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Materials from the website of the Karavaevskaya municipal secondary school were used secondary school http://www.kosnet.ru/~ipkar/pedagog.htm Ostrekova Marina Vladimirovna Teacher of the highest category Biology teacher at Karavaevskaya secondary school Winner of the regional competition “Teacher of the Year 2002”, prize-winner regional competition"Teacher of the Year 2002"

Development of a biology lesson in 8th grade on the topic: "Birds"

The purpose of the lesson: show the features of the external structure of the bird associated with its aerial habitat and flight.

Equipment:

* stuffed birds; * magnifying glasses; * tables "Chordate type", "Bird class"; * d/f "Water Protection"; * oil; * two glass glasses with water; * instruction cards for laboratory work; * signs with terms, exhibition of books.

During the classes

I. Learning new material.

1. An excerpt from R. Rozhdestvensky’s poem “210 Steps”. "Historical digression about wings."

The miracle of flight - this quality has always been desirable, and unattainable, and enviable for people. But flying is just the most characteristic animals, the study of which we begin today.

Birds are amazing animals that are currently the most thriving group of animals. This is evidenced by the fact that there are now 8 thousand species of birds, while there are 2 times fewer mammals. They tried to master the air habitat, and this attempt was a brilliant success. Even a person who has placed himself at the top of the evolutionary ladder is not able to fly. It is easy and natural to soar upward, as if lifting off the ground without any effort, and only birds are capable of flying over the vast expanses of water and land.

So, we begin to study the Bird class. Today we must identify the features of the external structure of birds that allow them to fly.

2. Record the topic of the lesson in students’ notebooks. Bird class. Features of the external structure of birds associated with flight.

What allows birds to fly? What features of the external structure made flight familiar and easy? Birds are creatures you are very familiar with. Therefore, you can easily answer the questions posed. (Individual responses from students, prepared in advance, using tables, stuffed birds, as well as teacher additions, are heard.)

Modern birds have two main types of feathers - contour and down. Strong flight feathers grow on the wings. (Feathers are on display) The contour feather has a narrow, hard stem and a wide fan, which are formed by a dense network of horny barbules of the first and second order with hooks. This wing structure makes it flexible, light and almost impenetrable to air.

Contour feathers, overlapping each other with their peaks, like tiles, form a continuous streamlined surface on the bird’s body, facilitating flight. The main importance during flight are the large contour feathers of the wings and tail.

Down feathers are located under the contour feathers. Their fans are light, loose, without barbs of the second order. Some birds also have down - a short shaft with a tuft of barbs on top in the form of a tassel. Down feathers retain the bird's body heat.

Worn feathers fall out and new ones grow in their place. From the coccygeal gland (at the base of the tail), the bird squeezes out drops of oily liquid with its beak and transfers them to the feathers. This makes the feathers elastic and resilient, and in waterfowl it protects them from getting wet.

III Laboratory work No. 4.

1. Performed according to the instruction card (see appendix) using § 53 of the textbook, sets of feathers, stuffed birds.

2. 2. Conclusions are formulated on the points of the instruction card.

Conclusion: the external structure of the bird allows it to master the aerial habitat and makes flight familiar and relaxed.

IV Ecological page.

(Students’ presentations on a pre-given assignment with demonstration of experiments).

First performance. Oil. No one will argue that it is necessary for humanity. And no one moans to claim that they deliberately throw it into the water, that they deliberately cause accidents in oil fields or set fire to ships carrying oil. As a result of all these accidents, millions of tons of oil end up in the water. The world's oceans and its inhabitants are suffering, and birds are suffering. Seabirds covered with a thick layer of feathers. Their density provides almost complete insulation from cold water. Oil destroys the structure of feathers. An experiment is being conducted. Oil is poured into a glass of water (a thin film forms on the surface) and a bird feather is lowered. A clean pen easily restores its integrity. If the grooves are separated from each other, then after a light stroking, which the bird can do with its beak, the integrity of the feather is restored. On a feather coated with oil, the grooves stick together, and it is impossible to restore the previous appearance of the feather. (A film still showing a loon whose feathers are stuck together from oil is shown).

Second performance. The sight of birds covered in oil is terrifying. Feathers no longer protect birds from getting cold. In addition, birds' ability to swim is impaired due to the lack of air space between the body and feathers. As a result, the birds dive deeper into the water, and often can no longer get food for themselves. An experiment is being conducted. Let's try to wash off the oil from the bird's feathers with water - after all, this is the only remedy for birds. Nothing succeeded. If the bird does not die of hunger, then sooner or later it will die from hypothermia. But the unfortunate creature can swim for a long time with its heart beating twice as fast in order to compensate for the loss of heat. Perhaps the end will be hastened by swallowing not large quantity oil, which acts as a poison.

A bird rescue center has been operating in the United States for several years. Volunteers catch birds smeared in oil and wash them 10-15 times in a bath of soapy water. Birds washed free of adhering oil are returned to nature, but only a few can survive the cleaning and captivity. One of the center’s employees spoke about the rescue of a small bird, a wren, that was captured by oil. "His heart was beating loudly with fear. We were afraid that he would die. But he survived. When they released him, he flew up onto a high branch and began to scream hoarsely. I don’t think he thanked us, he rather “sweared,” but still he the scream was beautiful." On this slightly sad note we end our lesson.

Annex 1.

1. American ornithologist R. Peterson about the Bird’s Beak. "The beak replaces the bird's hand. With its help, it grabs objects, picks them up and manipulates them extremely deftly. The beak also serves as a tool - a hammer, chisel, pliers, wire cutters, pruning shears; nutcrackers, a hook, a spear, a sieve and a doge (at pelicans) with a market purse. With the help of their beaks, birds tidy up their feathers, give signals, build nests, care for chicks, catch prey and even defend themselves." 2. American naturalist Wills Bradbury: “Feathers are the only feature that is inherent only to birds and to no other living creature.” 3. Leonardo da Vinci. “The wing of a bird fascinates, shocks with its perfection.” A wing is a bird’s oar “with which it floats across the ocean of air.” 4. Tablets with terms for laboratory work on a magnetic board: mandible, mandible, tarsus, contour feather, trunk, quill, fan, beards. 5. Instruction card for laboratory work.

Appendix 2.

Laboratory work "The external structure of a bird, the structure of feathers"

1. Examine the stuffed bird and find the body parts on it: head, neck, torso, tail. Establish how they are connected to each other? 2. Examine the bird’s head, pay attention to its shape and size; find the beak, consisting of a mandible and a mandible; on the beak, look at the nostrils; find the eyes and pay attention to the features of their location. 3. Examine the body of the bird, determine its shape. Find the wings and legs on the body and determine their location. 4. Pay attention to the non-feathered part of the leg - the tarsus and toes with claws. What are they covered with? Remember which animals you studied earlier had such a cover. 5. Examine the bird’s tail, consisting of tail wings, and count their number. 6. Examine the set of feathers, find among them the contour feather and its main parts: a narrow dense trunk, its base - the feather, fans located on both sides of the trunk. Using a magnifying glass, examine the fans and find the 1st order beards - these are horny plates extending from the trunk.

7. Draw the structure of the contour flight feather in a notebook and write the names of its main parts. 8. Examine a down feather, find the origin in it, sketch this feather in a notebook and write the names of its main parts. 9. Based on the study of the external structure of the bird, note the features associated with flight. Make notes in your notebook.

Balamutova Tatyana Ivanovna, biology teacher at Klimenkovskaya secondary school

Methodological development

biology lesson on the topic “Bird class”

In this lesson, students become familiar with general characteristic birds, the peculiarities of their organization in connection with their adaptation to the air habitat.

To conduct the lesson, you need to make handouts “Collection of Bird Feathers”. You can use chicken or goose feathers. Feathers are collected during molting. Contour and down feathers, actually down, are glued onto the cards. In addition to handouts, you will need stuffed birds for the work.

Class: 7

Type of training session:

Form of the lesson: lesson

Methods: partially search, research, verbal

Lesson topic: Bird class

Goals:

provide students with knowledge of the general characteristics of birds, the features of their organization in connection with their adaptation to the air habitat.

ensure the development of schoolchildren’s skills to analyze and compare cognitive objects;

foster a desire to preserve bird species diversity

Equipment: stuffed birds, tables “Type Chordata. Class Birds", "Type Chordates. Class Reptiles", set of feathers, model "Structure of a bird's egg".

Progress of the lesson:

I. Organizational stage

II

The trills of a nightingale sound.

Teacher. Birds, like flowers and trees, contribute to the artistic perception of nature. The desire for beauty and the ability to understand it arose in man in the process of communicating with nature. Among them, flowers and birds occupy a special place in terms of the brightness of the impression they produce. They attract not only with their richness of shapes and colors. Flowers, as you know, are fragrant, and birds sing. This gives nature a special aroma and sound coloring. The world of birds is fascinating, communication with it expands our knowledge about nature and allows us to better understand it.

Tables with images of birds and stuffed birds are shown.

Teacher. What is the adaptation of birds to flight? Students' answers are written briefly on the board.

The most characteristic feature of birds is the presence of feathers and the ability to fly. This is ensured by a number of devices. Let's look at them during execution laboratory work.

1. Instruction card

1. Examine the stuffed bird. What is her body shape? (When answering questions, use the text in the textbook on pp. 134-136). List the body parts of a bird. By what characteristics can birds be distinguished from other vertebrates? What do you know about the body coverings of birds?

Rice. Feather structure: 1 - fan; 2 - trunk; 3 - upper hole; 4 - bottom hole; 5 - beginning; 6 - downy part of the fan

Rice. Diagram of the structure of a feather (A) and fan (B): 1 - trunk; 2 - fan; 3 - second-order beards; 4 - beards of the first order; 5 - hooks

2. Find out how the feathers are located on the bird's body. Where are the smaller feathers located and where are the larger ones? Why?

3. Examine a set of bird feathers. Compare their structure, what are the similarities and differences. Pay attention to the structure of the contour feather. Find an edge, a trunk, a fan. Examine the bristles of the fan under a magnifying glass. Find the 1st order beards. What is the function of barbs? Draw the structure of feathers and label their main parts.

Rice. Feather Types: 1 - outline pen; 2 - secondary down feather (grouse); 3 - down feather; 4 - filament feather; 5 - bristles; 6 - actual fluff

4. Examine the bird's head. Pay attention to the beak. What parts does it consist of? Locate the cere at the base of the beak. What is it used for? Find the external nostrils. What other sense organs are located on the head?

5. Compare the structure of the front and hind limbs of the bird. Why did such sharp differences arise in their structure?

2. Student reports using appropriate tables.

1. Skeleton of the torso inactive and forms a rigid structure; a number of vertebrae fuse together to form a rigid structure with the pelvic bones complex sacrum. The tail vertebrae are also fused into one bone to support the tail feathers. The sternum is large, and a large crest appears on it - keel - to strengthen the wing muscles.

The ribs with hook-shaped processes form a strong but lightweight structure: large bones in flying birds hollow. The lungs grow to the ribs, so the movement of the ribs during flight automatically leads to ventilation of the lungs. The skull is as light as possible: modern birds do not have teeth, they are replaced by a horny beak. Forelimb appearance bears little resemblance to an ordinary vertebrate limb. The skin also takes part in the formation of the flying surface. On the wing there is wing, which is formed by several (usually four) very small flight feathers sitting on the 1st finger, which is capable of rising, separating the wing from the rest of the wing surface. During steep climbs, the angle of attack of the wing increases, and air turbulences that are unfavorable for flight are formed under the wing. The bird protrudes its wing, allowing air flow through the resulting gap, and this allows it to increase the angle of attack of the wing without reducing its lift.

The hind limbs are walking, with a short and powerful femur. The fibula fuses with the tibia, to which it grows top row tarsal bones.

The lower row of tarsal elements forms one bone - the tarsus (bipedal dinosaurs had it). Birds have four to two toes on their feet.

For a long time, the development of birds was hampered by flying dinosaurs, but in the end the birds won and, after the extinction of the archosaurs, they populated the entire Earth, gave rise to many forms and are now in a flourishing state. Now there are about 8,600 species of birds living on Earth, represented by at least 100 billion individuals. This flourishing is explained by the progressive characteristics of birds, of which the cover of feathers is important.

2. Bird feather has an elastic rod - trunk, the end of which is hollow in large feathers and is called at the start in memory of the times when feathers were sharpened for writing. Branches off from the trunk fan, consisting of many thin and narrow plates - goatee, located in the same plane on both sides of the rod. These first-order barbules contain second-order barbules, and they are equipped with microscopically small hooks. This design forms a dense, elastic, almost air-tight plate. The feather cover is light, does not conduct heat well and gives the bird's body a streamlined appearance.

There are several types of feathers. Contour the feathers overlap each other in the form of tiles, forming a cover around the bird’s body, sometimes very hard and durable (in the capercaillie it is not always pierced by hunting shot). Beneath the contour feathers lie soft downy feathers. Their shaft is short, the barbs are not interlocked with each other. There are also feathers that combine the features of contour feathers and down - half fluff. In different parts of the body, contour feathers have different shape and unequal sizes. The largest and strongest feathers are on the wings of birds, these are flight feathers feathers. The flight feathers have asymmetrical fans. The wider fan of one feather covers the narrower part of the fan of another feather. The flight feather is somewhat concave on the lower side, which does not allow it to bend from bottom to top.

Tail feathers, components of the tail, got their name because previously the tail was given the meaning of a rudder. But, as it turned out, the tail only evens out the turning movement of the bird; Birds steer in flight with the help of their wings, and the movement of the tail is not the cause, but the consequence of the flight. But the name of the feathers - tail feathers - remains. The tail serves the bird to slow down its flight when it is preparing to sit on a branch or rise steeply.

The feather cover gets wet easily, so birds lubricate their feathers with the oily secretions of the coccygeal gland, located above the root of the tail. This gland is especially developed in waterfowl.

3. Powerful muscles birds allows them to fly at speeds of up to 160 km/h (for the black swift), and on average - 50-90 km/h.

4. Digestive system.

Since birds are toothless, food enters through the long esophagus into goiter, where it is subjected to preliminary chemical exposure. From the crop it enters the stomach, which consists of two sections: glandular And muscular- navel. The muscular stomach replaces the birds' teeth: food soaked in digestive juice is crushed due to contractions of the muscular walls. This process is helped by pebbles swallowed by the bird, which act as millstones. departs from the stomach duodenum, wrapping around the pancreas. Birds have a large liver and digestion is fast. Next comes the small intestine, which turns into a short large intestine, which opens into the cloaca. Many birds have cecum, increasing the suction surface of the system.

5. Respiratory system.

Metabolism in birds is very intense, body temperature reaches 42°C. To ensure intensive metabolism, you need a lot of oxygen. Therefore, birds have not only lungs, which are ventilated more intensely the more often they flap their wings, but also air bags, many times larger than the lungs in volume. There are several pairs of them: nasopharyngeal, cervical, prothoracic, metathoracic and abdominal, plus an unpaired interclavicular sac. When the bird raises its wings, the sacs expand and fill with air from the lungs. When the wings are lowered, the bags are compressed, and the air leaving them blows through the lungs a second time at the exit. This double breathing relieves birds from shortness of breath: the faster they fly, the harder they breathe.

6. Circulatory system. Birds have two atria and two ventricles in their hearts. The bird's ventricle is divided by a solid septum, which ensures that only pure arterial blood flows from the left ventricle into the arterial trunk, which is carried by arteries throughout the bird's body.

7. Organs of excretion- kidneys - have a flat shape and dark red color and are located on the sides of the spine, directly adjacent to the pelvic bones and occupying special depressions in them. From the kidneys there are two ureters, which empty into the cloaca without forming a bladder. Most of the water from urine is absorbed by the walls of the cloaca, so the urine is thick and pasty. The main product of nitrogen metabolism is uric acid. Salts are excreted by the nasal glands, which are especially highly developed in birds associated with the sea.

8. Reproductive organs. In the male, near the kidneys there are paired bean-shaped testes that flow into the cloaca. In females, only the left ovary develops, which allows the bird to reduce body weight. Fertilized eggs descend along the oviduct, along the way becoming covered with a layer of protein, shell membranes and a calcareous shell (demonstration of the model “Structure of a bird’s egg”). Ovoviviparity is absent in birds due to conservation of body weight. As soon as the egg is formed, the bird lays it immediately, without burdening itself with unnecessary burden. No bird lays more than one egg at a time.

From eggs laid chicks(or nesting) birds (for example, pigeons), a naked, completely helpless chick is pecked. U brood birds (chickens, ducks), the chick is well-furred and from the first hour after hatching is able to run and peck food.

9. Nervous system of birds well developed. The cerebellum, which coordinates movements in flight, is especially well developed. The forebrain hemispheres are larger than those of reptiles, and the optic lobes of the brain are highly developed. Birds eyes ways to accommodation(focusing) in two ways: changing the shape of the lens and changing the distance between it and the retina. Birds are good at distinguishing colors. In general, birds' vision is better developed than hearing.

The rather large brains of birds indicate their high development. Birds are capable of complex forms of activity. They often have mating tournaments (matting), and they easily learn new things. Seasonal flights, the construction of complex nests - all this is evidence of well-developed higher nervous activity. Plays an important role in bird behavior imprinting(imprinting): the chick that emerges from the egg begins to consider whoever feeds it as a mother, so it follows him.

IV. The stage of testing the initial acquisition of knowledge.

Independent work of students with the text of the textbook. V.V. Latyushin Biology “General characteristics of the class of birds” on pp. 134-136 and completing tasks in workbook on a printed basis by the same author on p. 65 No. 1-6.

Study § 27, answer the questions to the paragraph. Complete tasks No. 7-10 on p. 66 in a printed workbook.

VII. Reflection.

Teacher: “Continue the sentences. Our lesson has come to an end, and I want to say:

Today in class I succeeded (failed)..."

Bibliography:

6. N. I. Galushkova. Biology. Animals. 7th grade: lesson plans according to the textbook by V.V. Latyushin, V.A. Shapkin. – Volgograd: Teacher, 2006. – 281 p.

7. A.S. Malchevsky “Ornithological excursions. Series: The Life of Our Birds and Animals” Issue 4. Leningrad University Publishing House, 1981.

8. A.S. Bogolyubov “Let’s help the birds!”, M.: “Ecosystem”, 2002.

9. V.V. Strokov “Feathered Friends of Forests”, M.: “Prosveshchenie”, 1975.

10. K.N. Blagoslonov “Protection and attraction of birds”, M.: “Education”, 1972.

11. M.A. Voinstvensky, V.M. Ermolenko “Living Nature in the Lens”, K.: “Naukova Dumka”, 1970.

on the topic “Protozoa: rhizopods, radiolarians, sunfishes, sporozoans”

The saturation of the course content with theoretical material, the insufficient equipment of the classrooms, and the developmental orientation of the educational process were for me the reason for using the activity approach in teaching biology. The use of the research method in the classroom increases students' interest in learning, increases the degree of independence of student work, and develops the ability to work with sources of knowledge.

In this lesson, during the research process, you can study the structural features of amoebas, observe their movement and manifestations of irritability. But for the lesson, amoebas need to be diluted.

Amoebas can be bred in two ways:

1. Culture of amoebas on rice grains. Pour cold boiled water into a Petri dish, add 3-4 unpeeled rice grains, close it and place it in a warm place. After a few days, the water around the rice grains will become cloudy due to the development of a mass of small, colorless flagellates and bacteria (food for amoebas). Amoebas from previously brought samples are transplanted into the prepared nutrient medium using a pipette. Once every 1.5-2 weeks, add 1-2 grains of rice to the cup. If the number of amoebas increases rapidly, they are placed in new Petri dishes with a ready-made nutrient medium. The temperature should be maintained at 20-23°C, since amoebas are very sensitive to its fluctuations.

2. Culture of amoebas on birch branches. 300 ml of water is poured into a 0.5 liter jar, 2 g of chopped birch branches are placed. For 10 days, the jars are placed in a warm, dark place. During this time, bacteria multiply, forming a flaky film on the branches. The reaction of the medium must be neutral - check with litmus paper. For an acidic reaction, the liquid is made alkaline with a one percent solution of sodium carbonate; for an alkaline reaction, it is acidified with a one percent solution of hydrochloric acid. The amoebas are pipetted into the resulting nutrient medium. After 10-15 days, using a 10x magnification magnifying glass, the amoebas can be seen on the walls of the jar. A large number of them are suspended in liquid, as well as on rotting plant debris. The amoeba culture remains viable for 2-3 months. If the water takes on the color of diluted milk with a pink tint (culture aging), the amoebae are reseeded into a fresh nutrient medium. In addition to amoeba protea, other species reproduce in culture - amoeba lymax and amoeba radiosa (Fig. 1). Amoeba limax is small, very mobile, with one wide pseudopodia. Amoeba radiosa is larger, with radially diverging thin pseudopods.

Immediately before the lesson, temporary preparations are prepared. If there are many amoebas in the culture, then several specimens can be placed in a drop of water on a glass slide. Since amoebas are fairly large protozoa, the cover glass must be equipped with “legs” made of plasticine.

Rice. 1. Amoeba limax (1)

Amoeba radiosa (2)

I have offered this lesson development as an example.

Class: 7

Type of training session: lesson on learning new material

Form of the lesson: lesson

Methods: partially search, research, verbal, visual

Lesson topic: Protozoa: rhizopods, radiolarians, sunflowers, sporozoans.

Goals:

provide students with knowledge of the general characteristics of protozoa and their diversity;

continue to develop the skills to work with a microscope and recognize protozoa.

create conditions for the inclusion of students in active cognitive activity and research work;

educate the need to comply with sanitary and hygienic rules to maintain health.

Equipment: microscopes, protozoan culture, slides and coverslips, plasticine, napkins, “Protozoa” tables.

Progress of the lesson:

I. Organizational stage

Greeting, recording absentees, checking students' preparedness for the lesson, organizing students' attention.

II. The stage of preparing students to learn new material

Leeuwenhoek enters the class. He is wearing a wig, a professor's cap, and a black flowing robe. He holds a microscope of his own invention in his hands.

Leeuwenhoek. Hello guys! You recognized me? Yes, I am that same merchant from Holland - Anthony van Leeuwenhoek. I lived a very long time ago - in the 17th century. He was born in 1632 in the city of Delft. Have you ever been there? It's a pity, it's a very beautiful town. Yes... (Thinks). My father really wanted me to get rich. Sent me to study commerce in Amsterdam. I respected my parents, so I didn’t dare disobey - I finished my studies and started my own business. A cloth shop. He traded in fabrics and canvas. Things are looking up. So I would have lived like all the ordinary people - slowly, lightly, but I had one passion, a hobby in your opinion. I really liked grinding magnifying glasses - you call them lenses - grinding them, inserting them into tablets, and viewing the invisible world through those glasses. How interesting everything is around! Just think: a drop of rainwater from a barrel - what, it would seem, is so special about it? And if you look at that drop through a magnifying glass, who lives in it?! But you think there’s nothing under your nails except dirt? You are wrong! Apparently, invisibly, animalcules - small animals, that is, translated from Latin - live there. And not all of them are harmless, there are some nasty ones - just hold on! So wash your hands often, with soap. There will be no harm from this, only one benefit. Even Tsar Peter I visited me. I really liked him - he was so inquisitive, he was interested in everything. And I gave him a microscope to look at, and I was so moved that I even gave him one as a gift. They say it is still intact - preserved in the Kunstkamera in St. Petersburg.

Yes, a drop of blood looks interesting in a microscope, and a leaf of a tree, and a fly’s wing. But the most interesting thing is to observe an ordinary drop of water from a puddle. It is teeming with animalcules - they have their own, special life. Would you like to see? Leeuwenhoek leaves.

III. Stage of learning new material

Laboratory work “Ameba - a representative of freshwater rhizomes”

Instruction card

1. Take a temporary preparation with an amoeba and, using a low microscope magnification, find it - a gray granular lump of irregular shape. For a few minutes, observe the changes in body shape and movement of the amoeba. Pay attention to the process of formation of pseudopods. In this case, the flow of granular protoplasm is clearly visible. How quickly does your body shape change? How does an amoeba move?

2. Find the contractile vacuole - a lighter area of ​​protoplasm with a regular round shape. Observe the contraction and filling of the vacuole for a few minutes. What is the duration of the contractile vacuole cycle? What is the function of the contractile vacuole?

3. Find digestive vacuoles. Compare the sizes of contractile and digestive vacuoles. Count the number of digestive vacuoles. What do amoebas eat? Draw an amoeba in your notebook. In the figure indicate: 1 - pseudopods, 2 - protoplasm, 3 - digestive vacuoles, 4 - contractile vacuole.

4. Carefully place a small crystal on the side under the cover glass table salt. Wait until the salt dissolves in the water. Observe the change in the shape of the amoeba's body. Explain the results of the experiment. How do amoebas react to chemical stimuli?

5. Take a microslide with a fixed amoeba. First, at low and then at high magnification of the microscope, find the colored oval-shaped nucleus. Compare the sizes of the nucleus and vacuoles. Draw the nucleus of the amoeba and label it: 5 - nucleus.

Children's messages

Dysenteric amoeba was discovered by Professor Lesh of the St. Petersburg Military Medical Academy. This amoeba causes intestinal ulcerations and severe colitis and feeds on intestinal cells and red blood cells. There are now drugs that cure the disease. Preventive measures are extremely important - personal hygiene, security drinking water from pollution.

Sea rhizomes foraminifera (“bearing holes”) have a house - a shell, which is a layer of organic matter covered with grains of sand or impregnated with CaCO3. Long pseudopodia emerge not only from the mouth, but also from holes in the walls of the shell. Calcareous shells of dead foraminifera form a thick layer of sediment on the seabed, which over time turns into limestone.

Radiolarians They swim their whole lives in the water column of the seas. They are most numerous in warm waters. They have an internal skeleton located in the cytoplasm, which is formed by needles fused into an openwork structure. Long filamentous pseudopodia maximize the cell surface. The skeleton consists of various materials. E. Haeckel, who studied radiolarians all his life, considered them the most beautiful creatures in the world. The remains of radiolarians on the seabed form the siliceous clays and shales that make up some islands (for example, Barbados). Under the influence of pressure and underground heat, semi-precious stones are formed from them: jasper, chalcedony, opal.

Solnechniki- These are freshwater protozoa, similar to radiolarians, also with flint spines, but without a central capsule.

Independent work of students with the text of the textbook. V.V. Latyushin “Biology “Systematic groups of protozoa”, pp. 13-15 and completing tasks 5-6 in a printed workbook by the same author.

Conversation on questions:

Based on what characteristics are animals classified as protozoa?

Why is the body of a protozoan an independent organism?

V. Stage of student information about homework.

Study § 3, answer the questions for the paragraph. Make a syncwine.

Protozoa

Simple and complex

Absorb, excrete, move

Microscopically small in size

VII. Reflection

In conclusion - a traffic light game.

Green color – I liked the lesson.

Yellow color – I liked the lesson, but...

Red color – I didn’t like the lesson because...

Bibliography:

1. A. I. Nikishov, I. X. Sharova. Biology. Animals. 7-8 grades." - M.: Education, 1993. – 256 p.

2. A. V. Binas, R. D. Mash, A. I. Nikishov. Biological experiment at school. - M.: Education, 1990. - 192 p.

3. Encyclopedia for children. – M: Avanta plus, 2001 p. 219.

4. S. A. Molis. Book for reading on zoology. – M.: Education, 1986. – 224 p.

6.N. I. Galushkova. Biology. Animals. 7th grade: lesson plans according to the textbook by V.V. Latyushin, V.A. Shapkin. – Volgograd: Teacher, 2006. – 281 p.

Methodological development of a biology lesson

on the topic “Type Coelenterates. Classes: hydroid, scyphoid, coral polyps"

This lesson allows you to find out the features of the external and internal structure of the freshwater hydra, their connection with the habitat; introduce representatives of the hydroid, scyphoid, and coral classes; give an idea of ​​the alternation of generations and the phenomenon of regeneration.

It is best to catch hydras for the lesson in August - September in ponds with slowly flowing water. Several glass jars are filled with plants taken from the water column and floating on the surface (elodea, arrowhead, pondweed, etc.). In the school laboratory, jars are placed on the window. After a day or two, the hydras move to the walls of the jars. Using a pipette or glass tube with a rubber bulb at the end, they are carefully transferred to a previously prepared aquarium or into 2-3 liter jars. Place a layer of washed calcined sand, sprigs of elodea or other plants at the bottom of the aquarium and fill it with settled and filtered tap water.

Vessels with hydras are kept in the light at a temperature of 20-24 ° C (can be slightly heated with a small lamp). Direct sunlight and sudden temperature fluctuations should be avoided. Hydras quickly get used to new conditions and, with good care, begin to reproduce vigorously by budding. The most important condition for successful maintenance of the culture is regular feeding (every other day): either cyclops, or daphnia, or scraped meat (carefully lowering it onto the outstretched tentacles of the hydras). Residues of food must be promptly removed from the aquarium. Hungry hydras become very elongated, stop budding, switch to sexual reproduction and soon die. In addition to hydras and food for them, there should be no other animals in the aquarium. Particularly dangerous are pond mollusks, eyelash worms and aquatic beetles, which can eat hydras. As the water evaporates, new water is added. A complete water change is not recommended. To obtain a large number of hydras, it is necessary to accelerate their budding: feeding two or three times a day, raising the temperature to 26-28°C. The day before the lesson, stop feeding the hydra.

Class: 7

Type of training session: lesson on learning new material

Form of the lesson: lesson

Methods: partially search, research.

Lesson topic: Type Coelenterates. Classes: hydroid, scyphoid, coral polyps

Goals:

ensure that students know the features of the external and internal structure of freshwater hydra, their connection with the habitat;

introduce representatives of the hydroid, scyphoid, and coral classes;

give an idea of ​​the alternation of generations and the phenomenon of regeneration;

form the concept of radial symmetry;

create conditions for the inclusion of students in active cognitive activity and research work;

cultivate a caring and reasonable attitude towards nature

Equipment: table “Type Coelenterates”, wet preparations.

Progress of the lesson:

I. Organizational stage

II. The stage of preparing students to learn new material

Teacher: Coelenterates have long been classified as part of the plant world (shows drawings depicting sea anemones, “thickets” of corals, a sprig of white coral). Why do you think?

How to prove that not only sponges, but also coelenterates are animals? Why did they get this name?

In 1740, the Swiss scientist Abraham Tremblay discovered a “freshwater polyp with arms in the shape of horns,” later named freshwater hydra (shows in the table).

Curriculum Vitae

Abraham (Abraham) Tremblay was born in 1710 in Geneva into a noble family. His childhood and youth occurred at a time when many intellectuals in Europe turned to natural history. He himself was at first more interested in mathematics than in animals, and when he was at university, he wrote a paper on mathematical analysis. After finishing his studies, the young man went in search of work in Holland. There he became a tutor at the estate of Count Willem Bentinck near The Hague. It was here that Tremblay conducted his observations and experiments. From 1740 to 1744 he made a surprising number of discoveries. Tremblay discovered positive phototaxis in hydras - a phenomenon in which eyeless animals can move towards light. One of his first achievements was to prove that a small piece cut from a hydra could regenerate an entire organism. The first experiment consisted of Trouble cutting a hydra crosswise and examining both parts under a magnifying glass several times a day. Soon a whole hydra grew from each half. Subsequently, he observed how the regenerated individuals fed.

The body of the freshwater hydra resembles a miniature two-layer pouch (shows according to the table) with a sole at one end, with the help of which the hydra is attached to the substrate, and with a mouth opening at the opposite end. The mouth opening is surrounded by tentacles and leads into the digestive cavity, where the prey enters.

III. Learning new material through research

Instruction card

1. Take a watch glass with a hydra. Let her calm down. When the animal attaches itself to the glass with its sole and straightens out, evaluate the size of the body with the naked eye, noting separately the length of the body, tentacles and the size of the kidneys, if any. Using a magnifying glass, examine the features of the external structure. Find the sole, body, oral cone. Count the number of tentacles surrounding the mouth. Examine the numerous small swellings on the straightened tentacles - batteries of stinging cells. Draw a hydra, label: 1 - sole, 2 - oral cone, 3 - body, 4 - tentacles with batteries of stinging cells, 5 - kidneys. Think about what structural features of the hydra are associated with its attached lifestyle. What type of symmetry is characteristic of hydra? Find the answer to the question in the text of the textbook.

2. Using a dissecting needle, carefully touch the body of the hydra. Note its reaction to mechanical irritations - contraction of the body and tentacles. Make a contour drawing reflecting the hydra's reaction to irritation. What is the hydra's response to stimulation called? Find the answer to the question in the text of the textbook.

3. When the hydra straightens, place a crystal of salt in the watch glass. What is the reaction of hydra to chemical irritation? What are the animal's responses to various stimuli?

4. Catch several live cyclops or daphnia with a pipette and release them into a watch glass with hydra. Watch the hydra feed. This experiment takes quite a long time. What happens to the Cyclops when the Hydra's tentacles touch him? Notice how quickly the Cyclops is swallowed. What is the significance of stinging cells? Where are they located? Where does the digestion process take place, what cells take part in it?

5. Examine first at low and then at high microscope magnification a microscopic specimen of a cross section of the hydra. Note the differences in size and shape of ectoderm and endoderm cells. Look for a thin strip of mesoglea (supporting plate) separating the two layers of the body. Draw a cross-section of the hydra's body and label: 1 - ectoderm, 2 - endoderm, 3 - mesoglea (supporting plate), 4 - intestinal cavity.

Student reports on other classes of coelenterates.

Scyphoid.

Drawings and photographs of jellyfish and a wet preparation of a jellyfish are shown.

Most jellyfish are predators. Please note: the tentacles hanging down from the dome have nettle cells with a poisonous liquid. With their help, the jellyfish infects passing fish and crustaceans and then puts it into its mouth. Even a person can get burns from contact with these tentacles. Most Black Sea jellyfish are not dangerous. They are small and found off the coast. Their called eared jellyfish or aurelia. But another Black Sea jellyfish - rhizostomy, or cornermouth,- not so safe: for many, its burns cause severe skin irritation.

Coral polyps.

Question to the class:

Here's a branch from underwater world. What do you think this is? (A sprig of coral is demonstrated)

This branch is a piece of coral polyp construction. It is formed from limestone, but there are many small holes and depressions in it. These holes once held tiny polyps with flower-like tentacles. These tentacles have stinging cells, which is why some corals burn human skin like hot metal.

Coral polyps- excellent builders. By extracting lime from seawater, they build their skeleton from it and form amazingly beautiful underwater gardens.

Corals settle at a depth of up to 50 m in warm, clear salt water, on a rocky bottom. Coral colonies grow from at different speeds. Thus, in the South China Sea, during the explosions of a coral reef, coins minted in 1410 were found. They were walled up by corals after the death of a ship on these reefs. Here the skeleton of the polyps grew at a rate of 1 m in 33 years. And after 20 months, a ship that sank in the Persian Gulf was covered with coral armor 69 cm thick - here the corals grew much faster.

If the edges of a fortress built by corals rise above the water, they form an island with a body of water - a lagoon - in the middle. Who knows what the name of such an island is? (Atoll).

What if there is an ocean above the coral fortress? (Coral Reef).

What do you know about reefs? What significance do they have for Australia?

Sea anemones

Representatives of the class Coral polyps. But unlike colonial forms, these are solitary animals. They live in the seas from polar latitudes to the tropics: both on coastal rocks and in bottomless depths. Brightly colored sea anemones are often mistaken for strange flowers. The peaceful appearance of sea anemones is deceptive. Sea anemones are firmly attached to the seabed or to any shell and, spreading petal-like tentacles with stinging cells, wait for an unwary fish or shrimp. Having captured the prey, the sea anemone shrinks into a ball and digests the food. Black Sea sea anemones are small (3-5 cm in diameter and the same in height), often forming clusters on coastal rocks, piles, and the bottoms of ships. The venom of some sea anemones is dangerous; Touching them can cause painful burns.

The importance of coelenterates in nature and human life

Many guys are interested in technology. Did you know that jellyfish helped designers create an important apparatus? It has long been noticed that marine animals sense the approach of a storm long before it begins. It was found that when a storm approaches, air vibrations arise from friction against the crests of waves. The frequency of these vibrations is 8-13 times per second. The auditory cavity of a jellyfish can either shrink or unclench, tuning into resonance with the “voice” of the sea. Using a hint from nature, the inventors designed an electronic device - a messenger of storms. It helps to learn about the approach of a storm 12 hours in advance, and can predict thunderstorms and squalls, typhoons and hurricanes. Science is engaged in the creation of devices using the principles of the structure of living organisms bionics.

Among the tentacles of the polar jellyfish, the fry of some species of fish find refuge. Jellyfish are food for many marine animals. Aurelia and Rhopilema are used as food in Japan and China. Red, pink, and black corals are used to make jewelry. Calcareous corals form reefs, islands, atolls, and are used in construction. The cross jellyfish and physalia venom from stinging cells cause burns, convulsions and cardiac arrest.

IV. Stage of checking initial knowledge acquisition

Independent work of students with the text of the textbook. V.V. Latyushin Biology “Systematic groups of protozoa” on pp. 25-28 and completing assignments in a printed workbook by the same author on p. 10-11 No. 1-7

V. Stage of student information about homework

Study § 3, answer the questions for the paragraph. Complete tasks No. 8-12 on p. 11-12 in the printed workbook.

VI. Stage of summarizing the lesson

VII. Reflection

Teacher: “What did you like most about the lesson?”

Bibliography:

1. A. I. Nikishov, I. X. Sharova. Biology. Animals. 7-8 grades." - M.: Education, 1993. – 256 p.

2. A. V. Binas, R. D. Mash, A. I. Nikishov. Biological experiment at school. - M.: Education, 1990. - 192 p.

3. Encyclopedia for children. – M: Avanta plus, 2001 p. 219.

4. S. A. Molis. Book for reading on zoology. – M.: Education, 1986. – 224 p.

5. O. P. Semenenko, I. P. Upatova, A. I. Churilova. Methods of teaching biology: Non-standard forms of conducting biology classes in grades 6-10. – Kh.: Scorpio, 2000. – 152 p.

Methodological development of a biology lesson

on the topic "Type of shellfish »

This lesson allows students to become familiar with the structural features and life processes of mollusks in connection with their habitat. For the lesson, land snails are collected in damp and shady places in a forest or park from the surface of the soil or from plants. Best time collection - warm evening after rain.

They are kept in terrariums or cages, with a 5-6 cm layer of earth and sand at the bottom. The glass of the cage is wiped frequently to remove the mucus left by the snails. When keeping shellfish in jars, they are covered with glass, since paper, for example, is easily chewed by snails. They are fed with lettuce, dandelion, cabbage, trimmings and peels of vegetables. They willingly eat Tradescantia leaves and fresh cucumbers. In winter, snails can be fed with oatmeal soaked in water, which is placed in a small saucer and placed in a cage. The environment should not be allowed to dry out. To maintain sufficient humidity, the cage is sprayed with water from a spray bottle from time to time. If the mollusks become inactive (burrow into the ground, put away in the shell and attach to the glass at the mouth), they need to be “awakened” from time to time: the mollusks are placed in a shallow bowl with warm water and fed immediately when they wake up. Under such conditions, mollusks survive in captivity for up to 2-3 years and even reproduce.

Aquatic mollusks (pond snails, reels) are kept in an aquarium (2-3 cm of sand at the bottom) with aquatic plants (elodea, pondweed, hornwort, etc.). The enemies of snails are predatory water beetles and bedbugs, as well as leeches, so their presence in the aquarium is undesirable. Aquatic mollusks do not require any feeding if there are aquatic plants.

Ponds lay eggs from February to autumn, reels - from April to the end of summer. Grape snails and Achatina lay large eggs in the soil of the cage, usually in the summer.

Before work, land mollusks should be kept in warm water so that they are sufficiently active.

Class: 7

Type of training session: lesson on learning new material

Form of the lesson: lesson

Methods: partially search, research

Lesson topic: Shellfish type

Goals:

provide students with knowledge of the general characteristics of mollusks, their life processes in connection with their habitat;

to promote the development in schoolchildren of skills to use scientific methods cognition (observation, experiment);

to cultivate a caring and reasonable attitude towards shellfish - living objects of nature

Equipment: wet preparations of gastropods and bivalves; shells of marine and freshwater mollusks, illustrations, drawings, live pond snails and reels

Progress of the lesson:

I. Organizational stage

Greeting, recording absentees, checking students' preparedness for the lesson, organizing students' attention.

II. The stage of preparing students to learn new material

On the students' tables are live mollusks - common pond snails and reels.

Teacher: What features distinguish the type of Mollusks from other types of animals? (soft-bodied, many have a shell)

Why do shells have different structures and colors? (demonstration of shell collections)

III. Stage of learning new material

1. The study of new material is carried out through the process of observation and experiment.

Instruction card

1.Take a jar with an ordinary pond snail, when the mollusk begins to crawl on the glass,

consider its structure. Find a head with tentacles with small eyes at the base, a mouth opening on the underside of the head, and the sole of a foot (compare with the picture). What parts does the body of a gastropod consist of?

2. Pay attention to the smooth sliding of the pond snail on the glass; the wave-like contractions of the leg muscles are clearly visible.

3. When the clam rises to the surface of the water, watch how the breathing hole opens, leading into the pulmonary cavity. Use a watch to determine how long the breathing hole will be open. Carefully use a pencil to push the pond snail to the bottom of the jar and use a clock to determine how long the air taken into its lungs is enough for it. Read in the textbook how different mollusks breathe.

4. Take a jar with a land snail and observe the snail crawling on the glass. Find a head with two pairs of tentacles and a muscular leg. Through the glass, waves of muscle contractions passing along the wide leg of the snail are clearly visible. Where are the eyes? Find the pulmonary opening. Note on the clock how long the breathing hole remains open or closed. Note the moist skin of the clam. The glands of the skin constantly secrete mucus, leaving a mucus trail behind the mollusk. What is the significance of secreted mucus for a terrestrial mollusk?

5. Transfer the mollusk to a glass plate, and when the snail begins to crawl, carefully touch its tentacles with a pencil. Watch how the tentacles are retracted, while the eyes are screwed into them. With stronger irritation, the entire body contracts, gradually retracting into the shell. What role do tentacles play in the life of mollusks?

6. When the mollusk calms down, run a piece of garlic across the glass in front of it without touching the snail’s body. Observe her behavior. What does this experience say?

7. Place a piece of apple or carrot in front of the clam. Watch how the mollusk feeds. If you sit quietly, you can hear the snail scraping off a piece of food with its jaw. Having finished observing, transfer the mollusk into a jar.

2. Student report on the structure of a bivalve mollusk.

Collections of bivalve mollusk shells, a wet preparation of a toothless mollusk and a drawing of a bivalve mollusk are on display.

Using the drawing, the student talks about the structure of the shell, mantle, gills, and legs. Compares the structure of a bivalve mollusk with a book. The shell corresponds to the hard crust of the book, the ligaments correspond to the binding, the mantle and gills - leaf-shaped organs - to the pages of the book. Shows the places of attachment of the closing muscles to the shell, compresses the valves of the empty shell, then releases the pressure. It will be seen that when the pressure is released, the sashes diverge. This explains the role of the elastic ligament, which, although it holds the valve together on the dorsal side, also opens the shell.

Students examine shell valves and find horny, porcelain and mother-of-pearl layers.

3. Independent work of students with the text of the textbook. Read the text on pp. 45-47 and complete tasks 1,2,3,5,6,8 on p. 23-24 in the printed workbook.

IV. Stage of checking initial knowledge acquisition

Testing and mutual verification (Answers are given later - 1-A; 2-B; 3-A; 4-A; 5-B; 6-B; 7-B-D).

1. The mantle is:

A - skin fold located under the concha;

B - organ of movement;

B - protective shell;

G - section of the mollusk body.

2. Shellfishinhabit:

A - only at sea;

B - only in fresh water bodies;

B - in the sea, fresh water bodies and on land;

G - only on land.

3. Bivalves - inhabitants of water, have:

A - gills;

B - lung;

B - do not have respiratory organs;

G- do not breathe, since the shell valves are tightly closed.

4. Of the listed animals, gastropods include:

A - grape snail;

B - toothless;

B - oyster;

G - octopus.

5. The excretory organs of the large pond snail include:

A - liver;

B - kidney;

B - intestines;

G - anal opening.

6. The body of mollusks is divided into:

A - head and chest;

B - head, torso and leg;

B - cephalothorax and abdomen;

G - head, chest, abdomen.

7. Circulatory system of mollusks:

A - closed;

B - has capillaries from which blood flows into the space between organs;

B - open;

G - has a heart consisting of chambers.

V. Stage of student information about homework.

Study § 11, answer the questions for the paragraph. Prepare, if desired, reports on gastropods, bivalves and cephalopods.

VI. Stage of summarizing the lesson.

VII. Reflection.

Teacher: “Continue the sentences. Our lesson has come to an end and I want to say:

It was a discovery for me that...”

Bibliography:

1. A. I. Nikishov, I. X. Sharova. Biology. Animals. 7-8 grades." - M.: Education, 1993. – 256 p.

2. A. V. Binas, R. D. Mash, A. I. Nikishov. Biological experiment at school. - M.: Education, 1990. - 192 p.

3. Encyclopedia for children. – M: Avanta plus, 2001 p. 219.

4. S. A. Molis. Book for reading on zoology. – M.: Education, 1986. – 224 p.

5. O. P. Semenenko, I. P. Upatova, A. I. Churilova. Methods of teaching biology: Non-standard forms of conducting biology classes in grades 6-10. – Kh.: Scorpio, 2000. – 152 p.

6. N. I. Galushkova. Biology. Animals. 7th grade: lesson plans according to the textbook by V.V. Latyushin, V.A. Shapkin. – Volgograd: Teacher, 2006. – 281 p.

Biology lesson notes on the topic

“Bird Class. Reproduction and development.

Annual life cycle »

Target: create conditions for awareness and comprehension of a block of information about reproduction and individual development animals of the bird class.

Tasks: help in revealing the characteristics of the reproduction and development of birds, adaptability to seasonal phenomena in nature;

create conditions for children to develop the ability to independently acquire knowledge. evaluate information critically, creatively and productively; teach to explain, argue;

promote a respectful attitude towards the opinions of classmates; develop the ability to work in a team;

promote a caring attitude towards nature.

Equipment: textbook Konstantinov V.M., Babenko V.G., Kuchmenko V.S.

Biology: Animals (§47,48), model “Egg Structure”, wet preparation “Chicken Development”, table “Pigeon”, nest collection, computer presentation, PC, multimedia projector, screen.

Lesson type. Lesson on learning new material

During the classes

Organizing time.

Introduction to the topic.

Slide 2. Determine the topic of the lesson. Students themselves determine the topic of the lesson using slide illustrations.

Slide 4-5. Complete the phrases. Students work in small groups (pairs).

Work principles:

1) Errors when searching are inevitable.

2) Someone else’s opinion is respected

3) Original thought is encouraged.

A. In birds, ______________________ fertilization.

B. In birds, as a rule, the ______ ovary functions.

B. Gas exchange between the embryo and environment occurs through ______________.

D. For egg development, a temperature of about ________ is required.

On the third day, ____________ appear in the developing embryo in the neck area.

chicks are called _________________________.

G. Birds that feed their chicks for a long time are called _________

H. Birds flying away for the winter are called _______________.

All answers are accepted, regardless of whether they are correct or not. At the end of the lesson we will return to your answers to check whether you were right or wrong.

The stage of understanding (learning) new material.

Slide 6. First, let's get acquainted with the structure of the egg. You have to read §47, pp. 220-221, and answer the questions:

1. What are the main parts of an egg? (yolk, white, shell membranes, shell)

2. Where is the germinal disc located? (on top of the yolk)

3. What is the significance of the yolk? (nutrient supply for the embryo)

4. Name the shells of the egg. What significance do they have in the life of the embryo? (calcareous shell - protection, gas exchange, formation of the skeleton of the developing embryo; supra-shell shell - protection from microbes; two sub-shell shells - allow gases to pass through, but are impenetrable to liquids, form an air chamber, the albuginea is a source of water necessary for the development of the embryo and partly an additional reserve of energy substances)

Find the main parts on the model and sketch them in your notebook. chicken egg.

Discussion of student responses.

How is an egg formed in a bird's body? We will find out about this by listening to the message.

Student Message "From Egg to Egg" Teacher demonstrates wet mount "Chicken Development"

On days 2-3, the circulatory and nervous systems are formed. At the beginning of development, the forelimbs and hindlimbs are similar. There is a long tail and gill slits.

On days 5-6, the embryo acquires bird-like features.

By the end of development, the chick fills the entire internal cavity of the egg.

When hatching, the chick breaks through the shell (parchment) membrane, sticks its beak into the air chamber and begins to breathe. Then, with the help of an egg tooth (a tubercle on the beak), it breaks the shell and climbs out.

In birds, egg development is possible only at 37-38°C. There must be a certain humidity. The hen turns the eggs over, periodically rises, cooling the clutch, moistens the plumage and protects it from the sun with its shadow.

Slide 7. What explains the differences between the chicks shown in the pictures? (students make assumptions)

On the slide there are chicks of various birds at the same age:

1 - field pipit; 2 - imperial eagle; 3 - gray partridge

Slide 8. Students get acquainted with groups of birds according to the degree of physiological maturity of chicks at the time of hatching, answer the question why most nestling birds have less eggs in a clutch than brood birds? ( Brood birds- the chicks are covered with down, sighted, can move, find food on their own, but at first they need heating and protection from enemies. Chicks- the chicks appear blind, deaf, without feather cover or sparsely pubescent, cannot move and remain in the nest (from 10-12 days to 1-2 months), the parents feed the chicks, take care of them, warm them and protect them from enemies. The size of the clutch is determined by the parents’ ability to feed the chicks.)

Slide 9. Problematic question: Why does the life of birds change with the seasons? (students make an assumption - this is due to seasonal changes in living conditions)

Exercise. Establish the sequence of seasonal phenomena characteristic of most birds: A) Wintering; B) Reproduction; C) Preparation for winter; D) Change of plumage; D) Preparation for reproduction. Students work in small groups (pairs).

Answer: D) - B) - D) - C) - A)

So, the life of birds is rhythmic and is associated with changes in their metabolism, behavior, etc.

Show computer presentation slides. Slides 10-16. Students become familiar with seasonal phenomena in the life of birds:

1) read the text of the slides in a chain.

2) complete the proposed tasks.

Slide 10. Preparation for reproduction. Pair formation. Reading along the chain of information presented on the slide. What do you know about this issue?

For one season in small and medium-sized birds (passerines)

For many years (storks, herons)

Temporary pairs (grouse, black grouse)

Slide 11. What are the behavioral characteristics of birds during the period of preparation for breeding? Students draw up a diagram “Features of mating behavior of birds” using the textbook text.

Peculiarities

marriage

bird behavior

Tournament Mating Dances

competitions

Singing of males Drum roll Current flights

Slide 12. Nest building.

Method of activating cognitive interest “Riddle”:

No hands, no axe

A hut has been built. (nest)

Using the textbook drawing " Various types nests" (Fig. 169 p. 224) students answer the questions:

What is the building material for building bird nests? (dry blades of grass, branches of bushes and trees, leaves, moss, wet soil)

What types of nests do birds have? (bowl-shaped nests on the ground, on the branches of trees and bushes; spherical buildings, hollows, holes in coastal cliffs and ravine walls, etc.)

The teacher completes the students' answers using the school collection of nests.

Appeal to the life experiences of students (Who has seen bird nests? How should you behave if you find a nest? Why?)

Slide 13. Post-breeding period.

Change of plumage (there is a change in seasonal and age-related plumage, gradually in most birds, immediately in ducks, geese, swans);

Migrations (in search of food)

Migrations (long-distance flights)

What do you know about this issue?

Slide 14. Birds by range of movement.

Students work with a textbook (technique for creating a problem situation), read the text of an educational article, draw up a diagram “Birds by range of movement”

"Birds by range of movement"

Sedentary Nomadic Migratory

Urban

martin

Slide 15. Reasons for flying. Teacher: Why do you think birds migrate? Reasons for flying:

1. Lack of usual food.

3. Drought.

4. Heavy rains.

5. Photoperiodism

Slide 16. The teacher talks about ways to study flights:

Banding

Overflight surveillance

Radar

“To see the magical in the ordinary, you just need to love your land. That’s all” (I.A. Vasiliev)

Creating conditions for nurturing love for native land. In the Pskov region, systematic observations of bird migration are carried out in the area of ​​Pskov-Chudskoye Lake (Pnevo village, Gdovsky district)

The stage of reproducing acquired knowledge.

Slide 17. Return to the questions on slide 3. Complete the phrases.

A. In birds, internal fertilization occurs.

B. In birds, as a rule, 1 ovary functions.

B. Gas exchange between the embryo and the environment occurs through the pores of the shell.

D. For egg development, a temperature of about 37-38 o C is required

On the third day, gill slits appear in the developing embryo in the neck area.

E. Birds from whose eggs sighted, independent birds hatch
chicks are called brood chicks.

G. Birds that feed their chicks for a long time are called nestlings.

H. Birds that fly away for the winter are called migratory.

What was true? What did you do wrong?

Slide 18. Homework

1. Compose and write down 10 questions that will reveal the essence of the topic studied. Answer the questions you pose yourself. What in the content of the topic did you not take into account when asking questions? What questions are you interested in that you haven’t found answers to? Write them down in hopes of getting answers in the next lesson. § 47.48 will help you prepare questions and answers to them.

2. § 48, question No. 1, p230.

3. Find in additional literature how do birds show care for their offspring?

Task 1 and 2 to choose from. Task 3 – optional

Summing up the lesson grading work in class.

OPEN BIOLOGY LESSON

7th grade

TOPIC: "BIRD CLASS"

• Subject: biology, lesson-learning new material.
• Topic: Birds Class.
• Duration: 1 lesson - 45 minutes.
• Class: 7
• Technologies: computer, projector, presentation.

Lesson objectives: To acquaint students with the characteristics of birds, to reveal the features of their organization in connection with their adaptability to the air habitat; introduce students to the characteristics of representatives of the Penguins squad.

Lesson objectives:

1. Educational.

• To develop knowledge about the main characteristic features of the external structure of birds, in connection with their adaptability to flight.
• Create conditions for independent work students to study the external structure of birds.

2. Correctional and developmental

• Develop the ability to identify essential features and establish cause-and-effect relationships
• Correct communication skills (method of working in small groups)

3. Educational

• Foster a culture of respect for living things, a desire to deeply understand the surrounding nature

During the classes.

1. Organizing time

Let's start our lesson,
The call gives us a signal on time.
They smiled sweetly at each other,
They turned to me quietly.

1. Updating students' knowledge

Frontal conversation based on existing knowledge.

1. What group of animals were studied in previous lessons?
2. Who are reptiles?
3. Where do these animals primarily live?

Game “What? Where? When?"

Valuable tail. In times of danger, in order to escape from enemies, lizards drop their tails. What is this phenomenon called?
Answer. Regeneration.

Disguise. In green grass it is green, but in dried and yellowed grass it is yellowish. On the tree trunk it has the color of bark or leaves. Who is he?
Answer. This is a common chameleon. This ability helps him camouflage himself and avoid danger.

Records. These are the most predatory and largest lizards. Their length reaches up to 3-4 meters, weight - 365 kg. They live in New Guinea, Komodo Island.
Answer . Komodo dragon, striped monitor lizard.

The best. Name the largest snake on planet Earth.

Answer: This is an anaconda, its length can reach up to 11 meters.

Reliable protection.These animals are the only ones among vertebrates that have such an original protective device. It is formed not only from horny scutes, bone plates developing in the skin and ribs, vertebrae, and clavicles fused with them.

Answer: This is the shell of a turtle.

Hearing and sight are not always salvation. Snakes see poorly. They have no hearing. How do they detect prey?
Answer. Many snakes have special sensory organs - thermolocators, which are capable of detecting warm rays emanating from the prey. They are located on the head.

Call of the Ancestors. Presumably these giant animals were the ancestors of modern reptiles. Their name translated into modern language translated as a terrible terrible lizard.

Answer: These are dinosaurs.

Dinner party This representative of reptiles has from 60 to 100 teeth ranging from 3 to 5 cm in length in its mouth.

Answer: it's a crocodile

Snake question. The scales on its tail form a rattle, which is reflected in its name.

Nii.

Answer: rattlesnake

RESULT OF THE GAME. AWARDS.

3. Transition to learning new material

Slides No. 1,2,3

Formulation of the problem:

Today we are starting to study the class Birds - the most numerous group of terrestrial vertebrates, uniting about 8600 species, divided into 35-40 orders.

The bird cannot be confused with any other vertebrate animal.

Slide No. 4

Based on what signs of the external structure of an animal can we say that it is a bird?

Summarizing student responses

Slide No. 5

That's right, birds are the only group of animals that use two modes of movement: flight with the help of wings and movement on the ground, trees and water with the help of their hind limbs.

1. Learning a new topic

Slide No. 6

It is known that birds descended from ancient reptiles that lived in trees and could jump from branch to branch and glide. You see on the slide Archeopteryx - this is an animal the size of a pigeon, combining the characteristics of two classes: Reptiles (the head resembles the head of a lizard; teeth were preserved; massive skeleton; fingers with claws are preserved on the wings; a long tail) and Birds ( the body is covered with feathers arising from modified scales; transformation of the forelimbs into wings; well planned).

Signs of modern birds that bring them closer to reptiles include the almost complete absence of skin glands, with the exception of the coccygeal gland, the presence of clearly visible scales on the hind limbs, keratinized beak cover, and sharp claws. Birds have a number of structural features that allowed them to rise into the sky.

Slide No. 7,8

Flight related traits:

transformation of the forelimbs into wings;

• feather cover, giving the body a streamlined shape;
• relief of the specific weight of the body due to thin bones filled with air and the replacement of heavy jaws with a light horny toothless beak;
• keel - as a place of attachment of highly developed pectoral muscles that move the wings;
• air sacs, especially important for breathing during flight;
• a number of skeletal features.

People say:"A bird is recognized by its feathers". Birds are able to fly primarily due to the presence of feathers, which are extremely light and durable.

Slide number 9

A feather is a modified scale, similar to the scales of reptiles. The feather cover consists of contour, or coverts, feathers and down feathers. Large contour feathers in the wings are called flywheels . They provide flight for birds. Located in the tail, they provide maneuverability during flight and are called helmsmen . In addition, the feather cover provides thermal insulation and ensures streamlining of the body. Molting occurs every year: some feathers fall out and are replaced by new ones.

Let's begin laboratory work in order to become better acquainted with the types, structure and significance of bird feathers.

Slide No. 10

Laboratory work No.____. The structure of feathers.

Equipment: Pen sets, magnifying glasses, Presentation slides 10-13

2. Examine the contour and down feathers under a magnifying glass. On the contour feather, find the first-order barbs - narrow, thick plates extending radially from the rod, and the second-order barbs located on them, which end in hooks.

1. Compare the structure of contour and down feathers.
2. Make drawings of outline and down feathers. Fill the table.

Prepare to answer questions orally.

1. What types of pens do you know?
2. Where are the largest feathers on a bird, and where are the smallest?
3. What is the significance of a feather for a bird?
4. Describe the role of contour and down feathers in the life of a bird.

Topic: Features of the structure of the feather.

Results of the laboratory:

Slide No. 9

The body of a bird is a cleverly designed apparatus and feathers play an important role in it.

Large feathers on the wings help to fly, feathers on the body protect the body and give it shape, and the down underneath warms the body. Tail feathers help to maintain balance, make turns, and stop.

Worn feathers are replaced with new ones during seasonal molts.

Do you know how many feathers a bird has? Birds have a lot of feathers: the swan has 25,216 of them, with 80% on the head and neck; chicken - 8325; the sparrow has 3550 in winter, and 3150 in summer.

Slide number 11

When breeding, birds lay eggs covered with a calcareous shell. Some birds build nests, others lay them directly on the ground, in the grass, in hollow trees, on rocks. Some species of cuckoos place them in the nests of other birds. After incubation – keeping eggs at a certain temperature for the time necessary for development – ​​chicks hatch from the eggs.

Slide number 12

The chicks hatch or are naked, blind and helpless - these are chicks nesting birds, either pubescent, sighted, capable of immediately or through little time follow the mother - these are the chicks brood (or chick) birds.

Slide number 13

Birds are warm-blooded animals, with a constant body temperature and perfect respiratory organs. The lungs of birds are multicellular, connected to air sacs, which ensures the supply of oxygen to the blood during inhalation and exhalation.

Slide No. 14

Birds have a four-chambered heart. It ensures the immiscibility of arterial and venous blood. The brain and sense organs are well developed.

PENGUIN TROODS

Slides No. 15

15-17 species appeared about 60 million years ago. Penguins cannot fly: their hind limbs are webbed, and their front limbs are turned into flippers, which are actively used when swimming. These birds walk slowly on the ground, waddling from side to side, while holding their body vertical on their hind legs. When stopping, they rely on the rigid plumage of the tail. They glide on ice and dense snow, lying on their belly, pushing off with all their limbs.

The plumage is different from that of other birds: the feathers are small, hard, dense, with their tips overlapping each other like tiles, changing annually. There are no down feathers. Fat up to 3 cm thick always accumulates under the skin. They swim quickly, at speeds of up to 36 km/h. They jump out of the water onto the shore, overcoming obstacles one and a half meters high. They feed on fish, squid, crabs, and small crustaceans.

Once formed, a pair of penguins remains for life. Nests are made on the shore from small stones or in depressions on the ground. There are 1-2 eggs in a clutch; either the male or both parents incubate them alternately, replacing each other. During breeding and incubation, these birds form large flocks.

Video clip

1. Consolidation

Slide number 16

Choose the correct statements

1. All birds are capable of flight.
2. The keel, like an outgrowth of the sternum, helps cut through the air during flight.

4. Down and down feathers are one and the same.

5. In birds that fly away, the muscles that raise the wing are more developed.

7. The skin of birds is thin, dry, practically devoid of glands.

8. Penguins, although they do not fly, also have a keel.

9. The main purpose of air sacs is to reduce friction between internal organs During the flight.

10. Birds have a four-chambered heart.

11. All birds' chicks emerge blind and helpless.

Slide No. 17

GAME “GUESS THE BIRD”

By changing the order of the letters, find out the names of the birds of the Rostov region listed in the Red Book.

Slide No. 18,19,20,21

BIRDS RED BOOK OF ROSTOV REGION

Slide No. 22 BIRD OF THE YEAR

Homework

Slide number 23

Guys! Here is a crossword puzzle. If you solve the words horizontally, then vertically you get the keyword of this crossword puzzle.

Solve the crossword:

1. Part of the skeleton of the hind limb. 2. The twisted protein structure in an egg that supports the yolk. 3. Fused small bones of the foot. 4. Type of stomach. 5. Birds that live in one place all year round. 6. Dilatation of the esophagus. 7. What kind of chicks can there be? 8. Part of the beak. 9. Reproductive organ. 10. High ridge on the sternum. 11. Organ of the circulatory system.

(Answers: tibia, funiculus, tarsus, glandular, sedentary, crop, brood, beak, ovary, keel, heart.)

§ 27. Questions.

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