Biological: the significance of mitosis.
Subject: Generalization of knowledge on the topic of the chemical composition of organisms
Goals:
- Generalization and systematization of knowledge on the topic
- Development of skills to reproduce information according to the scheme, highlight the main thing, graphically draw up information, compare, generalize, conduct an experiment
- Mutual assistance in pairs, in groups, the formation of a scientific worldview
Equipment:
1) Demo materials:
- starch;
- egg white;
- labeled water;
- NaCI;
- vegetable oil;
- cotton wool
- with labels
- Handouts Substance Classification Cards Guidance Cards
- Laboratory work solution H 2 O 2 (3%), raw and boiled meat in test tubes, raw and boiled potatoes, potato tubers, iodine solution, pipettes, chicken protein solution, CuSO 4 solution.
Tasks:
- Repeat the basic concepts of the topic
- Get to know the properties of the substances that make up the body
- Systematize knowledge about the main groups of body substances
Lesson plan:
- Warm-up (“own game”)
- Systematization (drawing up a diagram)
- Classification in-in.
- Experiment.
- Conclusions. Final test.
Organization: The class is divided into groups of 4 people, in each group there is a commander, a consultant.
Lesson type: Combined. Laboratory work.
During the classes
The epigraph is written on the board:
Living = non-living or Living = non-living
Report the objectives of the lesson and answer the question of the epigraph:
What is the similarity of the chemical composition of living and non-living bodies?
What is the difference?
I. Warm-up (frontal survey)
Themes:
- inorganic substances.
- Squirrels.
- Carbohydrates.
- Lipids.
- Nucleic acids.
Questions to topics:
a) how many chemical elements are found in a cell?
b) name macronutrients;
c) name microelements;
d) what is the role of iodine in the body;
e) what is the role of Na and K in the body.
a) What are the chemical elements that make up a protein?
b) Why is a protein molecule called a macromolecule?
c) what is a protein monomer?
d) How many amino acids are in a protein?
e) what is the role of antibody proteins in the body?
a) what chemical elements are included in the composition of carbohydrates.
b) name the monosaccharides.
c) compare the energy value of carbohydrates and lipids.
d) name the polysaccharides.
e) List the functions of carbohydrates.
a) what substances are called lipids?
b) what is the difference between vegetable fats and animal fats?
c) what vitamins are classified as lipids?
d) what hormones are classified as lipids?
e) what is the protective function of lipids?
a) What is DNA?
b) the function of DNA.
c) 4 types of DNA nucleotides.
d) types of RNA.
e) RNA functions.
The commander of each group chooses 3 questions from any topic, for example 1) (a) 2 (c) 4 (e)
The team answers questions
II. Systematization
Tasks to put the following terms into the diagram (each group makes one diagram)
A story according to the scheme on the classification of substances
III. Substance classification
Find a place in the presented diagrams for the substances that the teacher demonstrates, name their main properties and distribution
Starch egg protein water NaCI vegetable oil cotton wool (cellulose)
IV. Experiment (provided)
Work in groups under the guidance of consultants. Each group tells their experiment and draws conclusions.
Summarizing.
What are the similarities between living organisms and inanimate bodies
What is the difference?
Conclusion: the unity of animate and inanimate nature.
V. Final test (attached)
Collect workbooks, check in them:
- classification scheme
- Lab work
The chemical composition of organisms.
Living = non-living or living = non-living?
III. Experiment
No. 1. Add a few drops of CuSO 4 solution to the test tube with the protein solution.
What are you observing?
No. 2. Add a few drops of hydrogen peroxide (3% solution) to a test tube with raw meat. What are you observing?
No. 3. Add a few drops of hydrogen peroxide (3% solution) to a test tube with boiled meat. What are you observing?
No. 4. Pour a few drops of the iodine solution onto the flour. What are you observing?
No. 5. Pour a few drops of iodine solution onto a cut potato tuber. What are you observing?
Note to the experiment.
No. 1. Under the action of t 0 and chemicals, the protein structure is destroyed - denaturation.
No. 2-3. Hydrogen peroxide is a highly toxic substance. It is formed in the cell during the reactions of the breakdown of substances.
The cell has an enzyme catalase that decomposes hydrogen peroxide into water and oxygen:
2H 2 O 2 2H 2 + O 2
If, when hydrogen peroxide is added, we observe the release of gas bubbles, it means that catalase is present in the cells. The absence of a reaction indicates that catalase is destroyed during cooking.
No. 4-5. The appearance of a blue color after the addition of iodine indicates the presence of starch.
Match the feature numbers with the substance groups.
Carbohydrates.
inorganic substances.
2. Antibodies (immunity).
6. Glycerin and fatty acids.
7. Amino acids.
8. Nucleotides.
9. Monosaccharides.
10. Buffer.
11. Dipole.
12. Polymer.
13. Double helix.
14. Insoluble in water.
15. C p (H 2 O) m.
16. Storage of hereditary information.
17. Structural function.
18. 1g = 17.6 KJ.
19. 1g = 38.9 KJ.
20. Solvent substances.
21. Nobel Prize.
22. Catalysts.
23. Sex hormones.
24. Cell volume.
lesson type - combined
Methods: partially exploratory, problematic presentation, explanatory and illustrative.
Target:
Formation in students of a holistic system of knowledge about wildlife, its systemic organization and evolution;
Ability to give a reasoned assessment of new information on biological issues;
Education of civic responsibility, independence, initiative
Tasks:
Educational: about biological systems (cell, organism, species, ecosystem); the history of the development of modern ideas about wildlife; outstanding discoveries in biological science; the role of biological science in shaping the modern natural-science picture of the world; methods of scientific knowledge;
Development creative abilities in the process of studying the outstanding achievements of biology, included in the universal culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information;
Upbringing conviction in the possibility of knowing wildlife, the need for careful attitude to the natural environment, one's own health; respect for the opinion of the opponent when discussing biological problems
Personal Outcomes of Learning Biology:
1. education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland; awareness of one's ethnicity; assimilation of humanistic and traditional values of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;
2. formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests;
Meta-subject learning outcomes in biology:
1. the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
2. mastering the components of research and project activities, including the ability to see the problem, raise questions, put forward hypotheses;
3. the ability to work with different sources of biological information: find biological information in various sources (textbook text, popular scientific literature, biological dictionaries and reference books), analyze and
evaluate information;
cognitive: selection of essential features of biological objects and processes; bringing evidence (argumentation) of human kinship with mammals; the relationship between man and the environment; dependence of human health on the state of the environment; the need to protect the environment; mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.
Regulatory: the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems; the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies).
Communicative: the formation of communicative competence in communication and cooperation with peers, understanding the characteristics of gender socialization in adolescence, socially useful, educational, research, creative and other activities.
Technologies : Health saving, problematic, developmental education, group activities
Receptions: analysis, synthesis, conclusion, transfer of information from one type to another, generalization.
During the classes
Tasks
Students master the law of the coordinated and regular action of many systems, which ensures the transformation of matter and the release of energy (the connection of cell organelles, the cell as a structural unit of the living).
We form a scientific outlook on the relationship between the structure of organelles in connection with the function performed.
We check and evaluate not so much the knowledge of facts as the possession of a system of concepts, the ability to establish connections between concepts, to explain biological phenomena (the unity and opposite of plastic and energy exchange).
Basic knowledge
the main provisions of cell theory
chemical compounds of the cell and their role in the life of the cell
the role of enzymes in metabolism
the structure of the gene as a unit of hereditary information
genetic code and protein biosynthesis
the main structures of the cell, the relationship of their structure and function
features of prokaryotic and eukaryotic cells; autotrophic and heterotrophic cells; the structure of viruses
metabolism in the cell: energy and plastic exchanges
Photosynthesis - plastic exchange in plants
conclusions
The cell is a structural and functional unit, as well as a unit of development of all living organisms living on Earth (prokaryotes and eukaryotes).
The cells of all organisms are similar in structure and chemical composition, which indicates a single origin of all living things.
All information about the structure and activity of cells, about all the signs of a cell is contained in DNA - the carrier and custodian of genetic information.
The genetic code is the same for all creatures living on Earth (from bacteria to humans). The same triplets code for the same amino acids.
Essay topics
Autotrophs, photosynthesis and life on Earth
Functions of proteins in a living organism
Dietary protein problem
Viral diseases
Water and cell life
Enzymes are biological catalysts
Questions
Prove that a living cell is open. Is it possible to compare it with co. that and why such a comparison is interesting for science
With intense activity, glucose is needed. Participants of ski runs are given sugar on the way. For what purpose?
According to the widespread theory of symbiogenesis, cell mitochondria originated from symbiotic bacteria, and plastids from symbiotic algae. What facts can you give for and against this assumption?
There are always many enzymes that destroy nucleic acids in the cell. Why does the activity not disrupt the normal functioning of cellular DNA and RNA?
Using formula 20, calculate how many types of proteins there are. What does the number 20p mean? monomers in a protein (from 100 to 1000 or more), protein molecules are on average 100 nm. Is life enough to fly in a supersonic plane. along a chain made up of molecules of all possible proteins?
How does the human body protect itself from infectious agents? What cells and tissues and how are involved in protection?
Do the cells of the same tissues of an elephant and a mouse differ significantly in size? Explain the answer.
Tests
1. What position of the cellular theory proves the unity of the origin of all living organisms, the unity of the organic world?
A. Each cell arises from a cell, by; dividing the original.
B. The cell is the basic unit of structure of all living organisms.
B. In complex multicellular organisms, cells are specialized in their function and form tissues.
D. In the cells of unicellular and multicellular organisms, a similar metabolism. ■
2. A segment of a DNA molecule containing information about the primary structure of one specific protein is called:
A. Chromatid. B. Nucleotide. B. Peptide G. Genome.
A group of extremely simple organismsnyh to live and reproduce only in living organisms include:
A. Bacteria. B. Viruses. V. Eukaryotes. G. Tsianeyam.
4. The most essential substance in the cell, participating in almost all chemical reactions is:
A. Polynucleotide. B. Polysaccharide, C. Polypeptide. G. Water.
5. What are the names of organelles present in the cells of all organisms, consisting of two particles of different sizes, having microscopic dimensions?
A. Leukoplasts. B. Ribosomes. B. Lysosomes. D. Chromosomes.
6. Protein molecules that bind and neutralize foreign cells and substances perform the following function:
A. Energy. B. Transport. B. Catalytic. G. Protective.
7. The chromatids of each chromosome begin to diverge to opposite poles of the cell in the process:
A. Metaphases. B. Telophase. B. Anaphases. G. Prophases.
8. What structure of the cell forms a kind of barrier, through the thin channels of this part of the cell, substances are transported into the cell and back?
A. Endoplasmic reticulum B. Cytoskeleton
B. Plasma membrane D. Plastids
9. What phase of the most important process occurring in green plants is characterized by the formation of carbohydrates as a result of successive transformations of water and carbon dioxide?
A. Transcription phases. B. Dark. B. Light-howl. G. Energy exchange.
The process of violation of the natural structure of one of the most important compounds of the cell is called:
A. Polymerization. B. Condensation. V. Dena-turation. G. Reduplication.
Water is the basis of life:
It can be in three states (liquid, solid and gaseous):
B. In the cells of the embryo, its greater than 90%
It is a solvent that provides both the influx of substances into the cell and the removal of metabolic products from it.
D. Cools the surface by evaporation
12. Chemical elements are called bioelements
A- Included in animate and inanimate nature B. Cells involved in life
C. Included in the composition of inorganic molecules D. Being the main component of all organic compounds of the cell
13. Proteins are biological polymers, the monomers of which are:
A. Nucleotides. B. Amino acids. B. Peptides. D. Monosaccharides.
14.Enzymes:
A. They are the main source of energy.
B. Accelerate chemical reactions and are of a protein nature.
B. They transport oxygen.
G. Participate in a chemical reaction, turning into other substances.
15. The concept of "homeostasis" characterizes:
A. The state of dynamic equilibrium of the natural system, supported by the activity of regulatory systems,
B. The process of cell destruction by dissolving them.
B. General decrease in the viability of the organism.
D. The process of splitting carbohydrates in the absence of oxygen.
16. Immunological protection of the body is provided by:
A. Proteins that perform a transport function.
B. Carbohydrates.
B. Various substances in the blood.
D. Special blood proteins—antibodies.
17. The genetic code is the same for all creatures living on Earth and is:
A. The ability to reproduce their own kind
B. Precellular formations with some properties of cells
B. The system of "recording" hereditary information in DNA molecules
D. The process of formation by living organisms of organic molecules from inorganic
18. Metabolism consists of two interconnected and oppositely directed processes:
Life and death. B. Synthesis and decay.
Excitation and inhibition. G. Absorption, oxygen and release of carbon dioxide.
19.Chloroplasts are characteristic of cells:,
A. Integumentary tissue. B. Animals. V. Plants and animals, D. Only plants.
20.Biological: meaning of mitosis:
A, The constancy of the number of chromosomes in cell generations is maintained.
B. There is a recombination of hereditary information.
B. When cells merge, a new organism is formed.
D. As a result of fission, a multinuclear
Right answers
Choose the right statements
1. The only DNA molecule of bacteria has a circular shape.
2. All living organisms consist only of cells.
3. Living organisms are characterized by metabolism, irritability, reproduction, heredity and variability.
4. All elements of the periodic table have been found in living organisms.
5. Osmosis is the dissolution of substances in water.
6. Proteins make up most of the substances of the cell.
7. Fats do not dissolve in water.
8. The composition of proteins includes amino acids that are firmly connected to each other by hydrogen bonds.
9. When splitting the same amount of fat and carbohydrates, an equal amount of energy is released.
10. Peptide is the bond between the carbon of the carboxyl group and the nitrogen of the amino group in a protein molecule.
11. DNA is present in the cell only in the nucleus.
12. The main function of ribosomes is participation in protein biosynthesis.
13. The composition of viruses necessarily includes DNA.
14. There are no chromosomes in a non-dividing cell.
15. The number of mitochondria and plastids can only increase by dividing these organelles.
16. Vacuoles are found only in plant cells.
17. According to the principle of complementarity A-U and G-C.
18. Alcoholic fermentation can only take place in the absence of oxygen.
19. Assimilation and dissimilation constitute the energy metabolism in the body.
20. Meiosis occurs in the human testes in the breeding zone.
Right answers
1, 3, 7, 10, 12, 15, 17.
Crossword
1. Dutch botanist who proposed the name "virus".
2.Protein shell of the virus.
3. Viruses used by humans to fight pathogenic bacteria.
5. Disease caused by the mumps virus.
6. A special group of viruses that infects bacterial cells.
7. Disease caused by the hepatitis virus.
Cell theory and microscopy - biology, preparation for the exam and the exam
CYTOLOGY. CELL THEORY. MEMBRANE STRUCTURE.
CYTOLOGYToUSE. ORGANOIDSCELLS
Cytology. Organelles | USE | Biology
Resources
V. B. ZAKHAROV, S. G. MAMONTOV, N. I. SONIN, E. T. ZAKHAROVA TEXTBOOK "BIOLOGY" FOR GENERAL EDUCATIONAL INSTITUTIONS (grades 10-11).
AP Plekhov Biology with fundamentals of ecology. Series “Textbooks for universities. Special Literature.
A book for teachers Sivoglazov V.I., Sukhova T.S. Kozlova T. A. Biology: general patterns.
Biology 100 most important topics V.Yu. Jameev 2016
Biology in schemes, terms, tables "M.V. Zheleznyak, G.N. Deripasko, Publishing house "Phoenix"
Visual guide. Biology. 10-11 grades. Krasilnikova
Educational portal http://cleverpenguin.ru/metabolizm-kletki
Presentation Hosting
"Biological Lotto"
On the tables in front of each group there is a playing field in the form of a flower, cards with answers (among which there are incorrect ones) and a card with an algorithm of actions. On the playing field are the name of the kingdom and six questions, answering which, the students cover them with answer cards. If all questions are answered correctly, the letters on the answer cards should form a code word. At the end of the stage, each group must explain what the resulting code word means, what relation it has to the group of organisms being studied.
The consultant, together with the teacher, checks the correctness and speed of the assignment and evaluates the work of the students.
Group "Bacteria"
Questions for the playing field.
1. Spiral-shaped bacteria.
2. Bacteria shaped like balls.
3. Acute infectious disease, which is characterized by inflammation of the palatine tonsils (sore throat, fever).
4. Which of the parts is not present in bacterial cells?
5. What is the name of the accumulation of unicellular bacteria?
6. With this part, the bacterium can attach to the surface and move
Petal answers.
Spirilla (M). Dysentery (I). Angina (K). Core (P). Colonies (O). Flagellum (B)
A codeword- MICROB.
Group "Mushrooms"
Questions for the playing field.
Petal answers.
Fly agaric (D). Chitin (W). Hyphae (F). Moldy(P). Row (I). Trutovik (O)
A codeword- YEAST.
Group "Plants"
2. What is the name of the green pigment of plants, which is capable of forming organic substances from inorganic substances in the light?
3. Plants that grow in water? (IN)
4. The most common plants on Earth? (E)
5. What parts does the body of plants consist of?
6. Plant organ where photosynthesis takes place
Petal answers.
Spruce (C), Chlorophyll (B), algae (E), flowering (T),
Root, stem, leaf, flower (O), leaf (K).
A codeword- FLOWER
Group "Animals"
1. What is the name of the type of animals in which the body is complex due to the presence of an internal skeleton?.
2. Pet.
3. What class does the sparrow, woodpecker, ostrich belong to?
4. An onocellular protozoan animal that does not have a specific body shape.
5. What class does the rhinoceros, wolf, donkey belong to?
6. What animals are the most on Earth?
Petal answers.
Chordates (X), horse (I), Birds (Sch), amoeba (N), Mammals (I), insects (K)
A codeword " Predator"
The results are summed up by the consultant
Abstract of a biology lesson for grade 5
The material is recommended for biology teachers working on the Federal State Educational Standard. Options for tasks are compiled taking into account the features of the textbook by I.N. Ponomareva.
Lesson-generalization of knowledge on the topic "Diversity of living organisms"
Chobanova E.O.Item: biology
Class: 5
Lesson type: summary lesson.
Target: generalize and systematize knowledge on the topic "Diversity of living organisms".
Tasks:
Educational: to teach how to apply the acquired knowledge in everyday life; generalize and systematize knowledge about the diversity of living organisms; determine the level of mastering the topic; correct knowledge on the topic, paying attention to errors.
Developing: development of logical thinking; continue the formation of skills to compare objects, work with the text of the textbook and its drawings; develop practical skills and the ability to draw conclusions; to teach to analyze and systematize information, to process it creatively.
Educational: development of interest in knowledge, culture of mental work; development of a culture of communication and reflective qualities of a person, creation of conditions for emotionally pleasant intellectual activity of students, with high cognitive activity of students to show the importance of biological knowledge; development of cognitive activity and independent activity of students; formation of information culture; creation of a situation of intellectual difficulty in the lesson, the use of non-standard questions and problematic tasks; formation of communicative competence and tolerance; creation of a psychologically comfortable environment: students feel the joy of creativity and pleasure from intellectual tension.
Planned results of the training session:
Subject:
- to know the characteristics of living organisms of different Kingdoms;
- to know the representatives of living organisms of different Kingdoms;
- apply the acquired knowledge in the classroom, in life;
Metasubject:
- regulatory:
- independently determine the goal of educational activity, look for ways to solve the problem and means to achieve the goal;
- communicative:
- listen to a friend and justify your opinion;
- express your thoughts and ideas;
- cognitive:
- work with the textbook;
- find differences;
- explain the meaning of new words;
- compare and highlight features.
Personal:
- be aware of the incompleteness of knowledge, show interest in new content;
- Establish a relationship between the purpose of the activity and its result.
Formation of UUD:
Cognitive UUD
1. Continue the formation of the ability to work with the textbook.
2. Continue developing the ability to find differences, explain the meanings of new words, compare and highlight features.
3. Continue the formation of skills to use graphic organizers, symbols, schemes for structuring information.
Communicative UUD
1. Continue the formation of the ability to listen to a friend and justify your opinion.
2. Continue developing the ability to express your thoughts and ideas.
Regulatory UUD
1. Continue the formation of the ability to independently detect and formulate a learning problem, determine the goal of learning activities (formulation of the lesson question), put forward versions.
2. To continue the formation of the ability to participate in a collective discussion of the problem, to be interested in other people's opinions, to express one's own.
3. Continue the formation of the ability to determine the criteria for studying the structure of the seed.
4. Continue the formation of skills in dialogue with the teacher to improve independently developed assessment criteria.
5. Continue to develop the ability to work according to the plan, compare your actions with the goal and, if necessary, correct mistakes on your own.
6. Continue learning the basics of self-control, self-assessment and mutual assessment.
Personal UUD
1. Creation of conditions (DZ) for self-development and self-education based on motivation for learning and self-knowledge.
2. Be aware of the incompleteness of knowledge, show interest in new content
3. Establish a connection between the purpose of the activity and its result
Forms of work: work on instruction cards.
Methods: independent work; aspect of control: final.
Information technology resources: posters, multimedia projector, computer, cards.
During the classes
1. Motivation Guys, we have studied a very large and interesting topic "The diversity of living organisms." We met with representatives of different kingdoms - bacteria, fungi, plants and animals. Also got acquainted with viruses and lichens. It is time to determine the level of how you have learned the material you have learned.Today we have a lesson on the generalization of knowledge on the topic "The diversity of living organisms."
2. Organizational moment. Description of the mechanism of work in the lesson according to instructional maps.
3. Accounting and control of knowledge. Test tasks (3 options).
Questions in the test:
1. Kingdoms of wildlife.
2. Bacteria: structure and activity.
3. The importance of bacteria in nature and for humans.
4. plants.
5. Animals.
6. Mushrooms.
7. Variety and importance of mushrooms.
8. Lichens.
9. The value of living organisms in nature and human life.
Option 1.
Task 2.
1) Flora - ...
2) Mycology - ...
3) Prokaryotes - ...
4) Heterotrophs - ...
5) Spirilla - ...
Task 3.
1. Viruses are a non-cellular form of life.
2. A distinctive feature of a bacterial cell is the absence of a nucleus in it.
3. Bacteria are the youngest group of organisms.
4. The plant kingdom includes unicellular and multicellular organisms.
5. Cedar is a flowering plant.
6. The body of algae is a thallus.
7. Dragonfly is an animal.
8. Mushrooms are autotrophs.
9. Morel is a poisonous mushroom.
10. There are harmful species among plants.
Task 4. Why are lichens called "pioneers or pioneers of life"?
Option 2.
Task 2. Define the following terms:
1) Lichenology - ....
2) Eukaryotes - ...
3) Symbiosis - ...
4) Vibrios - ...
5) Thallus - ...
Task 2. Define the following terms:
1) Photosynthesis - ...
2) Zoology - ...
3) Autotrophs - ...
4) Bacilli - ...
5) Mushroom picker - ...
Task 3. Are the following statements true.
1. Yeast is a group of bacteria.
2. Chlorophyll is a green enzyme.
3. Yagel, or reindeer moss - lichen.
4. Penicillium is a saprotroph fungus.
5. A butterfly is an animal.
6. In bacteria, the cytoplasm is immobile.
7. Pine is a gymnosperm plant.
8. Animals are involved in the formation of natural gas.
9. Bacteria are very hardy and adapted to various conditions of existence.
10. Scientists believe that about 1.5 million species of living organisms live on Earth.
Task 4. Why is it said about a mushroom: “This is not a plant and not an animal - it is both”?
Lesson summary
Generalization of knowledge on the topic "Biology is the science of life"
Material Description: I propose a summary of a generalizing lesson for students in grade 5 "Biology - the science of life." This material will be useful for biology teachers. This lesson will help students: to form an idea of biology as a science in general; show the relevance of biological knowledge; will reveal the importance of general biology, and its place in the system of biological knowledge.
The purpose of the lesson: Summarize knowledge on the topic "Biology is the science of life"
Tasks:
To promote the development of intellectual skills and abilities; continue the ability to compare and analyze, highlight the main thing and give examples. Form a complete picture of the world.
search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including, if possible, electronic, digital) in the open information space, including the controlled space of the Internet;
Contribute to the formation of a scientific outlook, to implement environmental and aesthetic education.
Equipment: objects of animate and inanimate nature, tables "Structure of a plant cell", tables "Structure of an animal cell", burner, test tube, indoor plants, potatoes, iodine, seeds, chamomile pattern.
DURING THE CLASSES.
1. Organizational moment.
2. Actualization of knowledge.
Sisters stand in the meadows -
golden eye,
White eyelashes.
Answer: Chamomile
Teacher: what is it? And our chamomile was torn off the petals, tell me you did well. to keep our planet beautiful is it possible to do this?
But we will help our chamomile, if you answer the questions correctly, then the petals will return to their place.
1. On the table are objects of nature, living and inanimate (flower, stone, etc.). Distribute the objects.
Teacher: Right. 1 petal per place.
Now tell me why we attributed these objects to living nature, and these to non-living. List the signs of life. 2 petal.
2. What science studies living things, what is biology? What sciences are part of biology and what do they study? 3 petal
Fizminutka. Flowers
Our delicate flowers open their petals.
The wind breathes a little
The petals sway.
Our scarlet flowers cover the petals.
Sleeping quietly
They shake their heads.
There is a drawing of cells on the board, it is necessary to color the organelles, how a plant cell differs from an animal one. (There are chloroplasts, vacuoles and a cell wall in a plant cell) 4 petal.
What methods of studying biology do you know? 5 petal
3. And now we will conduct an experiment to find out what chemicals are included in the cell (organic and inorganic) (set fire to a leaf, proves the presence of water; proof of the presence of fats by crushing seeds;, drop iodine on potatoes, the presence of carbohydrates) 6 petal
Gymnastics for the eyes. Butterfly
Slept flower
(Close your eyes, relax, massage your eyelids, pressing lightly on them clockwise and counterclockwise.)
And suddenly woke up, (Blink your eyes.)
I didn’t want to sleep anymore, (Raise your hands up (inhale). Look at your hands.)
Startled, stretched, (Arms bent to the sides (exhale).)
Soared up and flew. (Shake brushes, look left and right.)
Blitz tournament. What kingdoms of wildlife do you know? Students prepared riddles about the kingdoms of wildlife.
What kind of forest animal
I stood up like a column under a pine tree
And stands among the grass -
Ears bigger than head?
(hare) (animal kingdom)
He grew up in a birch forest.
Wears a hat on his leg.
A leaf stuck to it from above.
Did you know? This is ... (mushroom) (mushroom kingdom)
Even if my eyes don't see me
I can infect you.
And cholera, and angina,
Runny nose and scarlet fever. (bacteria) (kingdom of bacteria)
He was a yellow flower -
White became like a snowball.
A girl and a boy will blow -
Flies around ... (dandelion) (plant kingdom)
You can't make cheese without me
And you can't make kefir.
Yogurt and cottage cheese,
I helped cook (bacteria) (bacteria kingdom)
Under the pine along the path
Who is standing among the grass?
There is a leg, but no shoe,
There is a hat
No head. (Mushroom) (kingdom of mushrooms)
Out of the water here and there
White flowers are growing.
The pond is beautiful, as in the picture,
In the summer they bloom in it ... (water lilies) (plant kingdom)
Angry touchy
Lives in the wilderness of the forest.
Too many needles
And not a single thread. (Hedgehog) (animal kingdom)
3. Fixing. Take the test on page 33 of your textbook.
4. Homework.
Repeat theme 1
