Municipal budgetary educational institution

Kamensk secondary school

I approve

Director of MBOU Kamenskoy

secondary school

L.A. Shestavin

WORKING PROGRAMM

in biology, 11th grade

(a basic level of)

Compiled by: Marinina Nina Sergeevna,

biology teacher

Number of hours per year - 68

Number of hours per week - 2

2016-2017 academic year

1. Explanatory note……………………………………………………………...…3

3. Requirements for the level of training……………………………………………………….....5

4. Monitoring the level of training……………………………………………………...…6

5. Calendar and thematic planning…………………………….....8

6. Literature…………………………………………………………….…….16

7. Teaching aids……………………………………………………......17

1. EXPLANATORY NOTE

This biology program is based on the federal component of the state standard of secondary general education at a basic level

formation of biological thinking and ecological culture in each student.

Tasks:

development of creative thinking in schoolchildren through the use of problem-based biology teaching ideas in lessons;

nurturing an emotional and value-based attitude towards the world, nature and the study of biology;

application of acquired knowledge and skills to solve practical problems in everyday life.

Interdisciplinary connections:

chemistry,

physics,

story,

basics of life safety (life safety),

information and communication technologies.

Forms of intermediate and final certification:

verbal answers,

thematic messages,

independent work,

examinations, tests, assessment and generalization lessons.

2. SUBJECT CONTENT

Chapter 3. Basic patterns of heredity phenomena.

Patterns of variability (17 hours)

Chapter 4. Human genetics (4 hours)

Chapter 5. Fundamentals of the doctrine of evolution (12 hours)

Chapter 6. Fundamentals of selection and biotechnology (6 hours)

Chapter 7. Anthropogenesis (6 hours)

Chapter 8. Basics of ecology (16 hours)

Chapter 9. Evolution of the biosphere and man (7 hours)

Laboratory-4. Practical work-6.

Number of teaching hours –68

3. REQUIREMENTS FOR THE LEVEL OF PREPARATION

As a result of studying the subject, students should:

Know/understand:

basic provisions of biological theories (evolutionary theory of Charles Darwin);

structure of biological objects: species and ecosystems (structure);

the essence of biological processes: the action of artificial and natural selection, the formation of fitness, the formation of species, the circulation of substances and the transformation of energy in ecosystems and the biosphere;

biological terminology and symbolism.

Be able to:

explain: the relationships between organisms and the environment; causes of evolution, variability of species, disturbances in the development of organisms, hereditary diseases, mutations, stability and change of ecosystems; the need to preserve species diversity;

solve basic biological problems; draw up elementary patterns of crossing and patterns of transfer of substances and energy in ecosystems (food chains);

describe individuals of species based on morphological characteristics;

identify anthropogenic changes in the ecosystems of your area;

analyze and evaluate various hypotheses for the existence of life, the origin of life and man, global environmental problems and ways to solve them, the consequences of one’s own activities in environment;

study changes in ecosystems using biological models.

Use purchased ZUN for:

compliance with measures to prevent poisoning, viral and other diseases, stress, bad habits(smoking, alcoholism, drug addiction), rules of behavior in the natural environment;

providing first aid for colds and other diseases, food poisoning.

4. CONTROL OF TRAINING LEVEL

To monitor the level of training, two main systems are used:

Traditional system. In this case, the student must have grades on the topic:

for an oral response or other form of control of thematic material;

for laboratory work (if they are provided for by the program requirements).

The final grade (for half a year) is set as the arithmetic average of all listed grades

Credit system(grades 10-11). In this case, control of knowledge on the topic is carried out using a test. Moreover, passing all tests during the year is mandatory for each student, and only one grade per test can be given for each topic.

However, the credit system does not cancel the use of current grades for various types of knowledge control. All three control elements must be included in the test material: questions for verification theoretical knowledge, typical tasks and experimental tasks.

The final grade (for half a year) is given as the arithmetic average of grades for all tests. Current grades can only be used to improve your final grade.

Evaluation of students' oral responses

Grade " 5 " is given if the student shows a correct understanding of the essence of the phenomena and processes under consideration. Builds an answer according to his own plan, accompanies the story with new examples, knows how to apply knowledge in a new situation when performing practical tasks; can establish a connection between the material being studied and previously studied, as well as with the material learned in the study of other subjects. The student presents the content of the question coherently, in a concise form, and does not allow biological errors and inaccuracies.

Grade " 4 “ is marked for an incomplete answer, in which some insignificant elements of content are missing or all of the above knowledge is present, but minor biological errors are made, the main content of the question is illogically, at length stated.

Grade " 3 " is given if the student has incomplete knowledge, cannot apply it, reveal the essence of a process or phenomenon, and has made four or five shortcomings.

Grade " 2 " is given if the student has not mastered the basic knowledge and skills in accordance with the requirements of the program and has made more errors and omissions than necessary for a grade of "3".

Assessment of laboratory and practical work

Grade " 5 " is given for work completed completely without errors or omissions.

Grade " 4 " is awarded for work completed in full, but if it contains no more than one minor error and one defect; no more than three defects.

Grade " 3 " is given if the student completed at least 2/3 of the entire work correctly or made no more than one gross error and two shortcomings.

Grade " 2 " is given if the number of errors and shortcomings exceeds the norm for a rating of "3" or less than 2/3 of the entire work is completed correctly.

5. CALENDAR AND THEMATIC PLANNING

№ lesson

date

Subject

New concepts, terms

Demonstration experience, laboratory. and practical work

Homework

Note

Chapter 3. Basics of genetics(17h)

The main patterns of heredity phenomena are

Patterns of variability

History of the development of genetics. Hybridological method.

Genetics, hybridological method, pure lines

Safety rules in the biology classroom (T/B)

§38

Messages, presentations about G. Mendel

Patterns of inheritance. Monohybrid crossing. Mendel's first and second laws.

Hybridological method, pure lines, recessive and dominant traits, homozygote, heterozygote, splitting

§39

Solving problems on monohybrid cross tion

Practical work No. 1 "Solving problems on monohybrid cross tion"

Collection of problems on genetics p5 No. 4,6

T/B during Pr/r

Genotype and phenotype. Allelic genes.

Alleles, phenotype, genotype, test crossing, incomplete dominance, multiple allelism, gene pool of the species

§40

Solving problems on analyzing crossing and incomplete dominance.

Practical work No. 2 “Solving problems on analyzing crossing and incomplete dominance”

Collection of problems page 9 No. 26

T/B during Pr/r

Dihybrid crossing. Law of independent inheritance of characters (Mendel's Third Law)

Dihybrid, independent inheritance, Penette lattice.

§41

Solving dihybrid problems crossbreed tion

Practical work No. 3 “Solving dihybrid crossing problems

Collection of problems page 13 No. 41,43

T/B during Pr/r

Chromosomal theory of heredity

Crossing over, genetic maps

§42

Interaction of nonallelic genes

Epistasis, polymerization, pleiotropy

§43

Solving problems on the interaction of non-allelic genes (epistasis, polymerization, pleiotropy)

Practical work No. 4 “Solving problems on epistasis, polymerization, pleiotropy

Collection of problems page 14 No. 45.46,47

T/B during Pr/r

Cytoplasmic inheritance

§44

Genetic sex determination

Autosomes, sex chromosomes, homogametic sex, heterogametic sex

§45

Solving problems on sex-linked inheritance.

Practical work No. 5

“Solving problems on sex-linked inheritance.

Collection of problems p.27 No. 89,90

T/B during Pr/r

Variability. Hereditary variability.

§46(1 part)

Variability, Modification variability

Laboratory job #1 .

Study of variability in plants and animals. Construction of a variation series and a variation curve. Study of plant phenotypes.

§46(2 part

T/B during L/R

Types of mutations

Gene, chromosomal, genomic, deletion, duplication, inversion, translocation

Laboratory job No. 2.

Identification of sources of mutagens in the environment (indirect) and assessment possible consequences their effects on the body

§47

T/B during L/R

Causes of mutations, Somatic and generative mutations

Mutagenic factors

§48

Chapter 4. Human Genetics (4 hours)

Methods for studying human genetics

Genealogical, population, twin

Practical work No. 6

Drawing up a pedigree

T/B during Pr/r

§49

Messages, presentations on human research methods

Genetics and health

Gene diseases, chromosomal diseases

§50

Messages, presentations about human hereditary diseases

Genetic safety issues

Medical genetic counseling

§51

Test-general lesson on the topics: "Fundamentals of genetics", "Human genetics"

Test, Problem solving

Chapter 5. Fundamentals of the doctrine of evolution (12 hours)

Development of the evolutionary doctrine of Charles Darwin

Evolution, hereditary variability, artificial selection, struggle for existence

§52

Type, its criteria

Genetic, morphological, physiological, environmental, geographical, historical. Systematics, area.

Laboratory work No. 3

"Morphological characteristics of plants of various species"

§53

T/B during L/R

Populations. Genetic composition of populations.

Populations, population gene pool

§54§55

Changes in the gene pool of the population

Genetic balance, genetic drift

§56

The struggle for existence and its forms

Forms of the struggle for existence

§57

Natural selection and its forms

Forms of natural selection

§58

Isolating mechanisms

Reproductive isolation, isolating mechanisms

§59

Speciation

Microevolution, allopatric and sympatric speciation

§60

Macroevolution, its evidence

Macroevolution, transitional forms, phylogenetic series

§61

Plant and Animal Systems - Mapping Evolution

Binomial species name, natural classification

§62

The main directions of evolution of the organic world

Parallelism, convergence, divergence. aromorphosis, idioadaptation, degeneration, biological progress and regression

Laboratory work No. 4

Study of aromorphoses and idioadaptations in animals and plants

§63

T/B during L/R

Test-summarizing lesson on the topic: " « Fundamentals of the doctrine of evolution"

TEST

Chapter 6. Fundamentals of selection and biotechnology (6 hours)

Basic breeding methods and biotechnology

Selection, variety, breed, strain, hybridization, heterosis, cell and genetic engineering

§64

Plant Breeding Methods

Centers of origin of cultivated plants, the law of homological series of hereditary variability

§65

Messages, presentations about N.I. Vavilov

Animal breeding methods

Polyembryony, genetic cloning

§66

Messages, presentations on possible cloning from biological, economic and ethical points of view

Selection of microorganisms

clone

§67

Messages, presentations on genetic engineering methods in the selection of microorganisms

Current state and prospects of biotechnology

Vermicompost, tissue culture, environmental fuels

§68

Messages, presentations aboutvermicompost, tissue culture, environmental fuels

Test-general lesson

GENERAL EDUCATIONAL INSTITUTION

LYCEUM No. 11 KHIMKI
I APPROVED

Director of MBOU Lyceum No. 11

E.A. Orlova

"___" _____________ 201___

WORKING PROGRAMM
BY COURSE biology FOR 2015 – 2016 academic year year

(profile study)
Class(es)11-B
TeacherKandalov Yuri Nikolaevich

Thematic planning

EXPLANATORY NOTE

Working programm intended for studying the course “General Biology” in specialized grades 10-11 secondary school and is compiled on the basis of the Federal State Standard, an approximate program of secondary (complete) general education (profile level) and a program of secondary (complete) general education in biology for grades 10 - 11 (profile level) by the authors O.V. Sablina, G.V. Dymshits, which fully reflects the content of the sample program, with additions that do not exceed the requirements for the level of training of students.

The course “General Biology” completes the study of biology in general education institutions and is designed not only to systematize and generalize students’ biological knowledge, deepening it to an understanding of biological patterns, modern theories, concepts and teachings, but also to show the applied and practical significance of biology.

The “General Biology” program of specialized training ensures that students master the theoretical and applied foundations of biology. The program reflects the challenges currently facing modern biological science. Much attention is paid to conducting biological research and students mastering the methodology scientific knowledge.
Goals of studying biology at the profile level training is focused not only on the students’ assimilation of a certain amount of knowledge, but also on the development of the individual, his cognitive and creative abilities, as defined by the Federal educational standard, formulated in accordance with the Concept of modernization of Russian education for the period until 2010.

A special place in the program is given to issues aimed at developing in schoolchildren a scientific worldview, a holistic scientific picture of the world, ecological culture and ecological thinking, and solving issues of preserving the environment and human health.

To improve the educational level of students and develop skills in conducting research and experiments, the program includes a variety of practical and laboratory work. Performance research work is aimed at developing skills in planning and conducting independent research, which contributes to the development of cognitive interests, intellectual and creative abilities of schoolchildren.

To deepen knowledge and broaden the horizons of schoolchildren, excursions to the main sections of the program are recommended. The program provides various demonstrations, including computer ones, that help improve the quality of teaching and its effectiveness.

This program is implemented through a combination of various forms and methods of teaching:

• 
  Types of training: explanatory-reproductive, problem-based, developmental, algorithmic.
• 
  Forms of training: group, frontal, individual.
• 
  Teaching methods: verbal, visual, practical and special.
• 
  The program provides a large series of overview lectures that allow students to more deeply understand the evolution of living nature on Earth, the need for a humane and rational attitude to our wealth
• 
  The work program provides lessons for general repetition, which are conducted with the aim of systematizing knowledge on topics, to achieve results of the level of training, to carry out thematic control.

• 
  To test knowledge, skills and abilities, the teacher uses different shapes control: current, intermediate, final; reproductive and productive.
• 
  Use of ICT.

The study of biology at the profile level is allocated In 11th grade, 140 hours are allocated. According to the current Basic Curriculum, the work program for grades 10-11 provides for biology training for 3 hours per week (Federal component).

An additional hour for studying the subject is allocated from the educational component of the lyceum (Lyceum component).

The work program provides for the development of general educational skills in students. In this direction, the priorities for the academic subject “Biology” at the profile level are: comparison of objects, analysis, evaluation, problem solving, independent search for information, creative activity.

The planning was compiled on the basis of the state program in biology for grades 10-11 of general education institutions of the specialized level by the team of authors: O.V. Sablina, G.M. Dymshits.

REQUIREMENTS FOR THE LEVEL OF GRADUATE TRAINING

As a result of studying biology at the profile level, the student must know/understand:

main provisions biological theories ( cell theory; chromosomal theory of heredity; synthetic theory of evolution, theory of anthropogenesis); teachings (about the paths and directions of evolution; N.I. Vavilov about the centers of diversity and origin of cultivated plants; V.I. Vernadsky about the biosphere); the essence of laws (G. Mendel; linked inheritance by T. Morgan; homological series in hereditary variability; germinal resemblance; biogenetic); patterns (variability; linked inheritance; sex-linked inheritance; interaction of genes and their cytological bases); rules (dominance of G. Mendel; ecological pyramid); hypotheses (purity of gametes, essence and origin of life, origin of man);

structure of biological objects: cells ( chemical composition and structure); genes, chromosomes, female and male gametes, prokaryotic and eukaryotic cells; viruses; unicellular and multicellular organisms; species and ecosystems (structure);

the essence of biological processes and phenomena: metabolism and energy conversion in the cell, photosynthesis, plastic and energy metabolism, fermentation, chemosynthesis, mitosis, meiosis, development of gametes in flowering plants and vertebrates, reproduction, fertilization in flowering plants and vertebrates, individual development of the organism (ontogenesis), interaction genes, production of heterosis, polyploids, distant hybrids, the action of artificial, driving and stabilizing selection, geographic and ecological speciation, the influence of elementary evolutionary factors on the gene pool of a population, the formation of adaptability to the environment, the cycle of substances and energy conversion in ecosystems and the biosphere, the evolution of the biosphere;

modern biological terminology and symbolism;

be able to:

explain: the role of biological theories, ideas, principles, hypotheses in the formation of the modern natural science picture of the world, the scientific worldview; the unity of living and inanimate nature, the relationship of living organisms, using biological theories, laws and rules; negative impact of alcohol, nicotine, narcotic substances on the development of the human embryo; influence of mutagens on the human body; relationships between organisms and the environment; reasons for the evolution of species, humans, the biosphere, the unity of human races, hereditary and non-hereditary changes, hereditary diseases, gene and chromosomal mutations, sustainability, self-regulation, self-development and change of ecosystems, the need to preserve the diversity of species;

establish relationships structure and functions of molecules in the cell; structure and functions of cell organelles; plastic and energy metabolism; light and dark reactions of photosynthesis; driving forces of evolution; paths and directions of evolution;

to solve problems of varying complexity in biology;

draw up diagrams crossings, ways of transferring substances and energy in ecosystems (food chains, food webs);

describe cells of plants and animals (under a microscope), individuals of a species according to morphological criteria, ecosystems and agroecosystems of their area; prepare and describe microslides;

identify adaptations of organisms to their environment, aromorphoses and idioadaptations in plants and animals, distinctive features of living things (in individual organisms), abiotic and biotic components of ecosystems, interactions of organisms in an ecosystem, sources of mutagens in the environment (indirectly), anthropogenic changes in the ecosystems of their region;

research biological systems on biological models (aquarium);

compare biological objects (cells of plants, animals, fungi and bacteria, ecosystems and agroecosystems), processes and phenomena (metabolism in plants and animals; plastic and energy metabolism; photosynthesis and chemosynthesis; mitosis and meiosis; asexual and sexual reproduction; fertilization in flowering plants and vertebrates;
1000 -> Regularities and principles of the educational process
1000 -> History program 6 11th grade, M.: Education, 2008. A. V. Revyakin. Program on New History. 1500-1800 M: Enlightenment, 2007
1000 -> Specifics of distance learning
1000 -> Explanatory note. Planned results of students mastering the basic educational program of primary general education

WORKING PROGRAMM

in biology

for the 2015-2016 academic year

5a, b class

compiler:

Kiseleva Lyubov Evstafievna,

biology teacher

first qualification category

EXPLANATORY NOTE

1. Regulatory grounds

The work program in biology is compiled on the basis of the “Introduction to Biology” program in the 5th grade of basic general education (Course program “Biology” grades 5-9. Line “Rakurs”, author-compiler N. I. Romanova), M.: LLC " Russian word- textbook”, 2012 in accordance with the Federal State Educational Standard for Basic General Education. In accordance with the curriculum, 1 hour per week (34 hours per year) is allocated for studying biology in the 5th grade.

1. Psychological and pedagogical foundations

4-6 grades, that is, 10-12 years of age, borderline between childhood and adolescence. In connection with the onset of puberty, significant changes occur in the cognitive sphere of a younger teenager: the pace of his activity slows down, and the student now needs more time to complete certain work. Children are more often distracted, react inadequately to comments, sometimes behave defiantly, are irritated, capricious, and their mood often changes. The feeling of adulthood, not yet supported by real responsibility, is a special form of self-awareness that arises during the transition period and determines the basic relationship of younger adolescents with the world. The desire to experiment, using their capabilities, is perhaps the most striking characteristic of younger teenagers. The main task of the teacher is to identify those changes in the child’s life that need to be mitigated, made smoother, to ensure a health-saving transition period. It is necessary to ensure continuity in the development of general educational abilities, skills and methods of activity, to analyze the developed skills and determine the necessary ways of correction. When working with students in grades 4 - 6, it is necessary to preserve and develop the basic methods and forms of organizing the educational process of primary school; organize a search for new forms of organization educational process and interaction, allowing to solve the problems of student development, taking into account their critical age stage.

GENERAL CHARACTERISTICS OF THE SUBJECT

Purpose of the work program: create conditions for the formation of subject, meta-subject and personal results of students as part of the study of biology in the 5th grade.

“Introduction to Biology” continues the natural science component of the subject “ The world» primary school and is propaedeutic for systematic courses in physics, chemistry, biology, physical geography and life safety in primary school.

The course material is divided into two chapters. They are preceded by an Introduction, which introduces students to the diversity of biological sciences and methods of studying nature. The first chapter, “The World of Biology,” forms students’ initial understanding of the features of the structure and functioning of the main objects of biology study: bacteria, plants, fungi and animals. In the second chapter, “Organism and Habitat,” students become familiar with the characteristics and diversity of organisms in different habitats.

The course program is related to the formation skills project activities as a special form of educational work that promotes the development of independence, initiative, responsibility, increasing the motivation and effectiveness of educational activities of schoolchildren.

In this regard, modules have been formed - a project-based form of educational activity in several classes, target which to master a system of methods of action within the stages of project activities.

The basis of each thematic module is developed in a comprehensive manner - didactic purpose, planned subject, meta-subject and personal educational results have been developed.

Due to the particular importance for this subject of such methods and techniques of schoolchildren’s educational activities as observation, carrying out simple experiments, measurements, the program has a section “Practical work”.

MAIN COURSE CONTENT

Introduction (2h)

What sciences are considered natural, what methods are used by scientists to study nature.

Basic Concepts: natural sciences (astronomy, physics, chemistry, geography, biology), methods of studying nature (observation, experiment, measurement).

Personalities: Jean Henri Fabre.

Chapter 1. The world of biology (20h)

History of the development of biology as a science; modern system wildlife; cellular structure of organisms; features of the structure, life activity and significance in nature of organisms of various kingdoms; the importance of biological knowledge for protecting nature and maintaining health.

Basic Concepts: biology; biosphere; cell: membrane, nucleus, cytoplasm; classification units: species, genus, family, order (order), class, type (division), kingdom; sex cells: egg, sperm; fertilization; heredity; producer organisms; consumer organisms; destructive organisms; protected areas: reserves, National parks; poisonous animals and plants.

Personalities: Aristotle, William Harvey, Robert Hooke, Carl Linnaeus, Gregor Mendel, Charles Darwin, Vladimir Ivanovich Vernadsky.

Chapter 2. Organism and habitat (11+1 hours)

How do organisms adapt to living in different environments? what factors are called environmental; what organisms are part of natural communities and what is the nature of their relationships with each other and the environment; what plants and animals live on the continents of our planet and who inhabits the waters of the World Ocean.

Basic Concepts: habitat: aquatic, ground-air, soil and organismal; environmental factors: abiotic, biotic and anthropogenic; circulation of substances.

Ways (methods) of assessing achieved results

Ways (methods) of assessing subject results

Assessment of the achievement of subject results is carried out both during the current and intermediate assessment, and during the completion of final tests for each of the large sections. When assessing subject results, the main value is not the mastery of the system of supporting knowledge and the ability to reproduce it in standard educational situations, but the ability to use this knowledge in solving educational, cognitive and educational and practical problems.

Methods (methods) for assessing meta-subject results.

The current assessment of the development of schoolchildren’s project competencies can take place: 1) in the process of lesson-by-lesson reflection on the meta-subject action the lesson was aimed at developing, 2) in the process of implementation practical work, 3) in the process of implementing interdisciplinary project modules and protecting the resulting project product. For this purpose, a model of students’ achievements at each level of certain areas of students’ design competence is used.

Ways (methods) of assessing personal results.

Assessment of personal results of educational activities is carried out in the course of external non-personalized monitoring studies. During the current assessment, a limited assessment of the formation of individual personal results (value-semantic attitude to the acquired knowledge and mastered methods of activity) will be carried out, fully consistent with the ethical principles of protecting and protecting the interests of the child and confidentiality, in a form that does not pose a threat to the individual, psychological safety and emotional student status.

Educational and methodological support of the educational process

Subject results

As a result of studying biology, the student must

learn to:

• Characterize the methods of scientific knowledge and their role in the study of nature;
• Conduct observations of living organisms, perform simple biological experiments and explain their results, describe biological objects and processes;
• Use the components of research and project activities for the study of living organisms (provide evidence, classify, compare, identify relationships);
• To navigate the system of cognitive values: evaluate information about living organisms received from various sources; consequences of human activity in nature.

• Work with various types of reference publications, create collections, prepare messages and presentations;
• Conduct observations and descriptions of natural objects;
• Draw up a plan for a simple study;

• ​ Independently analyze the conditions for achieving the goal based on taking into account the action guidelines identified by the teacher in the new educational material;
• ​ Independently control and manage your time.
• ​ Formulate your own opinion and position, give reasons for it and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities;
• ​ Exercise mutual control and provide the necessary mutual assistance in cooperation;
• ​Adequately use speech means to solve various communicative tasks; mastery of oral and written language; construct a monologue contextual statement;
• ​Work in a group – establish working relationships, collaborate effectively and efficiently; integrate into a peer group and build productive interactions with peers and adults;

Get the opportunity to learn:

• Follow the rules for working in the biology classroom, with biological instruments and instruments;
• Use first aid techniques for poisoning with poisonous mushrooms, poisonous plants, animal bites; working with plant identification guides; cultivation and propagation of cultivated plants and domestic animals;
• Consciously observe the basic principles and rules of attitude towards living nature;
• To navigate the system of moral norms and values ​​in relation to objects of living nature (recognition of the high value of life in all its manifestations, environmental awareness, emotional and value-based attitude towards objects of living nature);
• Find information about plants and animals in popular scientific literature, biological dictionaries and reference books, evaluate it and translate it from one form to another;
• Choose purposeful and meaningful attitudes in your actions and actions in relation to living nature.

• Identify alternative ways to achieve a goal and choose the most effective one;
• ​Consciously manage your behavior and activities aimed at achieving your goals;
• ​Adequately assess your capabilities to achieve a goal of a certain complexity in various areas of independent activity.
• take into account and coordinate the different positions of other people in cooperation; take into account different opinions and interests and be able to justify one’s own position, understand the relativity of opinions and approaches to solving a problem;
• enter into dialogue and participate in collective discussion of problems;
• follow the moral, ethical and psychological principles of communication and cooperation based on respect for partners and attention to the personality of the other.

Material and technical support of the educational process

“Structural Features of Organisms”

Calendar and thematic planning

SECTION “STUDYING NATURE” (34 hours)

Message topics:

1. Traditions among different tribes and peoples about centuries-old traditions.
2. About the great travelers: Columbus, Janszon, Cook, Lazarev, Bellingshausen.
3. About great geographical discoveries.
4. Reserves, sanctuaries, natural monuments, national parks.
5. Global environmental problems.

List of references and other sources of information

Basic educational literature for students:

1. Biology. Introduction to biology: textbook for 5th grade of general education institutions: “Rakurs” line \A.A. Pleshakov, E.L. Vvedensky. – 2nd ed. – M.: LLC “Russian Word-Textbook”, 2013. – 128 p.: ill. _(Federal State Educational Standard. Innovative school).
2. Workbook for the textbook by A.A. Pleshakova, E.L. Vvedensky "Biology. Introduction to biology". 5th grade: \S.N. Novikova, N.I. Romanova. – 3rd ed. – M.: LLC “Russian Word – Textbook”, 2014. – 48 p. – (Innovation school)

Additional literature for students:

1. Akimushkin I.I. Interesting biology. – M.: Young Guard, 1972. – 3304 p. 6 ill.;
2. Artamonova V.I. Rare and endangered plants. (On the pages of the Red Book of the USSR) Book 1. – M.: Agropromizdat, 1989. – 383 p.: ill.;
3. Biology. Encyclopedia for children. – M.: Avanta+, 1994. – p. 92-684;
4. Biology: Collection of tests, problems and assignments with answers / based on materials from All-Russian and International Olympiads: A manual for students. – M.: Mnemosyne, 1998
5. Great reference book on biology. – M.: AST Publishing House, 2000
6. Biology. Plants, bacteria, fungi, lichens. Multimedia teaching aid. Education
7. Plants, bacteria, fungi, lichens. 6th grade. The educational complex is designed for learning, repetition, and consolidation educational material school course in biology for 6th grade. Contains materials from the textbook edited by Professor I.N. Ponomareva. Publishing center "Ventana-Graf"
8. Traytak D.I. "Biology: Plants, Bacteria, Fungi, Lichens." 6th grade A manual for students. Mnemosyne Publishing House
9. Electronic supplement to the textbook Biology. Introduction to biology. 5th grade: textbook. For general education institutions / Sonin N.I., Pleshakov A.A. - M.: Bustard, 2012.
10. "Encyclopedia for children. Biology" edited by M.D. Aksenova - 2000; – M.: Avanta +, 2001
11. http://www.livt.net Electronic illustrated encyclopedia "Living beings"
12. http://www.floranimal.ru/ Portal about plants and animals
13. http://www.plant.geoman.ru/ Interesting about botany. Plant life

Basic literature for teachers:

1. Methodological recommendations for the textbook by A.A. Pleshakova, E.L. Vvedensky "Biology. Introduction to biology". 5th grade. Line "Rakurs"\aut.-state. A.V. Marina. – M.: LLC “Russian Word-Textbook”, 2013. – 120 p. – (Federal State Educational Standard. Innovative School).

1. Biology. Bacteria, fungi, plants: 5th grade. Workbook. To the textbook by V.V. Pasechnik. Unified State Exam test tasks: Vertical, 2012. Bustard Publishing House
2. Biology. Plants, bacteria, fungi, lichens. Multimedia teaching aid. Education.
3. Paldyaeva G.M. “Programs for general education institutions. Biology 5-11 grades." Collection of programs. Publishing house Drofa 2012
4. Electronic supplement to the textbook Biology. Bacteria, fungi, plants. 5th grade: textbook. For general education institutions / V.V. Pasechnik. – M.: Bustard, 2012.- 141, (3) p.

Additional literature for teachers:

1. Biology grades 6-9. Library of electronic visual aids.
2. Biology 6th grade. Plants, bacteria, fungi, lichens. The educational complex is designed for studying, repeating, and consolidating the educational material of the school course in biology for the 6th grade. Contains materials from the textbook edited by Professor I.N. Ponomareva. Publishing center "Ventana-Graf"
3. Biology at school. Functions and habitat of living organisms. Electronic lessons and tests.

4. Dmitrieva T.A., Simatikhin S.V. Biology. Plants, bacteria, fungi, lichens, animals. Grades 7-7: Questions. Tasks. Tasks. – M.: Bustard, 2002.- 128.: 6 ill. – (Didactic materials);

1. How to Design Universal Learning Activities in primary school: from action to thought: A manual for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others / Ed. A.G. Asmolova. - M.: Education, 2008.
2. Kuznetsov A.A. About the second generation standard // Biology at school. - 2009. - No. 2.
3. Mukhina, V.V. Lesson using critical thinking technology and computer (ICT)

Since 2015, GBOU School No. 185, in accordance with Order No. 334 of June 24, 2015 of the Moscow Department of Education, has been a participant in the “Medical class in a Moscow school” project, which combines the efforts of teachers, the resources of all network institutions of the Moscow Department of Education and the best specialists from the First Moscow State Medical University named after Ivan Mikhailovich Sechenov.

The project design office includes:

• Specialists from Moscow State Medical University named after I.M. Sechenov
• Employees of currently developing centers for youth innovative creativity
• Representatives of the City Methodological Center
• Center for Teaching Excellence
• Moscow Center for Quality Education
• Center for Technological Modernization of Education

The project is being implemented on the basis of a cooperation agreement between the Educational Organization and the Federal State Budgetary Educational Institution of Higher Professional Education “First Moscow Medical University named after I.M. Sechenov" of the Ministry of Health Russian Federation.

The curriculum for specialized 10-11 and pre-profile 9th medical classes (groups) is compiled in accordance with the requirements of the Federal State Educational Standard of Secondary Educational Education and the University, taking into account in-depth study of chemistry and biology, specialized programs for the effective selection of extracurricular activities, additional education resources, comprehensive work on career guidance and socialization of students.

The implementation of the educational project is carried out in accordance with the plan of specialized medical education and in collaboration with a medical university, health care institutions, and educational support centers.

Project website“Medical class at a Moscow school” http://profil.mos.ru/med.html#/

Main project activities http://profil.mos.ru/med/meropriyatiya.html#/

Progress in the implementation of the project "Medical class in a Moscow school"

The curriculum for specialized 10-11th and pre-profile 8-9th medical classes (groups) is carried out on the basis of in-depth study of chemistry and biology, specialized programs for the effective selection of extracurricular activities, additional education resources, comprehensive work on career guidance and socialization of students.
Two biology teachers and one chemistry teacher are taking part in the project.
In 2018, a new agreement was concluded with the Federal State Autonomous Educational Institution of Higher Education First Moscow State Medical University named after I.M. Sechenov on the issue of implementing joint educational activities in the field of medical professional guidance and additional education for School students.

In the 2018-2019 academic year, cooperation between the educational organization and the Federal State Budgetary Educational Institution of Higher Education “Russian National Research Medical University named after N.I.” continues. Pirogov." For students in grades 10-11, university teachers conducted a series of events according to the “School of Young Surgeon” educational program.

Events within the framework of the project, attended by students of project classes

Association of additional education GBOU School No. 185,
implementing the project “Medical class in a Moscow school”

Report on the implementation of the project "Medical class in a Moscow school" in the 2017-2018 academic year

In the 2015-2016 academic year, in accordance with Orders of DogM No. 334 of June 24, 2015, DogM No. 1029 of August 25, 2016 and the annex to Order No. 1116 of October 24, 2016, the school became a participant in the educational project “Medical class in a Moscow school” , organized by the Moscow Department of Education, with the direct participation of:

FSBEI HPE “First Moscow Medical University named after I.M. Sechenov" of the Ministry of Health of the Russian Federation;
FSBEI HPE "Russian State Agrarian University - Moscow Agricultural Academy named after K.A. Timiryazev" (RGAU-MSHA named after K.A. Timiryazev);
Federal State Budgetary Educational Institution of Higher Professional Education "Moscow Polytechnic University".

On September 1, 2015, a specialized medical group for students in the 10th grade was opened.

In the 2017-2018 academic year, the school continued to work on the “Medical class in a Moscow school” project.

The curriculum for specialized 10-11th and pre-profile 8-9th medical classes (groups) was compiled in accordance with the requirements of the Federal State Educational Standard and was carried out on the basis of in-depth study of chemistry and biology, specialized programs for the effective selection of courses “Genetics and Medicine”, “ Anatomy”, the course of extracurricular activities “Step into Medicine”, resources for additional education, comprehensive work on career guidance and socialization of students.

Number of students in medical classes

Participation in the city scientific and practical conference “Start in Medicine”

The scientific and practical conference “Start into Medicine” is held annually as part of the events of the city project “Medical class in a Moscow school” with the aim of discussing the problems of developing basic and secondary general medical education, identifying current effective models for the implementation of specialized training in Moscow, using scientific and cultural educational space, as well as presentation of new educational achievements of students in medical classes. The organizers of the Conference are the Moscow Department of Education and the Federal State Budgetary Educational Institution of Higher Education First Moscow State Medical University named after I.M. Sechenov Ministry of Health of Russia.

On April 10-12, 2018, at the I.M. Sechenov Moscow State Medical University, students of pre-professional and specialized classes presented their projects in various sections:

• Tabunova Yu., 9th grade, scientific adviser. Grafutko E.A., section “Ecology and Evolution”;
• Serova A., 10th grade, scientific adviser. Levashov D.A., section “Ecology and Evolution”;
• Bredikhina K., 10th grade, scientific adviser. Levashov D.A., section “Biotechnology and Bioengineering”;
• Medvedeva I., 10th grade, scientific adviser. Petrova T.V., section “Medicine”;
• Batchaeva, 10th grade, scientific adviser. Kiseleva T.S.

As a result of the conference, 9th grade student Yulia Tabunova became a prize-winner.

The effectiveness of the implementation of the project “Medical class in a Moscow school” at GBOU School No. 185
in the 2017-2018 academic year

Diagnostic results educational achievements medical grade

PROJECT ROADMAP for the 2015-2016 academic year

1st half of the year

II. Second half of the 2015-16 academic year.

III . Prospects for the development of the educational program “Medical class in a Moscow school” in the 2016-2017 academic year

The school is currently holding events to organize medical work for the next academic year:

• A curriculum for specialized (10-11) and pre-profile (7-9) medical classes has been compiled with in-depth study of chemistry, biology, Russian language and the course “Step into Medicine”;
• preliminary calendar planning of events was drawn up;

• programs of extracurricular activities “Workshop in General Chemistry” and “Workshop in Organic Chemistry” were compiled;
• for grade 10 were developed jointly with the Department of Genetics, Biotechnology and Breeding of the Russian State Agrarian University-Moscow Agricultural Academy named after. K.A. Timiryazev specialized program of extracurricular activities:

• “Genetics” - 10th grade;

• in the Publishing House of the First Moscow State Medical University named after I.M. Sechenov prepared workbooks and teaching aids for working with students in medical classes.
• for students: “University Saturdays” at the First Moscow State Medical University named after I.M. Sechenov;
• tournaments of the All-Russian Sechenov Olympiad for schoolchildren in chemistry and biology,
• competition “Experts of Natural Sciences”;
• excursions in areas of design and research activities;
• "Biomedical Tournament named after. THEM. Sechenov";
• campaign “Health of our children” (detection of gastrointestinal diseases at an early stage");
• competitions "MosUnSpas";
• Sechenov scientific and practical conferences of design and research work in chemistry and biology “Start into medicine”;
• early professional guidance course “Step into Medicine”;
• medical practice in a hospital;
• educational events for teachers: a comprehensive professional development program, seminars, master classes, professional competitions, webinars, conferences, training seminars, work with the content of the information and educational environment for specialized medical classes on the Sechenov School portal.

Municipal budgetary educational institution

secondary school with. Dmitryashevka

Khlevensky municipal district

Lipetsk region

Considered at the meeting Approved

Pedagogical Council by order for the school

protocol No._____from "___"_______2016 No. from 2016

Director_______ S.A. Dedov

Protocol No. from

Head of the Ministry of Defense _________

WORKING PROGRAMM

by academic subject

biology

7_b______ grade

for the 2016-2017 academic year

Developer's name: I. V. Kretinina

Position: chemistry teacher

With. Dmitryashevka

EXPLANATORY NOTE

Regulatory documents:

Federal level

2) Federal state educational standard of basic general education / (approved by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897)

3) Federal state educational standard of secondary (complete) general education (approved by order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413)

4) Order of the Ministry of Education of Russia dated 03/05/2004 N 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education”

5) Order of the Ministry of Education of the Russian Federation dated 03/09/2004 N 1312 (as amended on 02/01/2012) “On approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs.”

6) Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2010 N 889 "On amendments to the federal basic curriculum and model curriculum for educational institutions of the Russian Federation implementing general education programs approved by Order of the Ministry of Education of the Russian Federation dated March 9, 2004 N 1312" On approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs"

7) Order of the Ministry of Education and Science of the Russian Federation dated January 31, 2012 N 69 "On amendments to the federal component of state educational standards of primary general, basic general and secondary (complete) general education, approved by Order of the Ministry of Education of the Russian Federation dated March 5, 2004 N 1089"

8) Order of the Ministry of Education and Science of the Russian Federation dated 02/01/2012 N 74 "On amendments to the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs approved by order of the Ministry of Education of the Russian Federation dated March 9, 2004 N 1312" .

9) Order of the Ministry of Education and Science of the Russian Federation dated January 24, 2012 N 39 “On introducing changes to the federal component of state educational standards of primary general, basic general and secondary (complete) general education, approved by Order of the Ministry of Education of the Russian Federation dated March 5, 2004 N 1089.”

10) Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2009 N 729 (as amended on January 16, 2012) “On approval of the list of organizations that publish textbooks that are allowed for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education” (Registered with the Ministry of Justice of the Russian Federation on January 15, 2010 N 15987).

11) Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189 (as amended on December 25, 2013) “On approval of SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” (together with “SanPiN 2.4.2.2821-10. Sanitary and epidemiological requirements for the conditions and organization of training in general educational organizations. Sanitary and epidemiological rules and standards") (Registered with the Ministry of Justice of Russia on 03.03.2011 N 19993).

12) Order of the Ministry of Education of the Russian Federation dated 03/09/2004 N 1312 (as amended on 02/01/2012) “On approval of the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs”

13) Order of the Ministry of Education and Science of Russia dated March 31, 2014 N 253 “On approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education”

14) Approximate basic educational program of basic general education. Approved by the decision of the federal educational and methodological association for general education (minutes of April 8, 2015 No. 1/15) http:// www.fgosreestr.ru/

Information about federal regulatory documents on the websites: http://mon.gov.ru/ (Ministry of Education of the Russian Federation); http://www.ed.gov.ru/ (Educational portal); http://www.edu.ru/ (Unified State Exam); http://fipi.ru/ (FIPI)

Regional level

Order of the UOiN of the Lipetsk region dated April 29, 2015 No. 424 “On basic curricula for educational institutions of the Lipetsk region for the 2015/2016 academic year.”

Letter from the Administration of Education and Science of the Lipetsk Region dated April 27, 2015 No. SK - 1350 “On the implementation of the Federal State Educational Standard of General Education in educational organizations of the Lipetsk Region in the 2015-2016 academic year.”

Letter from the Department of Education and Science of the Lipetsk Region dated October 26, 2009 No. 3499 “Approximate regulations on the structure, procedure for the development and approval of work programs for educational courses, subjects, disciplines (modules) of a general education institution implementing educational programs of general education.

School level

School Charter

School Development Program

Educational program of the school for the 2016-2017 academic year.

Calendar training schedule

Curriculum for the 2016-2017 academic year.

Regulations on the structure, procedure for development and approval of work programs of educational courses, subjects, disciplines (modules) of MBOU Secondary School p. Dmitryashevka.

Cel And:

• mastering knowledge about living nature and its inherent patterns; structure, life activity and environment-forming role of living organisms; methods of knowledge of living nature;

• mastery of skills apply biological knowledge to explain processes and phenomena of living nature; use information about modern achievements in the field of biology and ecology; work with biological devices, tools, reference books; conduct observations of biological objects, biological experiments;

• development of cognitive interests, intellectual and creative abilities in the process of conducting observations of living organisms, biological experiments, and working with various sources of information.

Tasks:

1. Ensure that students acquire knowledge of the anatomy, morphology and taxonomy of animals in accordance with the standard of biological education through a system of 70 lessons.
2. Continue to develop subject-specific skills and abilities in schoolchildren: the ability to work with a microscope, observe and describe biological objects, compare them, conduct biological experiments, conduct observations in nature; the ability to recognize the most common animals in your area through laboratory work, excursions and video lessons.
3. Particular attention should be paid to the development of information competence in seventh-graders (the ability to find the necessary information in the text of a textbook and other literature, draw up a plan and summary of what they read through a system of various tasks for working with a textbook, prepare messages and abstracts, and presentations for children.
4. Strengthen interest in studying biology through various forms of lessons.
5. Develop students' creative abilities through a system of creative tasks.

Information about the program on the basis of which the work program was developed:

The work program is compiled on the basis of the Model program of basic general education in biology, as well as the program of basic general education in biology for the 7th grade of general education institutions (course “Animals”, authors Konstantinov V.M., Kuchmenko V.S., Ponomareva I. N.).

Justification for choosing the author's program: The work program corresponds to the federal component of the state standard of general education in biology (approved by the decision of the board of the Ministry of Education of Russia and the Presidium Russian Academy Education dated December 23, 2003 No. 21/12, approved by the order of the Ministry of Education of Russia “On approval of the federal component state standards general, basic general and secondary (complete) general education" dated 03/05/2004 No. 1089).

The work program is focused on the use of the textbook: Konstantinov V.M., Babenko V.G., Kuchmenko V.S. "Biology. Animals". Moscow, “Ventana-Graf”, 2010.

Information about changes made to the author's program and their rationale:

The main changes made to the program by I.N. Ponomareva:

1. Closer and more detailed attention is paid to the diversity of individual systematic groups of animals.

2. Excursions have been introduced, including virtual ones using Internet resources

3. Emphasis is placed on the use of design and research technologies.

Determining the place and role of the training course in students’ mastery of the requirements for the level of training of graduates in accordance with federal state educational standards:

Zoology is studied during one academic year. The school zoology course is comprehensive, including the basics of various zoological sciences: morphology, anatomy, histology, embryology, physiology, taxonomy, ecology, zoogeography, paleozoology, the content of which is didactically revised and adapted to the age and life experience of students. It is a continuation of the botany course and part of a special cycle of biological disciplines about the animal world.

In the process of studying zoology, students become familiar with the diversity of the animal world and its system, reflecting the family relationships between organisms and the history of the development of the animal world.

Students should have an idea of ​​the integrity of the animal organism as a biosystem, the relationships between organs in systems and organ systems among themselves; that their coordinated activity is carried out by the nervous system; that animals are connected to their environment.

Students should learn that the structure, vital activity and behavior of animals have adaptive significance, which has developed over a long period of time. historical development, as a result of natural selection and survival of the fittest; that every animal is characterized by birth, growth and development, aging and death. Using specific material, students study the biogeocenotic and practical significance of animals, the need for rational use and protection of the animal world.

To ensure that students understand the related relationships between organisms, the system of the animal world, reflecting the long evolution of animals, the study is carried out in evolutionary sequence as it becomes more complex from the simplest organisms to mammals.

The program is designed for 2 classes per week (70 hours per year).

Information on the number of training hours for which the work program is designed (in accordance with federal state educational standards): The program is designed for 2 classroom lessons per week (70 hours per year), includes 12 laboratory work.

Forms of organization of the educational process: To improve the educational level and gain skills in the practical use of acquired knowledge, the program provides for an active form of learning, as well as a number of laboratory works, which are carried out after detailed instructions and familiarization of students with established safety rules. A mandatory component is excursions to study wildlife objects in their natural environment; virtual excursions using materials from specialized Internet sites are also expected (for example, the sites of the Darwin Museum, the Paleontological Museum of the Russian Academy of Sciences, the London National Museum of Natural History, the museum of the L. Pasteur Institute, etc.)

The program provides the opportunity to use various types of tasks for students in the classroom, developing intellectual and practical skills in schoolchildren. Such as:

1. Finding logical connection between terms and concepts written by the teacher on the board. Commenting on this connection.

2. The student’s answer according to the plan drawn up by him or herself or proposed by the teacher.

1. The answer to the questions is at the end of the textbook paragraph.

4. Compose your own questions to the text for other students in the class.

1. Answering questions asked by classmates.

6. Student’s answer using logic reference diagram, depicted by him on the board.

1. Problem solving.
2. Participation in a frontal survey-conversation conducted by the teacher.

9. Filling out a comparative or generalizing table on the board or in a notebook.

1. Correcting "mistakes" in terms written on the board.
2. Writing test written works.
3. Speech based on the results of work with additional literature (report, abstract).
4. Compiling a “biological dictionary” in a notebook using a textbook.
5. Finding the superfluous in the totality of concepts or terms proposed by the teacher.
6. Writing a vocabulary dictation on general biology.

16.Distribution of terms, concepts, objects into groups, that is, their classification based on some principle.

17.Formulation of hypotheses.

18.Development of a scientific experiment.

19.Practical implementation of observation and experience.

20. Discussion of the results of the research (your own and someone else’s).

Training technologies:

During the implementation of the program, preference is given to an activity-based approach to learning, extensive use of project activities is expected, and special attention is paid to the student-oriented approach. The use of ICT is mandatory.

Mechanisms for developing key competencies of students.

1. Value-semantic competence is formed through detailed acquaintance with the diversity of the animal world, independent and group research conducted in the form of practical and laboratory work. A special role is played by the study of topics devoted to endangered species.

2. General cultural competence reflecting the range of issues in relation to which the student must be well informed, have knowledge and experience, is formed through a wide range of topics in which zoology is considered in integration with social and humanitarian disciplines. General cultural content of the course "Animals" includes the basics of anatomy, physiology and taxonomy of animals in the form of concepts, laws, principles, methods, hypotheses, theories.

3. Educational and cognitive competence successfully formed through a detailed study of living nature objects, many of which live nearby and are available for direct study. In relation to the objects being studied, the student masters creative skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, heuristic methods of solving problems.
4. Information competence. With the help of real objects and information technologies, the ability to independently search, analyze and select the necessary information, organize, transform, save and transmit it is formed. This competence provides the student with the skills to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.
5. Communicative competence. Includes knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills in working in a group, and mastery of various social roles in a team. The student acquires these skills during group laboratory work and lessons using project technology. In the course of studying the course, the student masters the ability to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

7. Competence of personal self-improvement is aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object in the sphere of this competence is the student himself. The program provides that he masters ways of acting in his own interests and capabilities, which are expressed in his continuous self-knowledge, development of the necessary to modern man personal qualities, the formation of psychological literacy, culture of thinking and behavior. This competence includes ideas about personal responsibility for the conservation of animal species and entire ecosystems

Types and forms of control (according to the Charter of the educational institution):

oral and written; frontal, group, individual; final and current; using a computer and other technical means; programmed and unprogrammed.

Information about the textbook used.

Textbook: Konstantinov V.M., Babenko V.G., Kuchmenko V.S. "Biology. Animals". Moscow, “Ventana-Graf”, 2010.

The planned level of student preparation at the end of the year in accordance with the requirements established by state educational standards, the School Development Program, and the School Educational Program.

As a result of studying biology in 7th grade, the student must:

know/understand

• signs of biological objects: living organisms; animal cells and organisms; populations; biosphere; animals;

• the essence of biological processes: metabolism and energy transformations, nutrition, respiration, excretion, transport of substances, growth, development, reproduction, heredity and variability, regulation of the body’s vital functions, irritability, circulation of substances and energy transformations in ecosystems;

be able to

• explain: the role of biology in the formation of the modern natural science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of animals (using the example of comparison of individual groups); relationships between organisms and the environment; biological diversity in preserving the biosphere; the need to protect the environment;

• study biological objects and processes: perform biological experiments, describe and explain the results of experiments; observe the growth and development of animals, animal behavior, seasonal changes in nature; examine on finished micropreparations and describe biological objects;

• recognize and describe: on the tables the main parts and organelles of the cell; on living objects and tables, organs and organ systems of animals, animals of individual types and classes; the most common animals in your area, domestic animals, animals dangerous to humans;

• identify the variability of organisms, adaptations of organisms to their environment, types of interaction between different species in the ecosystem;

• compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of individual systematic groups) and draw conclusions based on comparison;

• determine the belonging of biological objects to a certain systematic group (classification);

• analyze and evaluate the consequences of human activity in ecosystems, the impact of one’s own actions on living organisms and ecosystems;

• conduct an independent search for biological information: find distinctive features of the main systematic groups in the text of the textbook; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using information technology);

use acquired knowledge and skills in practical activities and

everyday life for:

• compliance with animal disease prevention measures;

• providing first aid for animal bites.

Italics in the text indicate material that is subject to study, but is not included in the Requirements for the level of graduate training.

BIOLOGY AS A SCIENCE. METHODS OF BIOLOGY

The role of biology in the formation of the modern natural science picture of the world, in the practical activities of people. Methods for studying living objects. Biological experiment. Observation, description and measurement of biological objects. Compliance with the rules of behavior in the environment, respect for biological objects, and their protection.

SIGNS OF LIVING ORGANISMS

The cellular structure of organisms as proof of their relationship, the unity of living nature. Cell division is the basis for the reproduction, growth and development of organisms.. Unicellular and multicellular organisms. Tissues, organs, organ systems, their relationship as the basis for the integrity of a multicellular organism.

Signs of living organisms, their manifestation in animals. Animal behavior (reflexes, instincts, elements of rational behavior).

SYSTEM, DIVERSITY AND
EVOLUTION OF LIVING NATURE

System of the organic world. Basic systematic categories, their subordination. Animal Kingdom. The role of animals in nature, human life and their own activities.

Animal Kingdom. The role of animals in nature, human life and their own activities. Pathogens and vectors of diseases in animals and humans. Measures to prevent diseases caused by animals.

Single-celled animals, or Protozoa.

general characteristics protozoa. Origin of protozoa. The meaning of protozoa in nature and human life.

Type Coelenterates.

Multicellular animals. General characteristics of the type Coelenterates. Origin of coelenterates. The importance of coelenterates in nature and human life.

Types of worms.

Type Molluscs.

General characteristics of the Mollusc type. Variety of shellfish. Origin of shellfish and their significance in nature and human life.

Phylum Arthropods.

General characteristics of the phylum Arthropods. Origin of arthropods. Protection of arthropods.

Class Crustaceans. Features of the structure and vital activity of crustaceans, their significance in nature and human life.

Class Arachnida. Features of the structure and life of arachnids, their significance in nature and human life. Ticks are carriers of pathogens that cause diseases in animals and humans.

Phylum Chordata.

General characteristics of the Chordata type. Subtype Skullless. Lancelet. Subtype Cranial, or Vertebrate. General characteristics of the Pisces superclass. Features of the internal structure and vital processes of fish in connection with the aquatic lifestyle. Reproduction and development and migration of fish in nature. Main systematic groups of fish. The importance of fish in nature and human life. Protection of fish resources.

Class Amphibians. General characteristics of the class Amphibians Features of the external and internal structure of amphibians. Reproduction and development of amphibians. Origin of amphibians. Diversity, meaning and their protection.

Class Reptiles. General characteristics. Features of the external and internal structure of reptiles. Origin and a variety of reptiles. The importance of reptiles in nature and human life.

Bird class. General characteristics of the Bird class. Features of the external and internal structure and life activity of birds. Reproduction and development of birds. Seasonal phenomena in the life of birds. Ecological groups of birds. Origin of birds. The importance of birds in nature and human life. Bird conservation. Poultry farming.

Class Mammals. General characteristics of the class Mammals. Features of the external structure, skeleton and muscles of mammals. Reproduction and development of mammals. Origin of mammals. Diversity of mammals. Mammals are carriers of pathogens of dangerous diseases. Rodent control measures. Precautionary measures and first aid for animal bites. Ecological groups of mammals. Seasonal phenomena in the life of mammals. Origin and significance of mammals. Mammal conservation. The most important breeds of domestic mammals.

The doctrine of the evolution of the organic world. Charles Darwin is the founder of the doctrine of evolution. driving forces and the results of evolution. Increasing complexity of plants and animals in the process of evolution. Biological diversity as the basis for the stability of the biosphere and as a result of evolution.

Carrying out simple biological research: animal recognition different types, pets; determining the belonging of biological objects to a certain systematic group using reference books and determinants (classification).

Thematic plan 7th grade

literature

1. Konstantinov V.M., Babenko V.G., Kuchmenko V.S. "Biology. Animals". Moscow, “Ventana-Graf”, 2009.

2. “Biology in primary school. Programs". Moscow, "Ventana-Graf", 2006.

3. Kuchmenko V.S., Sumatokhin S.V. "Biology. Animals. Toolkit". Moscow, “Ventana-Graf”, 2003.

4. Rezanov A.G. “Zoology in tables, figures and diagrams.” Moscow, Publishing School, 1999.

5.“I’m going to biology class. Zoology. Fish and amphibians. A book for teachers." Moscow, “First of September”, 2002.

6.“I’m going to biology class. Zoology. Invertebrates. A book for teachers." Moscow, “First of September”, 2002.

7.“I’m going to biology class. Zoology. Birds. A book for teachers." Moscow, “First of September”, 2002.

8.“I’m going to biology class. Zoology. Reptiles. A book for teachers." Moscow, “First of September”, 2002.

9.“I’m going to biology class. Zoology. Mammals. A book for teachers." Moscow, “First of September”, 2002.

10. Ryazanov A.G. "Zoology. Tests." Moscow, Publishing School, 1998.

11. Tugusova E.V. "Zoology. Lesson plans with verification tasks and control tests.” Moscow, “Unves”, 2001.

12. Sukhova T.S. “Check and test work in biology. 6th - 8th grades." Moscow, Bustard, 1997.

13.Reimers N.F. "A brief dictionary of biological terms." Moscow, “Enlightenment” 1995.

14. “Basic notes on biology.” Moscow, “INFRA-M”, 2000.

15. “Test control of students’ knowledge in biology.” Moscow, “Enlightenment”, 1997.

16.Babenko V.G., Zaitseva E.Yu., Pakhnevich A.V., Savinov I.A. "Biology. Materials for lessons and excursions." Moscow, Publishing House NC ENAS, 2002.

17. Sukhova T.S. “Biology lesson. Technology of developmental education. Teacher's library." Moscow, “Ventana-Graf”, 2001.

18. Rebrova L.V., Prokhorova E.V. “Active forms and methods of teaching biology. Basic notes on biology." Moscow, “Enlightenment”, 1997.

19. Sukhova T.S. "Biology. Tests. 6th -11th grades." Moscow, Bustard, 2000.

20. Mashanova O.G., Evstafiev V.V. "Biology. Tests, questions and assignments." Moscow, “Moscow Lyceum”, 1997.

21. Mamontov D.I. Electronic course “Open Biology”. Moscow, Physikon, 2005.

22.Virtual school of Cyril and Methodius. Biology lessons 7th grade. 2005 year.