Discuss the problem in a team (in class, in small group or paired with a peer); Become 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 text materials, title headings; Assess not only the content, but also the form of its presentation; Think about how events will develop further; Come up with a new example; Create a computer tutorial on this topic… ; Evaluate your action in the discussion of the issue; Give an assessment of the process and its results; Extract the necessary information from the read text and write it down in short form(in the form of abstracts).
Tasks for the development of regulatory actions Determine the plan of your actions when performing the work; Determine the sequence of the task; 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 an implementation plan (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 Standard requirements for subject biological education Personal learning outcomes: -knowledge of the basic principles and rules of attitude to wildlife; - implementation of healthy lifestyle settings; the formation of cognitive interests in the study of living nature, intellectual skills and aesthetic attitude to living objects; Metasubject learning outcomes: - mastering the skills of research and project activities, pose questions, put forward hypotheses; -the 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 observe the basic rules of behavior and activities in nature. Please note - personal results are listed first.
Planned learning outcomes (in lesson plans) Subject skills: show 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. Metasubject skills: development of 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 educational activities, find information in additional sources, create presentations of their educational and research works... Personal skills: manage your cognitive activity, identify the essence of one or another natural phenomenon, solve creative problems; to develop a responsible attitude to learning and readiness for self-education, to show patriotism on the example of the life and work of V.I. Vernadsky
Our entire team of authors, together with the publishing center "Ventana-Graf", tried to provide assistance in the work of teachers and students using our textbooks with the help of the school textbook and the entire teaching materials. What we could not include in the textbook texts - we 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 was compiled taking into account the Federal component of the state educational standard of basic general education of the first generation, on the basis of the Model program of basic general education in biology for grade 8 “Biology. Human. Textbook for grade 8 "(authors: V.V. Pasechnik, V.M. Pakulova, V.V. Latyushin, R.D. Mash- M .: Bustard, 2009), Regulations on the working program of the teacher No. 13 "(approved on August 11, 2014), the curriculum of MBOSH" Gymnasium-boarding school No. 13 "for the 2014-2015 academic year.
According to the current Basic Curriculum, the work program for the 8th grade provides for biology training in the volume of 2 hours per week (70 hours)
There are 16 girls in grade 8A. The class is strong enough, motivated to learn and gain solid knowledge.
The study of biology in grade 8 aims to achieve the following goals:
mastering knowledge about the structure, life of a person, about his biosocial position; on the role of biological science in the practical activities of people;
mastery of skills to apply biological knowledge to explain the processes and phenomena of the vital activity of one's own organism; use information about modern advances in 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 the 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 their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, and the prevention of diseases.
The following methods and techniques are used in biology lessons:
Frontal;
Group;
Individual;
Independent work with the material of the paragraph.
Control forms:
Retelling the text of the paragraph and answering questions;
Laboratory work;
Final control of knowledge (test)
2. Educational-thematic section
| № | Thematic section | Number of hours |
| 1 | Introduction | 2 |
| 1 | Human Origins | 2 |
| 2 | The structure and function of the body | 59 |
| The structure of the body | 4 |
|
| Musculoskeletal system | 7 |
|
| Internal environment of the body | 5 |
|
| Circulatory and lymphatic system | 5 |
|
| Respiratory system | 5 |
|
| Digestive system | 4 |
|
| Metabolism and energy | 3 |
|
| Integumentary organs. Heat regulation. Highlighting | 4 |
|
| The 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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