Working programm compiled on the basis of the biology program by V.V. Voronkova, T.M. Lifanova, S.A. Kustova for students in grades 6-9 of special (correctional) educational institutions of the VIII type, taking into account the peculiarities cognitive activity mentally retarded children.
According to the curriculum of home schooling, 1 hour per week (34 hours per year) is allotted for the study of this subject.
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state budgetary educational institution basic comprehensive school with. Vasilievka
municipal district Bezenchuksky, Samara region
Considered I approve
School method association Director of GBOU OOSH s.
GBOU OOSH village Vasilievka munits. district Bezenchuksky
munic. Bezenchuksky District, Samara Region
Samara region ______________ / Golovanova L.N. /
Protocol __________________
___________/Petrakova N.A/
Work program for studying the course
"Biology - Grade 8"
Individual training under the program SKOU VIII type
(1 hour per week 34 hours)
EXPLANATORY NOTE
The work program was compiled on the basis of the biology program by V.V. Voronkova, T.M. Lifanova, S.A. Kustova for students in grades 6-9 of special (correctional) educational institutions of the VIII type, taking into account the peculiarities of the cognitive activity of mentally retarded children.
According to the curriculum of home schooling, 1 hour per week (34 hours per year) is allotted for the study of this subject.
aim of this program is to use the process of learning biology to improve the level general development students with handicapped health and correction of the shortcomings of their cognitive activity and personal qualities.
The main objectives of teaching biology are:
Providing students with knowledge about the basic elements of inanimate and living nature;
Formation of correct understanding natural phenomena in the life of plants and animals;
Conducting through the entire course of environmental education, respect for nature;
Initial acquaintance with the methods of growing some plants and caring for them; with some animals that can be kept at home or in a school corner of nature;
Instilling skills that contribute to the preservation and strengthening of human health.
This program involves conducting observations, organizing laboratory and practical work, demonstrating experiments and conducting excursions. All this will make it possible to more purposefully promote the development of curiosity and increase interest in the subject, as well as more effectively correct students: develop memory and observation, correct thinking and speech.
The basis for developing the structure of this educational program for this category of children is the Unified concept of a special federal state standard for children with disabilities. According to this concept, one canmain interconnected content lineswhen teaching biology. This:
- Mastering the basic knowledge of biology.
- Development of the ability to use knowledge of biology and formed ideas about the world for meaningful and independent organization safe life in specific natural and climatic conditions.
- Development of a taste for knowledge and the ability to interact creatively with the world of wildlife.
In the section "Animals" (Grade 8), students get acquainted with the diversity of the animal world and the way of life of some animals; receive information about the external and internal structure their organism and the adaptability of animals to the conditions of their life.
Forms of organization of the educational process -lesson, lesson - excursion, lesson - practical work.
Forms of educational activity -collective, group, individual.
Types and forms of control: current control is carried out in the classroom in the form of an oral survey, independent work, practical work, written tests, testing; final control on the studied topic is carried out in the form of testing and programmed tasks.
Teaching technologies:
- differentiated learning;
Student-centered learning.
- Introduction
- invertebrates
- Vertebrates
- Fish
- Amphibians
- reptiles
- Birds
- mammals
Introduction
Diversity of the animal world. Vertebrates and invertebrates. Wild and domestic animals. Animal habitats and their adaptability to living conditions (body shape, cover, mode of movement, breathing, color: protective, warning). The value of animals and their protection. Animals listed in the Red Book.
invertebrates
General acquaintance
Common features of invertebrates (lack of spine and internal skeleton). Variety of invertebrates: worms, jellyfish, crayfish, spiders, insects.
Worms
The appearance of the earthworm, lifestyle, nutrition, breathing patterns, mode of movement. The role of the earthworm in soil formation.
Demonstration live object or wet preparation.
Insects
Variety of insects (dragonflies, cockroaches, etc.). Differences in appearance, habitat, nutrition.
Butterflies. Features. Reproduction and development (eggs, caterpillar, chrysalis). Characteristic on the example of one of the butterflies. Peacock eye, mourning woman, admiral, etc. Their meaning. Apple codling moth, cabbage butterfly. Damage caused. Control measures.
Silkworm.Appearance, lifestyle, nutrition, mode of transportation, benefits, breeding.
Beetles. Features. value in nature. Reproduction and development. Comparative characteristics(May beetle, Colorado beetle, ladybug or others - at the choice of the teacher).
Housefly. Characteristics. Harm. Control measures. Hygiene rules.
Honey bee.External building. The life of a bee family (family composition). Cultivation of bees (beekeeping). Use of bee products (healing properties of honey, pollen, propolis).
Ants - forest nurses. Appearance. Family composition. Features of life. Benefit. Rules of conduct in the forest. Ant protection.
Demonstration living insects, collections of insects - pests of agricultural plants, showing video films.
Practical work
Sketching insects in notebooks.
Excursion in nature to observe insects.
Vertebrates
Common features of vertebrates
The presence of the spine and internal skeleton. Classification of animals: fish, amphibians, reptiles, birds, mammals.
Fish
General signs of fish. Habitat.
river fish (freshwater): perch, pike, carp.
Sea fish: cod, herring or others living in the area.
External structure, lifestyle, nutrition (features of nutrition predatory fish), breathing, mode of movement. Fish breeding. Fish farming (breeding of fish, its protection and rational use). Fishing. Rational use.
Home aquarium.Types of aquarium fish. Habitat (lighting, water temperature). Features of reproduction (viviparous). Nutrition. Feeding (types of food), care.
Demonstration live fish and watching them.
Excursion to a fishing pond (depending on local conditions).
Amphibians
General signs of amphibians.
Frog. Habitat, lifestyle. External structure, mode of transportation. Nutrition, respiration, reproduction (development cycle). Acquaintance with the diversity of amphibians (toad, newt, salamander). Features of appearance and lifestyle. value in nature. Similarities and differences between amphibians and fish. The benefits of amphibians and their protection.
Demonstration live frog or wet preparation.
Practical work
Sketching in notebooks. Table drawing (similarity and difference).
reptiles
Common features of reptiles. External structure, nutrition, respiration. Reproduction of reptiles (development cycle).
Lizard nimble. Habitat, lifestyle, dietary habits.
snakes. Distinctive features of animals. Comparative characteristics: viper, already (habitats, nutrition, reproduction and development, distinctive features). The use of snake venom in medicine. First aid for snake bites.
Turtles, crocodiles.Distinctive features, habitat, nutrition, reproduction and development.
Comparative characteristics of reptiles and amphibians (in appearance, lifestyle, development cycle).
Demonstration live turtle or wet snake preparations. Screening of films and videos.
Practical work
Sketches in notebooks. Table drawing.
Birds
Wild birds. General characteristics of birds: the presence of wings, down and feathers on the body. Reproduction features: laying eggs and breeding chicks.
Diversity of birds, habitat, lifestyle, nutrition, adaptation to the environment. Migratory and non-migratory birds (wintering, sedentary).
Birds of the forest: great spotted woodpecker, titmouse.
Birds of prey: owl, eagle.
Birds that feed in the air: swallow, swift
Waterfowl:mallard duck, swan, pelican.
Birds that live near human dwellings:dove, crow, sparrow, wagtail or other local representatives of birds.
Features of the lifestyle of each group of birds. Nesting and caring for offspring. Bird protection.
Birds in a living area.Parrots, canaries, carduelis. Care for them.
Domestic birds. Chicken, goose, duck, turkey. Features of the external structure, nutrition, reproduction and development. The structure of the egg (for example, chicken). Pet care.
Demonstration chicken skeleton, stuffed birds.
Showing videos.
Excursion to observe the behavior of birds in nature (or an excursion to a poultry farm).
Practical work
1. Feeding wintering birds.
2. Observation and care of birds in a living corner.
mammals animals
General information. Diversity of mammals. General signs of mammals (the birth of live young and feeding them with milk).
Classification of mammals: wild (rodents, lagomorphs, carnivores, fur-bearing animals, marine, primates) and agricultural.
Rodents. General signs of rodents: appearance, habitat, lifestyle, nutrition, reproduction.
Mouse (field and gray vole), squirrel, ground squirrel, beaver. Distinctive features of each animal. The value of rodents in nature and economic activity person. The benefits and harms brought by rodents. Protection of squirrels and beavers.
Lagomorphs. Common features: appearance, habitat, lifestyle, nutrition, value in nature (hare, white hare).
Predatory animals. General signs of predatory animals. Appearance, distinctive features. features of some of them. Lifestyle. Extraction of food. Similarities and differences.
Canine (canine): wolf, fox.
Bear: bears (brown, white).
Feline: snow leopard, lynx, lion, tiger. Comparative characteristics.
Fur animals: sable, marten, mink, arctic fox. Furry animals in nature. Breeding on fur farms.
Ungulates ( artiodactyls, artiodactyls) wild animals: boar, moose. Common features, appearance and distinctive features. Lifestyle, food, habitats. Animal protection.
Sea creatures.Pinnipeds: seal, walrus. General features, appearance, habitat, nutrition, reproduction and development. Distinctive features, distribution and significance.
Cetaceans: whale, dolphin. Appearance, habitat, food. Way to travel. Peculiarities of infant feeding. The value of cetaceans.
Conservation of marine mammals. Marine animals listed in the Red Book (nerpa, spotted seal, etc.).
Primates. General characteristics. Acquaintance with the distinctive features of various groups. Nutrition. Offspring care. Habitats.
Demonstration videos about the life of mammals.
Excursion to the zoo, local history museum (dolphinarium, marine aquarium).
Practical work
Sketches in notebooks.
Games (zoological lotto, etc.).
agricultural mammals
Rabbit. Appearance and characteristics of rabbits. Nutrition. Keeping rabbits. Breeding.
Cow. Distinctive features of the external structure. Features of nutrition. Feed for cows. Milk productivity of cows. Calf feeding. Some local breeds. Modern farms: maintenance of cows, calves.
Sheep. Characteristic features of appearance. Sheep spread. Nutrition. The ability to eat low-growing plants, as well as plants that have a bitter and salty taste. The value of sheep in the country's economy. Some breeds of sheep. Keeping sheep in winter and summer.
Pig. External building. Features of appearance, skin (fat layer). Care and feeding (fattening). Pig farms.
Horse. Appearance, features. Care and feeding. Significance in the national economy. Riding horses, heavy trucks, trotters.
Reindeer. Appearance. Features of nutrition. Adaptation to living conditions. Meaning. Reindeer breeding.
Camel. Appearance. Features of nutrition. Adaptation to living conditions. Significance for a person.
Demonstration video films (for urban schools).
Excursions and practical work animal care
Correspondence excursion to the zoo, to the fur farm
Practical work on a livestock farm: participation in the distribution of feed, cleaning the premises (for rural schools).
List of educational and methodological support.
- The program of grades 5-9 for a special (correctional) general education school of the VIII type
- A.I. Nikishov 8th grade textbook for a special (correctional) general education school of the VIII type “Biology. Animals "M .:" Enlightenment "2010
- The author's program "Biology" Grade 8 for special (correctional) educational institutions of the VIII type (V.V. Sivoglazov). Moscow "Humanitarian Publishing Center Vlados" 2000.
- Biology. Grade 7: non-standard lessons and activities (KVN, oral magazine, holidays, quizzes, riddles, crosswords, intellectual game tasks) / compiled by N.A. Kasatkin. - Volgograd: Teacher, 2007.
- Universal study guide. A. Skvortsov. A. Nikishov, V. Rokhlov, A. Teremov. Biology. 6 - 11 grades. School course. - M.: AST-PRESS, 2000.
- A.I. Bohun. A.V. Dolgov. Why, why and why? M., Pilgrim, 1997.
CALENDAR AND THEME PLANNING
The program includes four sections:
- « Explanatory note”, where the contribution of the subject to the achievement of the goals of basic general education is characterized; the goals and main results of studying the subject of biology at several levels - personal, meta-subject and subject, are formulated, a general description of the course, its place in the exemplary curriculum is given.
- "Main content", which presents the content being studied, combined into content blocks.
- "Thematic planning", which gives a list of course topics and the number of teaching hours allocated for the study of each topic, presents a description of the main content of the topics and the main activities of the student (at the level of educational activities).
- "Educational, methodological and logistical support educational process”, which describes the necessary teaching aids and educational equipment that ensure the effectiveness of teaching biology in a modern school.
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Explanatory note
Document Status
The work program is based on the Federal State Standard, the Exemplary Program in Biology of Secondary (Complete) General Education (Basic Level) and the Program of Secondary (Complete) General Education in Biology for Grades 10-11 (Basic Level) author V.V. Pasechnik,//Collection normative documents. Biology / Comp. E.D. Dneprov, A. G, Arkadiev. M.: Bustard, 2006, - 172.,fully reflecting the content of the Exemplary Program, with additions that do not exceed the requirements for the level of training of students.
The work program specifies the content of subject topics educational standard, gives the distribution of teaching hours by sections of the course and the sequence of studying topics and sections of the subject, taking into account inter-subject and intra-subject communications, the logic of the educational process, and the age characteristics of students.
The work program performs two main functions:
Information and methodologicalthe function allows all participants in the educational process to get an idea of the goals, content, general strategy for teaching, educating and developing students by means of a given subject;
Organizational planningthe function provides for the allocation of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.
General characteristics of the subject
Biology course at the level of secondary (complete) general education at basic level is aimed at developing students' knowledge about wildlife, its distinctive features - level organization and evolution, so the program includes information about general biological patterns that manifest themselves at different levels of wildlife organization. The basis for the selection of content at the basic level is a culturally appropriate approach, in accordance with which students must master the knowledge and skills that are significant for the formation common culture, which determine the adequate behavior of a person in the environment, which are in demand in life and practical activities. In this regard, at the basic level in the program Special attention given to the content underlying the formation of a modern natural-science picture of the world, value orientations, realizing the humanization of biological education. The basis for structuring the content of the biology course in high school at the basic level, they make up the leading ideas - the distinctive features of wildlife, its level organization and evolution. In accordance with them, the content lines of the course are highlighted: Biology as a science. Methods of scientific knowledge; Cell; organism; View; Ecosystems.
The work program provides for a reserve of free study time (10 hours) for the generalization and systematization of knowledge on the main topics of the course, wider use, along with the lesson, of various forms of organizing the educational process (excursions, laboratory and practical work, seminars) and the introduction of modern pedagogical technologies .
Goals
The study of biology at the level of secondary (complete) general education in high school at the basic level is aimed at achieving the following goals:
Mastering knowledgeabout biological systems (cell, organism, species, ecosystem); the history of the development of modern ideas about wildlife; outstanding discoveries in biological science; the role of biological science in shaping the modern natural-science picture of the world; methods of scientific knowledge;
Skill Masterysubstantiate the place and role of biological knowledge in the practical activities of people, development modern technologies; carry out observations of ecosystems in order to describe them and identify natural and anthropogenic changes; find and analyze information about living objects;
Development cognitive interests, intellectual and creativity in the process of studying outstanding achievements biology, included in the universal culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information;
Upbringing conviction in the possibility of knowing wildlife, the need for careful attitude to natural environment, own health; respect for the opinion of the opponent when discussing biological problems;
Using the acquired knowledge and skills in everyday life For assessment of the consequences of their activities in relation to the environment, the health of other people and their own health; substantiation and observance of disease prevention measures, rules of behavior in nature.
Features of the work program
Due to the component of the educational institution, the number of hours in:
Section "Cage" at 9 o'clock;
Section "Organism" for 29 hours.
This increase in hours is due to the fact that every year students choose to take an exam in biology for the course of secondary (complete) general education.
The duration of the work program is one year.
General educational skills, skills and methods of activity
The work program provides for the formation of students' general educational skills, universal methods of activity and key competencies. In this direction, the priorities for the subject "Biology" at the level of secondary (complete) general education at the basic level are: comparison of objects, analysis, evaluation, search for information in various sources.
Requirements for the level of training of graduates
As a result of studying biology at a basic level, the student should
know/understand
Basic provisionsbiological theories (cellular, evolutionary theory of Ch. Darwin); the doctrine of V.I.Vernadsky about the biosphere; the essence of the laws of G. Mendel, the laws of variability;
The structure of biological objects:cells; genes and chromosomes; species and ecosystems (structure);
The essence of biological processes:reproduction, fertilization, 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;
Contributions of eminent scientistsin the development of biological science;
Biological terminology and symbolism;
be able to
Explain: the role of biology in shaping the scientific worldview; the contribution of biological theories to the formation of a modern natural-science picture of the world; the unity of animate and inanimate nature, the relationship of living organisms; bad influence alcohol, nicotine, narcotic substances on the development of the human embryo; the impact of mutagens on the human body, environmental factors on organisms; the relationship of 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 conserve species diversity;
Decide elementary biological tasks; draw up elementary crossbreeding schemes and schemes for the transfer of substances and energy in ecosystems (food chains);
Describe individuals of species according to morphological criteria;
Reveal adaptations of organisms to the environment, sources of mutagens in the environment (indirectly), anthropogenic changes in the ecosystems of their area;
Compare : biological objects (chemical composition of animate and inanimate bodies, human embryos and other mammals, natural ecosystems and agro-ecosystems of their area), processes (natural and artificial selection, sexual and asexual reproduction) and draw conclusions based on comparison;
Analyze and evaluatevarious hypotheses of the essence of life, the origin of life and man, global ecological problems and ways to solve them, the consequences of their own activities in the environment;
Study changes in ecosystems on biological models;
Find information about biological objects in various sources (educational texts, reference books, popular science publications, computer databases, Internet resources) and evaluate it critically;
use the acquired knowledge and skills in practical activities and everyday life For:
compliance with measures to prevent poisoning, viral and other diseases, stress, bad habits(smoking, alcoholism, drug addiction); rules of conduct in the natural environment;
first aid for colds and other diseases, food poisoning;
assessment of the ethical aspects of some research in the field of biotechnology (cloning, artificial insemination).
Learning Outcomes
The results of the study of the course "Biology" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements at the basic level are aimed at the implementation of an activity-oriented, practice-oriented and personally oriented approaches: development by students of intellectual and practical activities; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.
Under the heading “be able to” includes requirements based on more complex types activities, including creative ones: explain, describe, identify, compare, solve problems, analyze and evaluate, study, find and critically evaluate information about biological objects.
The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.
The place of the subject in the basic curriculum
70 hours are allocated for the study of the biology course in the 10th grade (2 hours per week).
Information about the UMC used:
General biology. Grade 10-11: a textbook for educational institutions. A.A. Kamenskaya, E.A. Kriksunov, V.V. Pasechnik - M Bustard 2014,
as well as teaching aids for teachers:
Programs for educational institutions. Natural history, 5th grade. Biology, 6-1 Grades 1. - M.: Bustard, 2005. - 138 s;
Collection of normative documents. Biology / Comp. E.D. Dneprov, A. G., Arkadiev. - M. Bustard, 2006;
T.A. Kozlov. Thematic and lesson planning in biology. To the textbook A.A. Kamenskaya, E.A. Kriksunov, V.V. Pasechnik General biology. 10-11 grades "
additional literature for the teacher:
Kozlova TA... Kuchmenko VS, Biology in tables 6-11 grades Reference guide. - M.: Bustard, 2014;
Frosin V. N., Sivoglazov V. I. Getting ready for a unified state exam. General biology. - M.: Bustard, 2014.
Anastasova L.P. General biology. Didactic materials. - M.: Ventana-Graf, 2014. - 240s;
I.R. Mukhamedzhanov. Tests, tests, blitz polls on general biology. 10-11 grades. - M.,: "Wako", 2014.
Collections of exam tests.
The work program does not exclude the possibility of using other literature within the framework of the requirements of the State Standard for Biology.
MULTIMEDIA - support for the biology course
Laboratory practice. Biology grade 6-11 (educational electronic edition), Republican Multimedia Center, 2014
Biology grade 9. General patterns. Multimedia supplement to the textbook by N.I. Sonin (electronic educational edition), Bustard, Physicon, 2014
Preparation for the exam in biology. Electronic educational edition, Bustard, Physicon, 2014
Biology lessons of Cyril and Methodius. 10-11 grades. 2014.
USE. Tutor 2014 in the biology of Cyril and Methodius.
1C: Tutor. Biology. 2014.
Biology 10-11 class. Interactive course for schoolchildren. 2014.
Electronic lessons and tests. Biology at school. 2014
Internet site addresses.
"Unified Collection of Digital Educational Resources" (a set of digital resources for V.V. Pasechnik's textbooks) (http://school-collection.edu.ru/ ),
Main content (68 hours)
Biology as a science. Cognitive methods (4 hours)
The object of study of biology is wildlife. Distinctive features of living nature: level organization and evolution. The main levels of organization of living nature.Biological systems . Modern natural-science picture of the world. The role of biological theories, ideas, hypotheses in the formation of the modern natural-science picture of the world. Methods of knowledge of living nature.
Demonstrations
Biological systems. Levels of organization of living nature. Methods of knowledge of living nature.
Cell (17 h)
Development of knowledge about the cell (R. Hooke, R. Virchow, K. Baer, M. Schleiden and T. Schwann). Cell theory. The role of cellular theory in the formation of the modern natural-science picture of the world.
The chemical composition of the cell. The role of inorganic and organic substances in the cell and the human body.
Cell structure. The main parts and organelles of the cell, their functions; prenuclear and nuclear cells. Viruses. Spread Prevention Measures viral diseases. AIDS prevention.The structure and functions of chromosomes. DNA is the carrier of hereditary information.Doubling of the DNA molecule in the cell.The significance of the constancy of the number and shape of chromosomes in cells. Gene. Genetic code.The role of genes in protein biosynthesis.
Demonstrations
The structure of a protein molecule. The structure of the DNA molecule. The structure of the RNA molecule. Cell structure. Cell structure of prokaryotes and eukaryotes. The structure of the virus. Chromosomes. Characteristics of a gene. Doubling the DNA molecule
Observation of plant and animal cells under a microscope on ready-made micropreparations and their description.
Comparison of the structure of plant and animal cells.
Preparation and description of micropreparations of plant cells.
Organism (47 h)
The body is one.Diversity of organisms.
Metabolism and energy conversion is a property of living organisms.Features of metabolism in plants, animals, bacteria.
Reproduction is a property of organisms. Cell division is the basis of growth, development and reproduction of organisms. Sexual and asexual reproduction.
Fertilization, its meaning. Artificial pollination in plants and fertilization in animals.
Individual development of the organism (ontogenesis). Causes of disorders in the development of organisms. Individual human development. reproductive health. The consequences of the influence of alcohol, nicotine, narcotic substances on the development of the human embryo.
Heredity and variability are properties of organisms. Genetics - the science of the laws of heredity and variability. G. Mendel is the founder of genetics. Genetic terminology and symbolism. Patterns of inheritance established by G. Mendel.Chromosomal theory of heredity.Modern ideas about the gene and genome.
Hereditary and non-hereditary variability. The effect of mutagens on the human body. The value of genetics for medicine and breeding. Inheritance of traits in humans.sex chromosomes. Sex-linked inheritance.Human hereditary diseases, their causes and prevention.
Genetics - theoretical background selection. Selection.Teachings of N.I. Vavilov about the centers of diversity and origin of cultivated plants.Basic breeding methods: hybridization, artificial selection.
Biotechnology, its achievements, development prospects. Ethical aspects of the development of some research in biotechnology (human cloning).
Demonstrations
Diversity of organisms. Metabolism and energy conversion in the cell. Photosynthesis.
Cell division (mitosis, meiosis). Methods of asexual reproduction. sex cells. Fertilization in plants and animals. Individual development of the organism. Monohybrid cross. Dihybrid cross. Crossover of chromosomes. incomplete dominance. Linked inheritance. Sex-linked inheritance. Hereditary human diseases. Influence of alcoholism, drug addiction, smoking on heredity. Mutations. modification variability. Centers of diversity and origin of cultivated plants Artificial selection.
Hybridization. Research in biotechnology
Laboratory and practical work
Identification of signs of similarity between human embryos and other mammals as evidence of their relationship
Drawing up the simplest crossbreeding schemes
Solution of elementary genetic problems
Identification of sources of mutagens in the environment (indirectly) and assessment of the possible consequences of their influence on the body
Analysis and assessment of the ethical aspects of the development of some research in biotechnology
Enumeration of laboratory, practical works.
Subject |
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L.r. Observation of plant and animal cells under a microscope on ready-made micropreparations and their description. |
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Educational and thematic planning
p/p | Name section. | Quantity hours (Total) | Of which (number of hours) |
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laboratory, practical work | Excursions | Testing work |
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Biology as a science. Methods of knowledge | ||||||||
Cell | ||||||||
organism | ||||||||
Total | ||||||||
Calendar-thematic planning
lesson | Chapter. Lesson topic. Experiment. | Elements | Requirements to the level of training | D / s | date plan. | date fact |
Biology as a science. Cognitive methods (4 hours) | ||||||
Introduction. Introductory briefing on PTB. | The object of study of biology is wildlife. Modern natural-science picture of the world. The role of biological theories, ideas, hypotheses in the formation of the modern natural-science picture of the world. | Define a term biology. Give examples:practical application of the achievements of modern God;differentiation and integration of biol-their sciences. Highlight subject of biology. characterize Explain the role of God in the formation of the owl's natural-scientific picture of the world, in the practical activities of people. | ||||
Research methods in biology. | Methods for studying living objects: biological experiment, observation, description and measurement of biological objects. | List scientific research methods. | ||||
The essence of life and the properties of the living. | Basic concepts Life . Open system. Distinctive features of living nature: level organization and evolution. The main levels of organization of living nature. | Define a concept life. Call signs of living organisms. Describe manifestations of the properties of living things. Distinguish metabolic processes in living organisms and in inanimate nature. Highlight features of the development of living organisms. prove, that living organisms are open systems. | §§3,4 | |||
General lesson.General biology is the science of studying the general biological patterns of living nature. | General biology -characterizebiology as a complex science. | characterizebiology as a complex science and the science of studying the general biological laws of living nature. | Rep. §§ 1-4 | |||
Topic 1. Cell (17h) | ||||||
Cell theory. L. r. Observation of plant and animal cells under a microscope on ready-made micropreparations and their description. | Basic concepts. Cytology . The cell is the basic structural and functional unit of organisms. The cell as a biosystem. Cell structure organisms as proof of their relationship, the unity of living nature. The main provisions of the cell theory of T. Schwann, M. Schleiden. | give examplesorganisms with cellular and non-cellular structure. Call: vital properties of the cell; positions of the cell theory. Learn cells of various organisms. Find in biological dictionaries and reference booksterm meaning theory. Explain common origin of plants and animals. Prove, that the cell is a living structure. *Self-formulatedterm definition cytology. give an assessment the significance of the discovery of cell theory. *Prove, that disturbances in the structure and functioning of cells are one of the causes of diseases in organisms. | ||||
Features of the chemical composition of the cell. | Basic concepts. Microelements. macronutrients. Data. Features of the chemical composition of living organisms. Microelements and macroelements, their contribution to the formation of inorganic and organic substances of molecules of living matter. | Define terms micronutrients, macronutrients. Give examples:macro- and microelements. Call: inorganic substances cells; Characterize:biological significance of macro- and microelements. | ||||
Water and minerals in the cell. | Water, mineral salts, carbohydrates and lipids of living organisms. | Reveal the relationshipbetween the spatial organization of molecules, water and its properties. Characterize:the biological role of water;biological significance of salts of inorganic acids. | §§ 7-8 | |||
Carbohydrates and their role in the life of the cell. | Basic concepts. Microelements. macronutrients. Carbohydrates , role in cell viability. | Give examples:substances related to carbohydrates. Call: organic matter of the cell; cells, tissues, organs rich in carbohydrates. Characterize:biological role of carbohydrates. classifygroups of carbohydrates. | ||||
Lipids and their role in cell life. | Basic concepts. Microelements. macronutrients. Carbohydrates . Lipids. Hormones | Give examples:substances related to lipids. Call: organic matter of the cell; cells, tissues, organs rich in lipids. Characterize:biological role of lipids. | §10 | |||
The structure of proteins. | Basic concepts. Data. Objects. protein molecule. | Call: protein rich foods. give examples Characterize: protein functions. Explain: | §eleven | |||
Protein functions. | Basic concepts. Squirrels. * Globule. Hormones. Enzymes. Data. Features of the chemical composition of living organisms. organic matter and their role in the body. Proteins, amino acids. Structure and functions of proteins in the cell. Enzymes and their role. Objects. protein molecule. | Define key concepts. Call: protein rich foods. give examplesproteins with different functions. Characterize: protein functions. Explain: reasons for the diversity of protein functions;why proteins are rarely used as an energy source. | ||||
Nucleic acids and their role in cell life. | Basic concepts.Nucleic acids. Nucleotide Data. Features of the chemical composition of living organisms. Organic substances, their role in the body. Nucleic acids, their structure and functions. Objects. Molecule of nucleic acids-DNA, RNA. | Define key concepts. Give full names to nucleic acids DNA and RNA. Call: finding a DNA molecule in a cell;nucleic acid monomer. List types of RNA molecules and their functions. Characterize:functions of nucleic acids. Compare structure of DNA and RNA molecules. | §12 | |||
ATP and other organic compounds of the cell. | Basic concepts. ATP. Hormones. Vitamins. Data. Features of the chemical composition of living organisms. Organic substances, their role in the body. Hormones and enzymes and their role. | Define key concepts. Call: foods rich in ATP, hormones, vitamins. Characterize:functions of ATP, hormones, vitamins | §13 et rep §§ 5-12 | |||
General lesson . The chemical organization of the cell. | Define key concepts. | Rep. §§ 5-12 | ||||
Cell structure. Cell membrane. Core. | Basic concepts.Eukaryotes, outer membrane.Exocytosis, endocytosis, potassium-sodium pump. Objects. Plasmalemma. Functions: transport, protective. Nucleus: nuclear membrane, nuclear juice, nucleolus. Chromosomes, haploid and diploid sets of chromosomes Data. Cell structure. The structure and functions of the nucleus. Chemical composition of the outer membrane. Process. Phagocytosis, pinocytosis, diffusion, active transport. | Define key terms Call membrane functions Describe structure and chemical composition of the outer membrane Realize independent search for information based on the analysis of drawings. Install relationships between the structure and functions of the outer membrane. Distinguish mechanism of pinocytosis and phagocytosis | §14 | |||
Cytoplasm. Cell center. Ribosomes. | Basic concepts.Organelles. Cytoplasm. Cell center. Ribosomes. Data . Cell structure. Cytoplasm, membranous and non-membrane organelles Objects . Cytoplasm. Cell center. Ribosomes. Data. Cell structure. The main components and organelles of the cell and their functions.The membrane principle of the structure of organelles | Give definitionskey concepts Call Highlight Describe Install Find | §15 | |||
Key concepts. EPS. Golgi complex. Lysosomes. Cell inclusions. Objects. EPS (rough and smooth), AG, lysosomes. Cell inclusions. Data. Cell structure. The main components and organelles of the cell and their functions. The membrane principle of the structure of organelles. | Give definitionskey concepts Call membranous and non-membrane cell organelles. Highlight structural features of a eukaryotic cell Describe organelles of the cytoplasm and their significance in the railway cell, the structure of the nucleus Install the relationship between the structure and functions of cell organelles Find information about the structure of the cell in various sources and critically evaluate it | §16 | ||||
Mitochondria. Plastids.L.r. Preparation and description of micropreparations of plant cells. | Basic concepts.Organelles. Mitochondria. Plastids. Organelles of movement. Data . The main components and organelles of the cell and their functions. The membrane principle of the structure of organelles. | Give definitionskey concepts Call membranous and non-membrane cell organelles. Highlight structural features of a eukaryotic cell Describe organelles of the cytoplasm and their significance in the railway cell, the structure of the nucleus Install the relationship between the structure and functions of cell organelles Find information about the structure of the cell in various sources and critically evaluate it | §17 | |||
Similarities and differences in the structure of prokaryotes and eukaryotes. Etc. Comparison of the structure of plant and animal cells. | Basic concepts.Organelles. Eukaryotes. Prokaryotes. Data . Bacteria cells. Prokaryotes, eukaryotes. The cellular structure of organisms as evidence of their relationship, the unity of living nature. | Give definitionskey concepts Call membranous and non-membrane cell organelles. Highlight structural features of a eukaryotic cell Describe organelles of the cytoplasm and their significance in the railway cell, the structure of the nucleus Install the relationship between the structure and functions of cell organelles Find information about the structure of the cell in various sources and critically evaluate it | §§18-19 | |||
non-cellular life form. Viruses. | Key concepts. Virus, genetic information, capsid. An object. Viruses and bacteriophages. Structure. Data. causative agents of infectious diseases. Measures to prevent viral diseases (AIDS, influenza, herpes, hepatitis). Importance of bacteriophages. Process. Virus life cycle | Give definitionskey concepts Call membranous and non-membrane cell organelles. Highlight structural features of a eukaryotic cell Describe organelles of the cytoplasm and their significance in the railway cell, the structure of the nucleus Install the relationship between the structure and functions of cell organelles Find information about the structure of the cell in various sources and critically evaluate it | §20, rep §§ 14-19 | |||
General lesson. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | §§ 14-20 | |||
Topic 2. Organism (47 hours) | ||||||
Key concepts. Objects. 1-celled and multicellular, colonial organisms Data. The body is one Process. Metabolism and energy conversion. Energy exchange, plastic exchange | Define key terms. Metabolism, anabolism, catabolism, homeostasis. Install relationship between these processes. | §21 | ||||
Energy metabolism in the cell. | Key concepts.Metabolism, ATP, macroergic bonds, dissimilation, glycolysis, oxygen stage Objects. ATP Data. Stages of energy exchange. Process. Energy exchange: preparation stage, oxygen-free stage, oxygen stage | Give definitionskey concepts. Explain the role of ATP in cell metabolism, the need of most organisms for oxygen. Name the stages of EO characterizeessence and meaning of OV, stages of energy exchange on the example of glucose breakdown Install relationship between mitochondrial structure and respiration. | §22 | |||
Cell nutrition. | Key concepts. | Give definitionskey concepts.Nutrition. Food methods. Autotrophs. Heterotrophs. Install relationship between diets. | §23 | |||
plastic exchange. Photosynthesis. | Key concepts.Autotrophs, plastic metabolism, photosynthesis Objects. Autotrophic organisms Data. The body is an open system. Energy sources of reactions of light and dark phases. Process. Photosynthesis: light and dark phases. | Give definitionskey concepts. Explain the role of photosynthesis. characterizeessence of light and dark phases. | §24 | |||
autotrophic nutrition. Chemosynthesis. | Give definitionskey concepts. characterizeessence of chemosynthesis. Highlight difference between photosynthesis and chemosynthesis. | §25 | ||||
protein biosynthesis. | Basic concepts. Gen. Triplet. Genetic code. Codon. Transcription. Anticodon. Broadcast Data. Metabolism and energy conversion are a sign of living organisms, the basis cell viability. Properties of the genetic code: redundancy, specificity, universality. Processes. Transcription mechanism, translation mechanism. Patterns. The principle of complementarity. Implementation of hereditary information in the cell (biosynthesis of proteins). | Define terms:assimilation, gen. Call: properties of the genetic code; the role of i-RNA, t-RNA in protein biosynthesis. Analyze definition content:triplet, codon, gene, genetic code, transcription, translation. Explain essence of the genetic code. Characterize:transcription mechanism; translation mechanism. *Create a diagramimplementation of hereditary information in the process of protein biosynthesis. | §26 | |||
Solving biological problems | ||||||
Regulation of transcription and translation in the cell and organism. | Basic concepts.Operon and repre-quarrel, structural gene, promoter. Processes. Mechanisms of regulation of protein synthesis in prokaryotes and eukaryotes. | Define terms:operon and repressor, structural gene, promoter. Explain mechanisms of regulation of protein synthesis in prokaryotes and eukaryotes. | §§27, rep.§§ 21-26 | |||
General lesson.Metabolism and energy in the cell. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | Rep. §§21-27 | |||
The life cycle of a cell. | Key concepts.Reproduction, mitosis, meiosis, life (cellular) cycle of a cell. Apoptosis. Interphase. Data. Cell division is the basis for the growth, development and reproduction of organisms. | Give definitionskey concepts. Describe life (cellular) cycle of a cell. find informationcritically appraise | §28 | |||
Mitosis. Amitosis. | Key concepts.Reproduction, mitosis, amitosis. Data. Cell division is the basis for the growth, development and reproduction of organisms. Mitosis, essence and meaning. Processes. Indirect cell division. phases of mitosis. | Give definitionskey concepts Describeconsecutive phases of mitosis Explainessence and meaning of mitosis. find informationabout the methods of cell division in various sources andevaluate it critically. | §29 | |||
33. | Meiosis. | Key concepts.reproduction, meiosis. Data.Cell division is the basis for the growth, development and reproduction of organisms. Meiosis, essence and meaning. Processes.Reduction cell division. Phases of mitosis and meiosis | Give definitionskey concepts Describephases 1 and 2 of meiotic divisions Explainessence and meaning of meiosis Highlightdifference between meiosis and mitosis find informationabout the methods of cell division in various sources andevaluate it critically | §thirty | ||
34. | Forms of reproduction of organisms. Asexual reproduction. | Key concepts.Sexual reproduction, asexual reproduction. Data.Types of asexual reproduction. Processes Reproduction is asexual and sexual. | Give definitionskey concepts Prove | §31 | ||
35. | Sexual reproduction. | Key concepts. Sexual reproduction and its forms. Objects.The structure of germ cells | Give definitionskey concepts Provethat reproduction is one of the most important properties of wildlife Compareasexual and sexual reproduction anddraw conclusionsbased on comparison Argumenthis point of view on the significance for the evolution of life of the appearance of sexual reproduction Describegerm cell structure | §32 | ||
36. | The development of sex cells. | Key concepts. Sexual reproduction, gametogenesis. Data.Significance of gametogenesis.Processes.The formation of germ cells. Stages of reproduction, growth, maturation. | Give definitionskey concepts Provethat reproduction is one of the most important properties of wildlife Callstages of gametogenesis | §33 | ||
37. | Fertilization. | Key concepts.Fertilization and its forms. Data.The biological significance of fertilization Processes.Fertilization. | Give definitionskey concepts Provethat reproduction is one of the most important properties of wildlife characterizeessence and meaning of fertilization | §34 | ||
38. | Ontogeny is the individual development of organisms. | Key concepts. Ontogeny, its types. Data.Embryonic and postembryonic periods of development. Animal ontogeny, human ontogeny. Processes Periods of ontogenesis: embryonic and postembryonic. | Give definitionskey concepts Callperiods of ontogeny Drivesimple researchand use the data to Realize | §35 | ||
39. | Embryonic period.L.r. Identification of signs of similarity between human embryos and other mammals as proof of their relationship. | Key concepts.Ontogenesis, embryogenesis, organogenesis, cell differentiation, blastula, gastrula, endoderm, ectoderm, mesoderm. Objects.Blastula, gastrula, germ layers Data.Embryonic periods of development. Animal ontogeny, human ontogeny. Processes.Periods of ontogenesis: embryonic, the process of formation of blastula, gastrula. Theories, laws. biogenetic law | Give definitionskey concepts Callperiods of ontogeny Formulatebiogenetic law Describeembryogenesis process Compareblastula and gastrula stages Drivesimple researchand use the data toevidence of the unity of the organic world Realizeindependent search for information based on the analysis of drawings | §36 | ||
40. | Individual development. Postembryonic. | Key concepts.Ontogenesis. Data.Postembryonic periods of development. Animal ontogeny, human ontogeny. Processes.Periods of ontogenesis: postembryonic. | Give definitionskey concepts Callperiods of ontogeny, Comparetypes of postembryonic development. Drivesimple researchand use the data toevidence of the unity of the organic world Realizeindependent search for information based on the analysis of drawings | §37, rep. §28-36 | ||
41. | General lesson. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | §§28-37, 27 | ||
42. | The history of the development of genetics. | Key concepts.Genetics, gene, genotype, variability, heredity, phenotype, hybridological method. Data.Basic genetic concepts. Heredity and variability are properties of organisms. Genetics is the science of the laws of heredity and variability. Mendel - the founder of genetics Phenomena. heredity, variability | Give definitionskey concepts characterizeessence of biological processes of heredity and variability Explaincauses of heredity and variability, the role of genetics in the formation of modern ENKM, in practical human activity | §38 | ||
43. | Patterns of inheritance. Monohybrid cross. | Key concepts.Allelic genes, monohybrid crossing, dominant and recessive traits, splitting law Data. Laws, theories. | Give definitionskey concepts Reproduceformulations of the rule of uniformity and the law of splitting Describe Analyze Composemonohybrid cross schemes, Define Write down To solve problemsfor monohybrid hiding | §39 | ||
44. | Analyzing cross. Etc. Drawing up the simplest cross-breeding schemes. | Key concepts.Allelic genes, multiple alleles. Analyzing monohybrid cross, dominant and recessive traits, splitting law Data.Cytological foundations of genetic laws Laws, theories.The law of splitting, the rule of purity of gametes | Give definitionskey concepts Reproduceformulations of the rule of uniformity and the law of splitting, analyzing crossing Describethe mechanism of manifestation of the laws of monohybrid crossing; Analyzethe content of inheritance patterns in monohybrid crossing Composemonohybrid cross schemes Defineby phenotype genotype and by genotype phenotype,according to the scheme, the number of gamete types, phenotypes and genotypes Write downdesignations of dominant and recessive traits To solve problemsfor monohybrid hiding | §40 | ||
45. | Dihybrid cross. | Key concepts.Dihybrid cross, dominant and recessive traits, the law of independent inheritance Data.Conditions for the manifestation of the law of independent inheritance, the ratio of genotypes and phenotypes in the manifestation of the law of independent inheritance: 9:3:3:1. Cytological foundations of genetic laws Processes.The mechanism of inheritance of traits in dihybrid crossing Laws, theories.Law of Independent Succession | Give definitionskey concepts Describel mechanism of manifestation of regularities of dihybrid crossing Formulatelaw of independent inheritance Callterms of the law of independent succession Composedihybrid cross schemes Analyzedihybrid cross scheme Defineaccording to the scheme, the number of types of gametes, phenotypes and genotypes, the probability of manifestation of the trait in the offspring To solve problemsfor dihybrid crossing | §41 | ||
46. | Chromosomal theory of inheritance. | Basic concepts.homologous chromosomes. gene locus. Crossover - crossing over. Conjugation. Linked genes Data.Location of genes: inon the same chromosome, on different chromosomes.Linear arrangement of genes. Condition for the fulfillment of T. Morgan's law. Crossing of chromosomes (crossing over) is a source of genetic variability. ProcessesLinked inheritance. Patterns T.Morgan's law. | Define terms:homologous chromosomes, conjugation, crossing over. Distinguishedbthe essence of the discoveries of G. Mendel and T. Morgan. Formulatedefinition of a conceptlinked genes. Explainreasons for the recombination of traits in linked inheritance. | §42 | ||
47. | Interaction of independent genes. | Basic concepts.allelic genes. Genotype dominance. Phenotype. Data.Genotype - a system of interacting genes (an integral system). Qualitative and quantitative features. The nature of the interaction: addition, suppression, total action. Influence of the number of genes on the manifestation of traits. Processes.Interaction of genes and their multiple action | Give definitions of terms. Give examples: allelic interaction of genes; non-allelic interaction of genes. Callthe nature of the interaction of non-allelic genes. Describemanifestation of multiple gene action. | §43 | ||
48 |
| Basic concepts.Cytoplasmic (non-chromosomal) inheritance. | Give definitions of terms. Give examples.Cytoplasmic (non-chromosomal) inheritance. | §44 | ||
49. | Genetic sex determination. Etc. Solution of the simplest genetic problems. | Key concepts.Autosomes, sex chromosomes, heterogametic sex, homogametic sex Data.Features of the inheritance of sex-linked traits, the practical significance of knowledge about sex-linked inheritance, Process. Sex-linked inheritance, chromosomal mechanism of sex determination | Give definitionskey concepts Explaincytological mechanism of sex cleavage Highlightfeatures of sex-linked inheritance Composechromosomal sex determination schemes and explainmechanism Comparemale and female karyotype Realizeindependent search for information Decidebiological tasks | §45 | ||
50. | Variability. | Key concepts.Variability, hereditary, mutational and modification variability, mutagenic factors Data.Biological significance, sources of combinative variability: independent divergence of chromosomes, crossing over, random meeting of gametes during fertilization. Classification of mutations according to the place of occurrence, the causes of mutations, the consequences of their influence on the body Process.Mutation Laws, theories Statistical patterns in phenotypic variability | Give definitionskey concepts Calldifferent kinds of variability characterize Explain substantiatevalue of modifications Formulatelaw homologous series find informationin various sources andcritically appraise | §46 | ||
51. | Types of mutations. | Key concepts.Variability, mutational variability, mutagenic factors Data.Biological significance mutational variability. Classification of mutations according to the place of occurrence, the causes of mutations, the consequences of their influence on the body Process.Mutation | Give definitionskey concepts Calldifferent kinds of variability, types of mutations characterizemanifestations of hereditary and non-hereditary variability,types of mutations Explainthe mechanism of occurrence of types of variability, effects of mutagens on the body substantiatethe significance of mutations find informationin various sources andcritically appraise | §47 | ||
52. | Somatic and generative mutations. | Key concepts.Somatic and generative mutations. Causes of mutations, the consequences of their influence on the body Process.Mutation | Give definitionskey concepts Callcauses of mutations characterizemanifestations of hereditary and non-hereditary variability,types of mutations Explainthe mechanism of influence on the body of mutagens substantiatethe significance of mutations find informationin various sources andcritically appraise | §48, rep. §§38-47 | ||
53. | General lesson.Fundamentals of genetics. Problem solving С-6. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | Rep. §§38-48 | ||
54. | Methods for the study of human genetics. | Key Concepts Methods for studying human heredity: genealogical, twin, cytological, population, hereditary diseases Process Inheritance types: autosomal dominant, autosomal recessive; linked to the X chromosome Data Human hereditary diseases and their causes. Gene diseases: phenylketonuria, sickle cell anemia, hemophilia. Chromosomal diseases: Down syndrome, Patau, Klinefelter, Shereshevsky-Turner Prevention of hereditary diseases: medical genetic counseling, healthy lifestyle, prenatal diagnosis | Give definitionskey concepts Callmethods of studying human heredity, Highlight characterize Findcritically appraise | §49 | ||
55. | Genetics and health. | Key concepts.hereditary diseases Data.Human hereditary diseases and their causes. Gene diseases: phenylketonuria, sickle cell anemia, hemophilia. Chromosomal diseases: Down syndrome, Patau, Klinefelter, Shereshevsky-Turner. | Give definitionskey concepts Callmain Highlightdifficulties in applying methods in human genetics characterizemethods for studying human heredity Explain, causes of hereditary diseases Findinformation from various sources andcritically appraise | §50 | ||
56. | Problems of genetic security. Etc. Identification of sources of mutagens in the environment (indirectly) and assessment of the possible consequences of their influence on the body. | Key concepts.genetic security. Data.Prevention of hereditary diseases: medical genetic counseling, healthy lifestyle, prenatal diagnosis | Give definitionskey concepts Call Explaindanger of consanguineous marriages,impact of genetic counseling, causes of hereditary diseases Findinformation from various sources andcritically appraise | §51 | ||
57. | General lesson.Human genetics. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | Rep. §§49-51 | ||
58. | Basic breeding methods and biotechnology. | Key concepts.Breeding, variety, hybridization, selection, heterosis, biotechnology Data.Genetics is the theoretical basis of selection. Basic breeding methods: hybridization, artificial selection Process artificial mutagenesis | Give definitionskey concepts Realize | §64 | ||
59 | Plant breeding methods. | Key concepts. Data. Theories and laws Process artificial mutagenesis | Give definitionskey concepts Explain characterize Realizeindependent search for information from various sources | §65 | ||
60. | Plant breeding methods. | Key concepts.Selection, variety, hybridization, selection, heterosis Data.Genetics is the theoretical basis of selection. Basic breeding methods: hybridization, artificial selection, achievements of modern plant breeding.The main plant varieties used in agricultural production in the Kursk region Theories and laws The law of homological series in hereditary variability, the doctrine of the centers of origin of cultivated plants Process artificial mutagenesis | Give definitionskey concepts Explainthe importance for breeding work of the law of homologous series and the doctrine of the centers of origin of cultivated plants characterizeprovisions on the centers of origin of cultivated plants. Realizeindependent search for information from various sources | §65 | ||
61 | Animal breeding methods. | Key concepts.Breed, hybridization, selection Data.Types of selection: individual and mass. Types of crossing: related and unrelated. distant hybridization. The main breeds of agricultural animals of the Kursk region | Give definitionskey concepts Callmethods used in animal breeding Highlightbreed signs Comparedistant hybridization in plants and animals characterizetypes of crossbreeding in animal husbandry Realizeindependent search for information from various sources | §66 | ||
62. | selection of microorganisms. | Key concepts. Data.Modern methods of selection. Advances in biotechnology. Advances in cell and genetic engineering. | Give definitionskey concepts characterize | §67 | ||
63. | Current state and prospects of biotechnology. Etc. Analysis and assessment of the ethical aspects of the development of some research in biotechnology. | Key Concepts Genome, cloning, biotechnology, genetic engineering, cell engineering Data Modern methods of selection. Advances in biotechnology. tissue culture method. Advances in cell and genetic engineering. Ethical aspects of the development of biotechnology research | Give definitionskey concepts characterizeadvances in biotechnology and genetic engineering. give an assessmentethical aspects of biotechnology | §68, rep. 64-67 | ||
64. | General lesson.Fundamentals of selection and biotechnology. | Generalization, systematization and consolidation of the basic concepts. | Define key concepts. | Rep. §§64-68 | ||
65. | General biological patterns studied on cellular and organism levels wildlife organizations. | Generalization, systematization and consolidation of the basic concepts of general biological patterns, studied at the cellular and organismal levels of the organization of living nature. | Define key concepts. | Terminology | ||
66. | Levels of organization of living matter. | Basic concepts of the topic | Generalization, systematization and consolidation of the basic concepts. | |||
67. | The cell is the structural unit of the living. | Basic concepts of the topic | Generalization, systematization and consolidation of the basic concepts. | |||
68. | Metabolism and energy in the cell. | Basic concepts of the topic | Generalization, systematization and consolidation of the basic concepts. | |||
69. | Reproduction and individual development of organisms. | Basic concepts of the topic | Generalization, systematization and consolidation of the basic concepts. | |||
70. | Final lesson. | |||||
Criteria and norms for assessing knowledge, skills and abilities
students
Evaluation of the oral response of students
Mark "5"set in case:
1. Knowledge, understanding, depth of assimilation by students of the entire volume of program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish inter-subject and intra-subject connections, creatively applies the acquired knowledge in an unfamiliar situation.
3. The absence of errors and shortcomings in the reproduction of the studied material, with oral answers, the elimination of individual inaccuracies with the help of additional questions from the teacher, the observance of culture oral speech.
Mark "4":
1. Knowledge of all studied program material.
2. The ability to highlight the main provisions in the studied material, on the basis of facts and examples to generalize, draw conclusions, establish intra-subject connections, apply the acquired knowledge in practice.
3. Minor (non-rough) errors and shortcomings in the reproduction of the studied material, compliance with the basic rules of the culture of oral speech.
Mark "3"(level of representations combined with elements scientific concepts):
1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulty in self-reproduction, the need for little assistance from the teacher.
2. Ability to work at the level of reproduction, difficulties in answering modified questions.
3. The presence of a gross error, several minor errors in the reproduction of the studied material, a slight non-compliance with the basic rules of the culture of oral speech.
Mark "2":
1. Knowledge and assimilation of the material at a level below the minimum requirements of the program, separate ideas about the studied material.
2. Lack of skills to work at the level of reproduction, difficulties in answering standard questions.
3. The presence of several gross errors, a large number not rude when reproducing the studied material, a significant non-compliance with the basic rules of the culture of oral speech.
Evaluation of the implementation of practical (laboratory) work
Mark "5"placed if the student:
1. Correctly identified the purpose of the experiment.
2. Completed the work in full in compliance with the necessary sequence of experiments and measurements.
3. Independently and rationally chose and prepared the necessary equipment for the experiment, carried out all the experiments in conditions and modes that provide results and conclusions with the greatest accuracy.
4. Scientifically competently, logically described the observations and formulated conclusions from the experience. In the presented report, he correctly and accurately completed all the records, tables, figures, graphs, calculations and drew conclusions.
5. Shows organizational and labor skills (maintains a clean workplace and order on the table, economically uses consumables).
6. The experiment is carried out according to the plan, taking into account safety precautions and the rules for working with materials and equipment.
Mark "4"placed if the student:
1. The experiment was carried out under conditions that do not provide sufficient measurement accuracy.
2. Or two or three shortcomings were made.
3. Or no more than one minor error and one defect.
4. Or the experiment was not completed completely.
5. Or in the description of observations from experience he made inaccuracies, the conclusions were made incomplete.
Mark "3"placed if the student:
1. Correctly identified the purpose of the experiment; performs the work correctly at least half, but the volume of the completed part is such that it allows you to get the right results and conclusions on the main, fundamentally important tasks of the work.
2. Or the selection of equipment, objects, materials, as well as work on the beginning of the experience, carried out with the help of a teacher; or in the course of the experiment and measurements, errors were made in the description of observations, the formulation of conclusions.
3. The experiment was carried out in irrational conditions, which led to results with a larger error; or in the report no more than two errors were made in total (in records of units, measurements, in calculations, graphs, tables, diagrams, etc.) not of a fundamental nature for this work, but affecting the result of execution.
4. Makes a gross mistake during the experiment (in explanation, in the design of the work, in observing the safety rules when working with materials and equipment), which is corrected at the request of the teacher.
Mark "2"placed if the student:
1. Did not independently determine the purpose of the experience; did not complete the work, did not prepare the necessary equipment and the amount of work performed does not allow drawing correct conclusions.
2. Or experiments, measurements, calculations, observations were made incorrectly.
3. Or, in the course of work and in the report, all the shortcomings noted in the requirements for the assessment of "3" were found in aggregate.
4. Makes two (or more) gross mistakes during the experiment, in explaining, in the design of the work, in observing the safety rules when working with substances and equipment, which he cannot correct even at the request of the teacher.
Evaluation of independent written and control works.
Mark "5"placed if the student:
1. Did the job without errors and shortcomings.
2. Allowed no more than one defect.
Mark "4"is set if the student completed the work in full, but allowed in it:
1. No more than one minor error and one defect.
2. Or no more than two shortcomings.
Mark "3"is set if the student correctly completed at least 2/3 of the work or allowed:
1. No more than two blunders.
2. Or no more than one gross and one non-gross error and one defect.
3. Or no more than two or three minor mistakes.
4. Or one minor mistake and three shortcomings.
5. Or in the absence of errors, but in the presence of four or five shortcomings.
Mark "2"placed if the student:
1. Made the number of mistakes and shortcomings exceeding the norm, at which a mark of "3" can be set.
2. Or if you have done less than half of the work correctly.
Application to the main educational program
implementing the federal component of the SES
basic general education,
approved
By order of the director of the NRMOBU "Salym secondary school No. 1"
No. 777-0 dated 11/20/2017
WORKING PROGRAMM
BIOLOGY
(name of academic discipline)
basic general
(the level of education)
Grade 8 (individual training in AOP)
Biology program for students of grades 6-9 of special (correctional) educational institutions of the VIII type. Authors: V.I. Sivoglazov, T.V. Shevyreva, L.V. Kmytyuk, V. V. Voronkova / Programs of special (correctional) educational institutions of the VIII type: grades 5-9 / Edited by V.V. Voronkova.-M. Humanist. ed. center VLADOS, 2011
Textbook:
VIII species / A. I. Nikishov, A. V. Teremov-M.: Enlightenment, 2016.
Total hours: 35, per week 1
Ivanova Galina Serafimovna, teacher of biology and chemistry of the first category
Salym
2017- 2018 academic year
EXPLANATORY NOTE
Regulatory documents on the basis of which the work program was developed
- the federal law from 29.12.2012 No. 373-FZ "On education in Russian Federation»;
- SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 N 189, Moscow.
- Order of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug No. 1087 dated August 13, 2015. "On the Approval of Exemplary Curricula of Educational Organizations Implementing Adapted general education programs primary general, basic general, secondary general education on the territory of the Khanty-Mansiysk Autonomous Okrug - Yugra for children with disabilities who need long-term treatment, as well as children with disabilities receiving education at home or in medical organizations, including using Distance Educational Technologies".
- Instructional and methodological letter of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Ugra dated August 10, 2015 No. 8193 "On the formation of curricula by educational organizations located on the territory of the Khanty-Mansiysk Autonomous Okrug - Yugra and implementing adapted basic educational programs of general education in the 2015-2016 academic year."
- Adapted basic program of general education of the municipal general education budget institution"Salym secondary school No. 1", approved by order No. 597-0 of 08.26. 2016
- Regulations on the organization individual training at home in NRMOBU "Salym secondary school No. 1"
- Individual curriculum of the NRMOBU "Salym secondary school No. 1" for the 2017-2018 academic year.
Software and methodological support
The author's program in biology for students in grades 6-9 of special (correctional) educational institutions of the VIII type. Authors: V.I. Sivoglazov, T.V. Shevyreva, L.V. Kmytyuk, V.V. Voronkova / Programs of special (correctional) educational institutions of the VIII type: grades 5-9 / Edited by V.V. Voronkova.-M. Humanist. ed. VLADOS center, 2011.
Biology. Animals. 8th grade: textbook for special (correctional) educational institutions VIII species / A. I. Nikishov, A. V. Teremov-M.: Enlightenment, 2016.
Goals and objectives of training
The subject of biology is one of the main general subjects in the special (correctional) School VIII kind. The teaching of biology in a special (correctional) school of the VIII type should be aimed at correcting the shortcomings of the intellectual development of students. In the process of getting to know wildlife, it is necessary to develop students' observation, speech and thinking, to teach them to establish the simplest cause-and-effect relationships and the relationship of living organisms with inanimate nature. natural environment. In the 8th grade of the correctional school of the 8th type, the section "Animals" is being studied. When studying this section, students receive elementary information about the animal world, get acquainted with the diversity of the animal world and the way of life of some animals, receive information about the external and internal structure of their body and the adaptability of animals to their living conditions.
Target: creation of conditions for the formation of knowledge about the world around: the ability to navigate in the world of animals; use the acquired knowledge in everyday life; apply biological knowledge.
The main tasks of teaching biology are:
- providing students with knowledge about the human body and its health; instilling skills that contribute to the preservation and strengthening of human health;
- conducting through the entire course of environmental education (consideration surrounding nature as a set of conditions necessary for the life of all plants, fungi, animals and people), respect for nature.
Corrective tasks:
- develop students' observation, speech and thinking, memory;
- to teach to establish the simplest cause-and-effect relationships and the interdependence of living organisms among themselves and with inanimate nature, the relationship of man with animate and inanimate nature, the impact on it;
The place of the academic discipline in the curriculum
The work program was compiled on the basis of the biology program of V.I. Sivoglazova, T.V. Shevyreva, L.V. Kmytyuk, V.V. Voronkova, for students of grades 6-9 of special (correctional) educational institutions of the VIII type, taking into account the characteristics of the cognitive activity of mentally retarded children. This program is designed for 68 hours a year (2 hours a week). According to the curriculum of the NRMOBU "Salym secondary school No. 1" for students with disabilities (VIII type), 35 hours a year - 1 hour a week are allotted for studying biology in the 9th grade.
Introduction - 1 hour.
Topic 1. Diversity of the animal world.
Animal habitats and their adaptability to living conditions. Vertebrates and invertebrates. Wild, farm and domestic animals. Importance of animals in the national economy. Animal protection
Topic 2. Invertebrates - 6 hours.
Worms - 2 hours.
Earthworms. The appearance of the earthworm, lifestyle, nutrition, respiration, mode of movement. The role of the earthworm in soil formation.
Demonstration of live worm or wet preparation.
Insects - 4 hours
Cabbage butterfly (and its caterpillar), codling moth, cockchafer, housefly. External structure, lifestyle, nutrition, breathing, mode of movement. Reproduction. Harm caused by these insects (damage to plants and the transfer of pathogenic bacteria). Insect control measures.
Bee, silkworm - useful insects in human economic activity. External structure, lifestyle, nutrition. Way to travel. Reproduction. The bee family and its life. Breeding silkworm.
Importance of domesticated insects in the national economy and their care. Obtaining honey from bees and silk threads from silkworms.
Demonstration of live insects, as well as collections of insects that harm agricultural plants. Demonstration of films about insects.
Topic 3. Vertebrates - 28 hours
General signs of vertebrates: the presence of a spine (internal skeleton).
Fish. General signs of fish. Habitat - reservoirs. River fish (perch, pike, carp). Marine fish (cod, herring). External structure, nutrition, respiration, blood circulation, nervous system, sense organs. Fish breeding. Fishing, fish farming. Rational use and protection of fish.
Demonstration of live fish (in an aquarium), fish skeleton, films about fish.
Amphibians. General signs of amphibians. Habitat.
Frog. Habitat, lifestyle. The external structure of the frog, the method of movement.
Nutrition, respiration, circulation, nervous system, sense organs. Frog breeding.
Features of similarity with fish and differences from fish in structure, lifestyle and reproduction.
Toad. Features of the external structure and lifestyle.
Importance and protection of amphibians.
Demonstration of a live frog or wet preparation.
Reptiles. Common signs of reptiles (movement - crawling on land). External structure, nutrition, respiration, blood circulation, nervous system, sense organs. Reproduction of reptiles. Comparison of reptiles and amphibians in structure, lifestyle.
Demonstration of wet preparations.
The difference between snake and viper. Protection of reptiles.
Birds. General characteristics of birds: habitat, features of the external and internal structure. Reproduction and development.
Bird nutrition.
Birds feeding in the air (swallow, swift).
Birds of the forest: great spotted woodpecker, great tit. Birds of prey (owl, eagle).
Waterfowl (duck, mallard, geese).
Birds that live near human habitation (pigeon, sparrow).
Features of the lifestyle of each ecological group of birds. Importance and protection of birds.
Chicken, goose, duck - poultry. The structure of a chicken egg. Growing chickens. Maintenance, feeding and breeding of chickens, geese, ducks on poultry farms. Poultry farming.
Demonstration of the skeleton of a bird, stuffed birds, a wet preparation, a model of the structure of an egg, films about birds.
Mammals, or animals. Diversity of mammals. Adaptation to living conditions.
Common signs of mammals, or animals: body hair, the birth of live young and feeding them with milk.
The internal structure of a mammal (for example, a rabbit): digestive, respiratory, circulatory organs, nervous system.
Demonstration of the skeleton of a mammal, stuffed animals, wet preparations.
Rodents: mouse, squirrel, beaver. General signs of rodents. Appearance and distinctive features of each of these animals. Lifestyle, nutrition, reproduction. The value of rodents in nature and human activities. Protection of squirrels and beavers.
Lagomorphs: white hare, brown hare, domestic rabbit. Common features of lagomorphs, similarities and differences between hares and rabbits. Lifestyle, nutrition and reproduction of hares and rabbits. The value of hares and their protection.
The value of rabbit breeding in the national economy.
Predatory animals: wolf, bear, tiger, lion, lynx. General signs of predatory animals. Appearance, and distinctive features of each of these animals. Similarities and differences between some of them. Way of life, getting food, reproduction. Distribution of predatory animals. The value of these animals and their protection. Domestic predators: cat, dog. Care for them.
Fur-bearing predatory animals: marten, fox, sable, mink. Lifestyle, distribution and meaning of fur-bearing animals. Cultivation of mink on fur farms.
Pinnipeds marine animals: seal, walrus, fur seal. General signs of pinnipeds. Distinctive features of these animals, distribution and significance. Protection of sea animals.
Cetaceans: whale, dolphin. General signs of cetaceans. The external structure of a whale and a dolphin. Food and movement. Feeding babies. Breath.Topic 4. The value of these animals and their protection. (6 hours)
Herbivorous animals, wild and domestic. General signs of herbivorous animals. Wild herbivorous animals (moose). Wild omnivores (wild pig). Characteristics of these animals, their distribution, significance and protection. Agricultural herbivores: cow, sheep, camel, horse. Omnivorous farm animals - pig.
Cow. External building. Milk productivity of cows.
Feed for cows. Cow care. Modern livestock farms, their equipment and keeping cows in them.
Raising calves.
Sheep. Sheep spread. Features of the external structure and nutrition of sheep.
The value of sheep in the national economy. Some breeds of sheep. Sheep maintenance: winter - on farms and summer - on pastures.
Year-round maintenance of sheep on pastures. Equipment for sheep farms and pastures. Raising lambs.
Reindeer. Structural features - adaptability to harsh northern conditions life. Features of nutrition. The value of the reindeer in the national economy.
Pig. The external structure of the pig: features of the body, head, legs, skin.
Importance of pig farming. Modern pig farms and their equipment. Placement of pigs. Pigs care and feeding. Raising piglets. Feeding pigs.
The external structure of the horse: features of the body, head, legs, skin. Horse nutrition.
The value of horses in the national economy. Riding horses, heavy trucks and trotters.
Primates. General characteristics.
A generalizing lesson based on the results of studying animals: common features of the studied groups of animals, signs of similarities and differences. Protection of birds and mammals. Rare and endangered species. Distinguish between wild and domestic animals. Wildlife protection and domestic care.
Scroll pedagogical technologies teaching discipline
When organizing the educational process in biology lessons, the following pedagogical technologies are used:
- gaming (educational games, educational games, role-playing games);
- differentiated learning;
- personality-oriented;
- health-saving;
- child support technology;
- cooperation pedagogy.
The results of mastering the academic discipline and the requirements for the level of training of students
Students should know:
- the main differences between animals and plants;
- signs of similarity and differences between the studied groups of animals;
- common features characteristic of each of these groups of animals;
- habitats, lifestyle and behavior of those animals that are familiar to students;
- the names of some of the most typical representatives of the studied groups of animals, especially those that are widely distributed in local conditions; the importance of the studied animals in nature, as well as in human economic activity;
- basic requirements for the care of domestic and some farm animals (known to students).
Students should be able to:
- recognize studied animals (in illustrations, film clips, stuffed animals, living objects);
- briefly talk about the main features of the structure and lifestyle of the studied animals;
- to establish the relationship between animals and their habitat: adaptations to it, features of the structure of the body and behavior of animals;
- carry out simple care for some farm animals (for rural auxiliary schools) or domestic animals (birds, animals, fish) that children have at home;
- talk about your pets (their breeds, behavior and habits).
Criteria and norms for assessing learning outcomes
Grades are based on the requirements for an approximate assessment and control of students' knowledge, taking into account their capabilities.
"5" or "excellent" - the level of fulfillment of the requirements is much higher than satisfactory: no errors, both in the current and previous educational material, no more than 1 defect, consistency and completeness of presentation
"4" or "good" - the level of fulfillment of the requirements is above satisfactory; the use of additional material, the completeness and consistency of the disclosure of the issue, the independence of judgments, the reflection of one's attitude to the subject of discussion. The presence of 2-3 errors or 4-6 shortcomings on the material covered, minor violations of the logic of the presentation of the material, the use of irrational decision methods learning task, individual inaccuracies in the presentation of the material
"3" or "satisfactory" - the minimum level of fulfillment of the requirements for a particular work, no more than 4-6 errors or no more than 10 shortcomings on the current material, no more than 3-5 mistakes or no more than 8 shortcomings on the completed educational material, violations the logic of the presentation of the material, the incompleteness of the disclosure of the issue
Educational - thematic plan, including the practical part of the program
№/№ | Name of sections and topics | Number of hours per section | Laboratory works |
Introduction | |||
invertebrates | |||
2.1. | Worms | ||
2.2. | Insects | ||
Vertebrates | |||
3.1. | Fish | ||
3.2. | Amphibians | ||
3.3. | reptiles | ||
3.4. | Birds | ||
3.5. | mammals | ||
agricultural mammals | |||
Total: |
Allocation of hours to quarters
Quarter | Number of hours | Number of hours and causes advance or backlog |
|
By KTP | fact |
||
Total | |||
Calendar-thematic planning
p/p | section name, lesson topic | date | Planned results | Correction |
||
plan | fact |
|||||
Introduction-1 hour | Students should know: The main differences between animals and plants; Signs of similarities and differences between the studied groups of animals; Common features characteristic of each of these groups of animals; Habitat, lifestyle and behavior of those animals that are familiar to students; Names of some of the most typical representatives of the studied groups of animals, especially those that are widely distributed in local conditions; The significance of the studied animals in nature, as well as in human economic activity; Students should be able to: Recognize studied animals (in illustrations, film clips, stuffed animals, living objects); Briefly talk about the main features of the structure and lifestyle of the studied animals; Establish relationships between animals and their habitat: adaptations to it, features of the structure of the body and behavior of animals; | |||||
Diversity of the animal world. The value of animals and their protection. | ||||||
Invertebrates -6 hours | ||||||
General characteristics of invertebrates. Earthworm. | ||||||
Fluke worms. | ||||||
General signs of insects. External structure and lifestyle. | ||||||
Butterfly cabbage. Apple moth. Chafer. Housefly. | ||||||
Honey bee. Silkworm. | ||||||
General lesson on the topic: "Insects" | ||||||
Vertebrates | ||||||
Common features of vertebrates. External structure and skeleton. | ||||||
General signs of fish. Reproduction and development of fish | ||||||
Fishing and fishing. Protection and increase of fish resources | ||||||
General signs of amphibians. Habitat and external structure of amphibians. | ||||||
The internal structure of amphibians. | ||||||
Reproduction and development of the frog. | ||||||
Common features of reptiles. Habitat and external structure. | ||||||
Internal structure. Reproduction and development of reptiles. | ||||||
General lesson | ||||||
Municipal budgetary educational institution
the main comprehensive school of the village of Amgun
Solnechny municipal district
Khabarovsk Territory
Agreed I approve
Coordinating Council Director MBOU OOSH v. Amgun
MBOU OOSH v. Amgun ______________ Gainislamova T.V
Protocol No. dated Order No. dated
WORKING CURRICULUM
by subject
"BIOLOGY"
Implemented within the framework
Federal state educational standard
for students with mental retardation
in accordance with the Adapted Basic Education
general education program
students with mental retardation (option "C")
for grade 8
for 2016-2017 academic year
Compiled by: Kiryushina N.V.
biology teacher
MBOU OOSH p. Amgun
I . Explanatory note
The work program was developed in accordance with the Federal Law of December 29, 2012 No. 273 - FZ "On Education in the Russian Federation", based on the draft Federal Educational State Standard for Children with Mental Retardation, based on an exemplary BEP, as well as using the "Program for 5 -9 classes of special (correctional) educational institutionsVIIIkind":Collection 1, Moscow, Vlados Humanitarian Publishing Center, 2011 and approved by the Ministry of Education of the Russian Federation.
The work program in biology is focused on the textbook "Biology", grade 8 for special (correctional) educational institutionsVIIIkind. A.I. Nikishov, A.V. Teremov.
The work program in biology is designed for students in grade 8 with a mild degree of mental retardation.
In order to maximize the corrective impact, the program includes educational and game material, corrective and developmental games and exercises aimed at increasing the intellectual level.
aim of this program is the use of the process of teaching biology to improve the level of general development of students with disabilities and correct the shortcomings of their cognitive activity and personal qualities.
Taking into account the level of education of pupils of this class, the maincourse objective is:
Providing students with knowledge about the basic elements of wildlife (about the structure and life of animals);
Conducting through the entire course of environmental education (consideration of the surrounding nature as a complex of conditions necessary for the life of all animals, plants), respect for nature;
Formation of a correct understanding of such natural phenomena as rain, snow, wind, fog, autumn, winter, summer, spring in the life of animals;
Initial acquaintance with some animals that can be kept at home or in a school corner of nature;
Instilling skills that contribute to the preservation and promotion of health.
II . General characteristics of the subject subject, taking into account the peculiarities of its development by students
Biology as academic subject in the correctional school of the VIII type includes sections: "Inanimate nature" (grade 6), "Plants, fungi, bacteria" (grade 7), "Animals" (grade 8) and "Man" (grade 9).
These sections provide for the study of elementary information available to mentally retarded schoolchildren about animate and inanimate nature, about the human body and the protection of its health.
In the section "Animals" (Grade 8), students get acquainted with the diversity of the animal world and the way of life of some animals; receive information about the external and internal structure of their organism and the adaptability of animals to the conditions of their life.
The work program is compiled taking into account the characteristics of this class, takes into account the peculiarities of the cognitive activity of students, promotes mental development, determines the optimal amount of knowledge and skills in biology.
III . The place of the subject in the curriculum
The discipline "Biology" is included in the educational field "Biology" and is studied by students with mental retardation from the 6th grade. In accordance with the adapted basic educational program of the school, the work program in biology in the 8th grade is designed for 68 hours per year with 2 hours per week (34 academic weeks).
IV . The results of mastering the subject
Requirements for the results of mastering the course of biology include personal, meta-subject and subject results of mastering the subject.
Studying biology in the 8th grade makes it possible to achieve the following personal results:
Knowledge of the basic principles and rules of attitude to wildlife, the basics of a healthy lifestyle and health-saving technologies;
Implementation of healthy lifestyle settings;
The formation of cognitive interests and motives aimed at studying the animal world; intellectual skills (to prove, reason, analyze, compare, draw conclusions, etc.); aesthetic attitude to living objects;
Formation of personal ideas about the value of nature, awareness of the significance and commonality of global problems of mankind;
Formation of a respectful attitude to the history, culture, national characteristics and way of life of other peoples; tolerance and peacefulness;
Formation ecological culture based on the recognition of the value of life in all its manifestations and the need for a responsible, careful attitude to the environment;
The development of aesthetic consciousness through the recognition of the beauty of the surrounding world.
Metasubject outcomes mastering the material of grade 8VIIItypes are:
Skillto Work with differentsources biologicalinformation: find biological information in various sources (textbook text, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;
Abilityselect targets and semantic attitudes in their actions and deeds in relation to wildlife, their health and those around them;
Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;
The ability to choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them;
The ability to organize educational cooperation and joint activities with a teacher and peers, work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests, formulate, argue and defend one's opinion.
Substantive results mastering biology in grade 8 are:
- selection of essential features of biological objects (distinctive features of living organisms;
- classification - determination of belonging of biological objects to a certain systematic group;
- explanation of the role of biology in the practical activities of people; place and role of man in nature; the role of animals in human life; the importance of biological diversity for the conservation of the biosphere;
- distinction on the tables of animal organs; on living objects and tables of different departments, classes, families of animals,comparison of biological objects and processes, the ability to draw conclusions and inferences based on comparison;
In the value-oriented sphere.
Knowledge of the basic rules of behavior in nature and the basics of a healthy lifestyle;
Analysis and assessment of the consequences of human activities in nature, the impact of risk factors on human health. ( elective course– plant ecology)
In the field of work.
Knowledge and adherence to the rules of work in the biology room;
Compliance with the rules for working with biological devices and instruments
in the aesthetic realm.
Mastering the ability to evaluate objects of wildlife from an aesthetic point of view.
V . Logistics of the educational process
The development of the subject "Biology" involves the use of demonstration and printed manuals, technical teaching aids to create material and technical support for the learning process, development and education of younger students with a mild degree of mental retardation:
Demonstration and printed manuals:
Stands, posters;
Audiovisual aids;
Collections of insects;
Skeletons of amphibians and mammals;
Models: heart (mammals), brain (amphibians, reptiles, birds, mammals).
Technical means learning:
Stationary computer;
Multimedia projector;
Interactive board;
Multimedia (digital) educational resources corresponding to the content of the biology program.
The following are used to implement the program content. study guides:
Textbook A.I. Nikishov, A.V. Teremov. Biology. Animals. Grade 8. - Moscow "Enlightenment" 2009.
V.V. Voronkov. Programs of special (correctional) educational institutionsVIIIkind. - M: Enlightenment, 2011.
Aksyonova A.K., Antropov A.P., Bgazhnokova I.M. et al. Edition: Programs of special (correctional) educational institutions of the VIII type. 5-9 grades. Russian language. Mathematics. Story. Ethics. Natural history. Geography. Natural science. Visual activity. Home economics. Music. Physical Culture. - M .: Education, 2006
Bodnaruk M. M., Kovylina N. V. Interesting materials and facts on general biology in questions and answers. Grades 5-11 - M .: Uchitel, 2007 - 174 p.
Bugay O. V., Mikityuk A. N. et al. Biology in definitions, tables and diagrams. 6-11 cells - Kharkov, Ranok Kharkov, 2008 - 128 p.
Dudkina O.P. Biology. Grades 6-11: verification tests, multi-level tasks. - M: Teacher, 2010 - 255 p.
Lyashenko N.V. and others. Biology. Grades 6-11: the secrets of the effectiveness of the modern lesson. – M.: Uchitel, 2010 – 189 p.
Stepanchuk N. A. Reference book of a biology teacher: laws, rules, principles, biographies of scientists. – M.: Uchitel, 2010 – 167 p.
Educational Internet resources:
1. http://livingthings.narod.ru - "Illustrated encyclopedia" Living beings ".
2. www.zoo.h1.ru - "Animal World".
3. http://www.povodok.ru - site dedicated to interesting animals.
4. http://nature.ok.ru - "Rare and endangered animals of Russia".
5. http://rbo.nm.ru/museum.html - site dedicated to earthworms.
6. http://www.aquaria.sait - a site for aquarists.
7. http://www.geosites.com/reptilife - site dedicated to reptiles.
8. http://birdnews.euro.ru - site for bird lovers.
9. http://www.km.ru/unep - site "Encyclopedia of Pets".
10. http://charles-darwin.narod.ru - site dedicated to Charles Darwin.
11. http://www.dinos.ru - site "Development of Life on Earth".
12. http://websib.ru/noos/ecology/ - Ecological links for schoolchildren.
13. informika.ru - electronic textbook "Biology" (ver. 2.0 - 2000) from the cycle "Educational encyclopedias".
15. www.zooland.ru - “Cyril and Methodius. Animal world".
16. www.zooclub.ru - “Zooclub. All about animals.
17. www.petslife.narod.ru - "Pets".
18. www.bigcats.ru - "Big cats".
19. www.insect.narod.ru - "Snakes and reptiles".
20. www.zin.ru/animalia/coleopreta/rus - "Beetles".
VI . The content of the subject
VI .1. Thematic plan
№ p/p
Section names
Total hours
Of them:
Note
Laboratory and practical (topic)
Control and diagnostic materials (topic)
Excursions
Introduction.
2
Invertebrates 8h
Worms
2
Lab #1
Demonstration of a wet preparation of an earthworm.
Insects
6
Practical work No. 1
"Insect Sketch"
Test "Invertebrates".
Vertebrates 58 h.
Fish
7
Practical work No. 2 "Sketch of fish"
Paperwork on options on the topic "Fish
Amphibians
3
Practical work No. 3 "Sketching: The Development of the Frog".
reptiles
4
Practical work No. 4 "Sketch: the internal structure of reptiles"
Birds
12
Practical work No. 5
Laboratory work №2 Demonstration bird skeleton, stuffed birds.
Practical work No. 6 "Sketching the structure of a bird's egg"
Practical work number 7 "Feeding wintering birds"
Excursion
mammals
15
Lab #3 Demonstration
Practical work No. 8 "Sketching the structure of the mammalian heart"
Practical work#9 "Sketch of Predators"
Test "Mammals"
Agricultural mammals
13
Practical work №10
Excursions and practical work
4
Excursion "Watching Animals in Nature"
Total 68 hours
VI. 2. Content
Introduction (2 hours)
Diversity of the animal world. Animal habitats and their adaptability to living conditions. Vertebrates and invertebrates. Wild, farm and domestic animals. Importance of animals in the national economy. Animal protection
Common features of invertebrates: lack of a backbone (internal skeleton).
Worms (2 hours)
Earthworms. The appearance of the earthworm, lifestyle, nutrition, respiration, mode of movement. The role of the earthworm in soil formation.
Lab #1 live demonstrationworm or wet preparation.
Insects (6 hours)
Cabbage butterfly (and its caterpillar), codling moth, cockchafer, housefly. External structure, lifestyle, nutrition, breathing, mode of movement. Reproduction. Harm caused by these insects (damage to plants and the transfer of pathogenic bacteria). Insect control measures.
Bee, silkworm - useful insects in human economic activity. External structure, lifestyle, nutrition. Way to travel. Reproduction. The bee family and its life. Breeding silkworm.
Importance of domesticated insects in the national economy and their care. Obtaining honey from bees and silk threads from silkworms.
Demonstrationlive insects, as well as collections of insects harmful to agricultural plants. Demonstration of films about insects.
Practical work No. 1 "Insect Sketch"
Vertebrates (58 hours)
General signs of vertebrates: the presence of a spine (internal skeleton).
Pisces (7 hours)
General signs of fish. Habitat - reservoirs. River fish (perch, pike, carp). Marine fish (cod, herring). External structure, nutrition, respiration, blood circulation, nervous system, sense organs. Fish breeding. Fishing, fish farming. Rational use and protection of fish.
Demonstrationlive fish (in the aquarium), fish skeleton, films about fish.
Practical work No. 2 "Drawing of fish".
Written work on the options on the topic "Pisces".
Amphibians (3 hours)
General signs of amphibians. Habitat.
Frog. Habitat, lifestyle. The external structure of the frog, the method of movement.
Nutrition, respiration, circulation, nervous system, sense organs. Frog breeding.
Features of similarity with fish and differences from fish in structure, lifestyle and reproduction.
Toad. Features of the external structure and lifestyle.
Importance and protection of amphibians.
Demonstrationlive frog or wet preparation.
Practical work No. 3 "Sketch in a notebook the development of a frog."
Reptiles (4 hours)
Common signs of reptiles (movement - crawling on land). External structure, nutrition, respiration, blood circulation, nervous system, sense organs. Reproduction of reptiles. Comparison of reptiles and amphibians in structure, lifestyle.
Demonstrationwet preparations.
The difference between snake and viper. Protection of reptiles.
Practical work No. 4 "Sketch of reptiles".
Test "Amphibians and reptiles"
Birds (12 hours)
General characteristics of birds: habitat, features of the external and internal structure. Reproduction and development.
Bird nutrition.
Birds feeding in the air (swallow, swift).
Birds of the forest: great spotted woodpecker, great tit. Birds of prey (owl, eagle).
Waterfowl (duck, mallard, geese).
Birds that live near human habitation (pigeon, sparrow).
Features of the lifestyle of each ecological group of birds. Importance and protection of birds.
Chicken, goose, duck - poultry. The structure of a chicken egg. Growing chickens. Maintenance, feeding and breeding of chickens, geese, ducks on poultry farms. Poultry farming.
Laboratory work №2 Demonstrationbird skeleton, stuffed birds, wet preparation, egg model, bird films.
Practical work No. 5 "Sketching the structure of the body of a bird."
Practical work No. 6 "Sketching the structure of a bird's egg".
Practical work number 7 "Feeding wintering birds"
Verification work on the topic "Birds"
Excursion "Bird Watching"
mammals, or animals (15 hours)
Diversity of mammals. Adaptation to living conditions.
Common signs of mammals, or animals: body hair, the birth of live young and feeding them with milk.
The internal structure of a mammal (for example, a rabbit): digestive, respiratory, circulatory organs, nervous system.
Lab #3 Demonstrationmammalian skeleton, stuffed animals, wet preparations.
Practical work No. 8 "Sketching the structure of the heart"
Rodents: mouse, squirrel, beaver. General signs of rodents. Appearance and distinctive features of each of these animals. Lifestyle, nutrition, reproduction. The value of rodents in nature and human activities. Protection of squirrels and beavers.
Lagomorphs : white hare, hare, domestic rabbit. Common features of lagomorphs, similarities and differences between hares and rabbits. Lifestyle, nutrition and reproduction of hares and rabbits. The value of hares and their protection.
The value of rabbit breeding in the national economy.
Predatory beasts : wolf, bear, tiger, lion, lynx. General signs of predatory animals. Appearance, and distinctive features of each of these animals. Similarities and differences between some of them. Way of life, getting food, reproduction. Distribution of predatory animals. The value of these animals and their protection. Domestic predators: cat, dog. Care for them.
Practical work No. 9 "Sketch of Predators"
Furry beasts of prey: marten, fox, sable, mink. Lifestyle, distribution and significance of fur-bearing animals. Cultivation of mink on fur farms.
Pinnipeds marine animals: seal, walrus, fur seal. General signs of pinnipeds. Distinctive features of these animals, distribution and significance. Protection of sea animals.
cetaceans: whale, dolphin. General signs of cetaceans. The external structure of a whale and a dolphin. Food and movement. Feeding babies. Breath. The value of these animals and their protection.
Agricultural mammals (13 hours)
Herbivores, wild and domestic . General signs of herbivorous animals. Wild herbivorous animals (moose). Wild omnivores (wild pig). Characteristics of these animals, their distribution, significance and protection. Agricultural herbivores: cow, sheep, camel, horse. Omnivorous farm animals - pig.
Cow. External building. Milk productivity of cows.
Feed for cows. Cow care. Modern livestock farms, their equipment and keeping cows in them. Raising calves.
Sheep. Sheep spread. Features of the external structure and nutrition of sheep.
The value of sheep in the national economy. Some breeds of sheep. Sheep maintenance: winter - on farms and summer - on pastures.
Year-round maintenance of sheep on pastures. Equipment for sheep farms and pastures. Raising lambs.
Camel. Features of the external structure. Adaptation to dry conditions. Features of nutrition of a camel. The value of a camel in the human economy.
Reindeer . Features of the structure - adaptability to the harsh northern conditions of life. Features of nutrition. The value of the reindeer in the national economy.
Pig. The external structure of the pig: features of the body, head, legs, skin.
Importance of pig farming. Modern pig farms and their equipment. Placement of pigs. Pigs care and feeding. Raising piglets. Feeding pigs.
The external structure of the horse : features of the torso, head, legs, skin. Horse nutrition.
The value of horses in the national economy. Riding horses, heavy trucks and trotters. Keeping horses. Raising foals.
Primates. General characteristics.
A generalizing lesson based on the results of studying animals: common features of the studied groups of animals, signs of similarities and differences. Protection of birds and mammals. Rare and endangered species. Distinguish between wild and domestic animals. Wildlife protection and domestic care.
Practical work No. 10 "Sketch of Farm Animals"
Excursions to the zoo, nature reserve, fur farm, to any nursery or marine aquarium to observe the behavior of animals, their feeding and care.
Practical work on the educational farm: participation in the care of the premises and animals, participation in the distribution of feed.
Test "Diversity of the animal world"
Calendar-thematic planning in biology Grade 8
p/p
Lesson topic
Target
Planned learning outcomes
speech material
Number of hours
date
subject
Personal
planned
actual
I quarter (18 hours)
Introduction (2 hours)
Diversity of the animal world.
To form the concept of the diversity of the animal world, to introduce some specific representatives of these groups found on globe and belonging to the group of rare and endangered species.
The ability to name the kingdoms of wildlife, give examples of representatives of the Animal kingdom. Describe the relationships of animals in nature
Formation of intellectual skills: analyze textbook illustrations, draw conclusions about the role of animals in human life; the formation of cognitive interests and motives aimed at studying animals as part of nature.
Cheetah. Ostrich
1
The value of animals and their protection.
Talk about the importance of animals in nature and for humans, introduce the animals of the Red Book, identify measures for the protection of animals
Characterize the relationship of animals in nature. Identify animal protection measures
To develop the mental activity of children, the ability to compare and correlate; expand horizons and vocabulary
1
Invertebrates (8 hours)
Worms (2 hours)
3
General features of invertebrates
Earthworm.
Lab #1
Demonstration of a wet preparation of an earthworm
Introduce students to the common features of invertebrates,
features of the external and internal organization of the earthworm, as a representative of the type of annelids.
Distinguish and identify types of worms in drawings, tables, natural objects. Name the parts of a worm.
Formation of skills to solve problematic issues, compare, analyze, speak publicly.
Formation critical thinking
Worms. Earthworms. Leeches. Tubifex
1
4
The ability to determine the conditions necessary for the development of worms.
Adaptable features
Develop skills to highlight the main thing, compare, work independently with a textbook. Formation of critical thinking.
Worms. Roundworm
1
Insects (6 hours)
5
The external structure and lifestyle of insects.
Give an idea of the distinctive features of the external structure of insects; and their lifestyle.
Get to know the members of this class.
Learn to recognize them and distinguish them from representatives of other classes.
Distinctive features of the external structure.
Recognize insects and distinguish them from representatives of other classes.
Explain their role in nature and human life.
Work on the development of thinking, attention, understanding of the material, the ability to comprehend the information received, the ability to make comparisons, that is, the development of thinking based on visual, auditory and tactile perception.
Develop speech, enrich active vocabulary.
spiracles
1
6
To acquaint students with the features of the appearance of the cabbage butterfly, apple codling moth and the harm done to agriculture
The ability to determine the conditions necessary for the development of butterflies - cabbage and codling moth
Butterfly - cabbage codling moth
1
7
Chafer. Housefly
To acquaint students with the features of the appearance of the May beetle, housefly
Identify the Maybug and housefly in drawings, tables, natural objects
Work on the development of thinking, attention, understanding of the material, the ability to comprehend the information received, the ability to make comparisons, i.e. the development of thinking based on visual, auditory and tactile perception
Chafer. Housefly
1
8
honey bee
To acquaint students with the features of the appearance of the honey bee, to reveal the features of the structure of the honey bee in connection with the social lifestyle; its role in nature and human life.
Name the features of the appearance of a honey bee. Explain the role of insects in nature and human life
Development of mental operations; activation vocabulary
Roy. Beekeeping
1
9
Silkworm
Practical work No. 1 "Insect Sketch"
To acquaint students with the features of the appearance of the silkworm
Formation of ideas about the features of the life of the silkworm, introduce the concepts of aromorphosis, show the relationship of organisms and environmental conditions.
Pupa. Silkworm
1
10
Generalization and systematization of knowledge on the topic "Invertebrates".
Test on the topic "Invertebrates"
Name the features of the appearance of insects.
Give examples of the organization of the life of social insects
Develop logical thinking, the ability to compare, highlight the main thing
1
Vertebrates
Pisces (7 hours)
11
The external structure and skeleton of a fish
Form
understanding of the external structure and skeleton of fish
Determine the essence of the process of respiration, excretion, reproduction, developmental features of fish
Develop the ability to analyze information, expand the horizons of students
Fish skeleton.Slime.
1
12
The internal structure of the fish
Form
performance
internal structure of fish.
Gills
1
13
fish breeding
Show the features of reproduction and development of fish, reveal various forms of care for offspring as an adaptation to the survival of the species
Eggs. Larvae. Fry
1
14
River fish. sea fish
Practical work No. 2 "Sketch of fish"
Clarify and expand children's ideas about river and sea fish
Characterize systematic groups of fish
Work on expanding the vocabulary of children; formation of phrasal speech
Perch. Pike. Cod. Ocean herring. Flocks (shoals).
1
15
Fishing and fish farming
To introduce students to fishing and fish farming, to give an idea of the importance of this branch of agriculture
Formation of students' knowledge about the importance of fish as an object of fishing. Reveal the diversity of commercial fish
Fishing and fish farming. Trawl
1
16
Rational use and protection of fish
To create conditions for the formation of educational and cognitive competence in the course of expanding and consolidating knowledge on the topic "Pisces", to introduce rational use and fish protection.
To form students' knowledge about the biological foundations, achievements and tasks of fish farming, to consider the main measures for the protection of fish listed in the Red Book of the Khabarovsk Territory and the Russian Federation.
To promote the formation of information and communication skills, using independent work with a textbook, additional information
Beluga. Sturgeon
1
17
Generalization and systematization of knowledge on the topic: "Fish".
Written work on variants on the topic "Pisces"
1
II quarter (2 p.m.) Amphibians (3 hours)
18
General Features of Amphibians.
Habitat and external structure of the frog.
To reveal the diversity of amphibians in connection with living conditions; identify common characteristics of amphibians
Formation of ideas about the habitat and external structure of amphibians using the example of a frog
Name the characteristic features of amphibians. To form the ability to work with text, to observe natural objects. Comply with office rules
The development of mechanical memory based on exercises for memorizing words
Frogs. Toads. Newts.
1
19
The internal structure of amphibians
Introduce students to the internal structure of amphibians
Describe the features of the internal structure of amphibians. Identify and classify representatives of amphibians according to tables, photographs, drawings
Formation of skills to identify features of the adaptability of organisms to the environment, establish cause-and-effect relationships between the structure and lifestyle of amphibians, analyze, draw conclusions
Phyllobus is the smallest frog. Digestive organs, circulatory system, nervous system.
1
20
Reproduction and development of the frog.
Practical work No. 3 "Sketch in a notebook the development of a frog"
Get to know the reproduction and development of the frog
Establish the relationship between the structure and reproduction of amphibians with their habitat conditions
Develop thinking.
Eggs. Larvae. Fry
1
Reptiles (4 hours)
21
Habitat and external structure
Select the features characteristic of the class Reptiles; show the diversity of reptiles, the features of their structure associated with the terrestrial way of life; learn more about the features high organization reptiles compared to amphibians.
Name the characteristic features of reptiles.
To form the ability to work with text, to observe natural objects. Comply with office rules
Formation of skills to identify features of the adaptability of organisms to the environment, establish cause-and-effect relationships between the structure and lifestyle, analyze, draw conclusions
A lizard. Ordinary already. Common viper.
1
22
Internal structure
Practical work No. 4 "Sketch of reptiles"
Introduce students to the internal structure of reptiles
Describe the features of the internal structure of reptiles. Identify and classify representatives of reptiles according to tables, photographs, drawings
atmospheric air. Three-chambered heart. Skeleton.
1
23
Reproduction and development of reptiles
Introduce students to the reproduction and development of reptiles
Establish the relationship between the structure and reproduction of reptiles and their habitat conditions
Develop thinking.
Learn to compare
Thick leathery shell.
1
24
Generalization and systematization of knowledge on the topic: "Amphibians and reptiles"Test "Amphibians and reptiles"
To form in children ideas about Amphibians and Reptiles, their appearance, nutrition.
Identify and describe the essential features of reptiles. Describe the main features underlying the taxonomy of reptiles. Recognize reptiles in pictures. Give examples of the meaning of reptiles in nature
1
Birds (12 hours)
25
Features of the external structure of birds, the skeleton of birds.
Practical work No. 5 "Sketching the structure of the body of a bird"
To reveal the features of the structure and skeleton of a bird associated with flight and habitat.
Develop thinking.
Learn to compare
Nostrils. Large eyes. Fly feathers. steering feathers
1
26
Skeleton Features
Laboratory work №2 Demonstration bird skeleton, stuffed birds.
Show the features of the bird's skeleton associated with the air habitat and flight.
Identify and describe the essential features of birds.
Study and compare the external structure of feathers and their meaning
Promote development logical thinking, the ability to compare, analyze, highlight causal relationships in nature
Scull. Spine. limb skeleton. high comb
1
27
Features of the internal structure
To acquaint students with the features of the internal structure of birds
Identify and describe the essential features of the internal structure of birds. Compare the structural features of birds and reptiles, draw conclusions about the progressive development of bird species
Esophagus. Lungs. Heart. Liver. Pancreas. Kidneys. Intestines. Stomach. Blood vessels. Trachea
1
28
Reproduction and development.
Practical work No. 6 "Sketching the structure of a bird's egg"
Introduce students to the reproduction and development of birds
Identify and describe the general structural features of a bird's egg. Explain the processes of reproduction and development of birds
Develop and correct verbal-logical thinking through comparison, generalization, establishing cause-and-effect relationships, performing practical work; develop coherent and monologue speech, enrich vocabulary
germ
1
29
Birds feeding in the air.
Practical work number 7 "Feeding wintering birds"
To introduce students to birds that feed in the air, to give an idea of why swallows and swifts spend all day in the air.
Highlight the features of the complication of the structure of birds. Compare and find differences and similarities in the structure and life of birds
Swallows. Swifts are insectivorous birds. Migratory birds. Village swallows. city swallows
1
30
birds of the forest
To form an idea about the birds of the forest, to teach to distinguish the birds of the forest from other ecological groups.
Recognize representatives of systematic groups of birds. Establish the relationship of the adaptability of birds to environmental conditions.
Great spotted woodpecker. Tits. Titmouse
1
31
Predator birds
To introduce students to birds of prey, to teach them to distinguish birds of prey from other ecological groups.
Steppe Eagle. gray owl
1
32
Birds of fresh water and swamps
To form an idea of students about the life of a fresh water reservoir, to acquaint them with a variety of birds in reservoirs and swamps.
Recognize representatives of systematic groups of birds. Establish the relationship of the adaptability of birds to environmental conditions
Develop cognitive interest students; learn to work with additional literature, apply previously acquired knowledge in work, learn to reason and draw conclusions
Ducks are mallards. Gogol. Gray duck. Swimming membrane
1
III quarter (20 hours)
Birds (continued)
33
Birds that live near human habitation
To continue the formation of students' knowledge about the various ecological groups of birds; to acquaint with the diversity, lifestyle and importance of birds living near human habitation
The ability to identify the main features of birds, to describe the distinguishing features of bird families near human habitation. Ability to recognize families in drawings
Correction and development of visual and auditory perception when listening to a recording of the “voice of birds” and viewing photos of birds
Pigeons. Sparrows. Wagtails
1
34
domestic chickens
Expand students' understanding of bird groups based on familiarity with the chicken
The ability to identify the main features of birds, describe the distinguishing features of domestic chickens. Ability to recognize families in drawings
Development of attention and thinking, taking into account the subjective experience of students;
development of coherent speech
Red toothed comb. long crescent feathers
1
35
Domestic ducks and geese. Poultry farming.
Test work on the topic "Birds"
To form in children ideas about poultry (geese, ducks), their appearance, nutrition. To form students' knowledge of poultry farming as an important branch of agriculture.
The ability to identify the main features of birds, describe the distinguishing features of domestic ducks and geese. Ability to recognize families in drawings
To develop mental processes in children: attention, memory, thinking, speech. Contribute to the replenishment of the passive and active vocabulary, the development of coherent speech, articulatory apparatus when pronouncing vowels
poultry farming
1
36
Excursion № 1 "Bird Observation".
The ability to identify the main features of birds, describe the distinguishing features of families. Ability to recognize families in drawings
1
Mammals (15 hours)
37
The external structure of mammals
To reveal the features of the external structure of mammals associated with their habitats.
The ability to identify the main features of the Mammals class, to describe the distinguishing features of the class
Develop skills to recognize animals among other classes of Chordates
Hair cover. External auricle.
1
38
Features of the skeleton and nervous system.
Lab #3 Demonstration mammalian skeleton stuffed
To introduce students to the features of the skeleton and nervous system
To form knowledge about the structural features of the nervous system of mammals
Skull box. Jaws. Cervical, thoracic, lumbar vertebrae. Ribs. Sternum
1
39
Internal organs.
Practical work No. 8 "Sketching the structure of the heart"
Introduce students to the features of the internal organs of mammals
Determine the essence of the process of respiration, excretion, reproduction, features of the development of mammals
Great circle of blood circulation. Small circle of blood circulation. Left atrium. Right atrium
1
40
Rodents. The value of rodents in nature and in human life
To update students' knowledge about the role of rodents in wildlife and human economic activity;
to promote students' mastery of methods and means that will help the assimilation of knowledge about the characteristic features of rodents. Show their significance in nature and in human life. Get to know the business.
To reveal the biological characteristics of rodents. Show their significance in nature, life and human economic activity
Develop the ability to work with literature and speak in front of an audience, improve the level information culture
Weasel. Gopher. Muskrat
1
41
Lagomorphs
Introduce students to representatives of the hare family,
their external structure, nutrition, structural features of teeth,
reproduction and significance in nature and human life.
Introduce the animals of the order Lagomorphs, highlight the characteristic features of this order.
Show the value in nature, life and human activities.
Develop the ability to observe, identify essential features, compare, develop skills in working with a textbook, oral speech
Belyak. Hare. wild rabbit
1
42
Breeding domestic rabbits
Acquaintance with
basic questions of breeding rabbits.
To introduce the breeds of domestic rabbits and the breeding of domestic rabbits on rabbit farms
rabbit farm
1
43
Predatory animals.
Practical work No. 9 "Sketch of Predators"
Form ideas about the characteristics of predators
The formation of students' ideas about the features of predatory
animals. To acquaint students with varieties of predatory animals.
Contribute to the development of thought processes, coherent oral speech
Carnivores
1
44
Wild furry predatory animals. Breeding mink on fur farms
To form ideas about the features of wild fur-bearing predatory animals. To acquaint students with the features of breeding mink on fur farms
To acquaint students with the diversity of predatory mammals, their importance in nature and human life
Correct oral speech when working on retelling, develop the ability to observe, identify essential features, compare, develop skills in working with a textbook, oral speech
Sable. Forest marten. European mink. american mink
1
45
Domestic predatory animals - cat, dog
Expand your understanding of cats and dogs
The formation of students' ideas about the features of cats and dogs. Introduce students to different breeds of cats and dogs
Develop the ability to observe, identify essential features, compare, develop skills in working with a textbook, oral speech
Giant Schnauzer. Doberman. Irish Setter. Newfoundland
1
46
pinnipeds
Introduce students to representatives of the pinniped family.
The formation of students' ideas about the features of the pinniped family by their external structure, nutrition, structural features of the teeth,
reproduction and value in nature
pinnipeds
1
47
cetaceans
To study mammals related to cetaceans.
Clarify, expand and consolidate students' knowledge of the external structure and lifestyle of cetaceans
cetaceans
1
48
artiodactyls
Give general characteristics detachment of artiodactyls, to acquaint them with their significance in nature and human life, the need and measures for their protection
To acquaint students with the characteristic features of the artiodactyl order. To reveal the importance of the artiodactyl order in nature and human life, the need to protect rare species of animals.
develop perceptual skills.
artiodactyls
1
49
Odd-toed ungulates
Give a general description of the order of equids, introduce them to their importance in nature and human life, the need and measures for their protection
To acquaint students with the characteristic features of the order of equids To reveal the importance of the order of equids in nature and human life, the need to protect rare species of animals
Odd-toed ungulates
1
50
Primates
Tell students about the features of the structure, appearance and lifestyle of primates
To acquaint students with the characteristic features of the order of primates, features of appearance and lifestyle.
Primates
1
51
Generalization and systematization of knowledge on the topic "Mammals"Test "Mammals"
Summarize and systematize knowledge on the topic, draw conclusions, perform tasks for self-control
1
Agricultural mammals (13 hours)
52
Introduce students to the agricultural mammal animal cow.
Introduce students to the agricultural mammal animal cow
Develop communication skills
1
IV quarter (16 hours)
53
Correction of voluntary attention. Correction of speech development.
Introduce students to keeping cows on farms
Correction of voluntary attention. Correction of speech development, thinking of children
barn
1
54
Correction of voluntary attention. Correction of speech development.
Introduce students to raising calves
1
55
Introduce students to keeping sheep
1
56
Introduce students to keeping sheep and raising lambs. Teach children to compare caring for calves and lambs. Find common and differences in their content.
Correction of speech, attention, thinking of children.
Teach children to compare caring for calves and lambs. Find common and differences in their content
Sheepfolds
1
57
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
Acquaintance with the importance of camel breeding in the livestock system, continue the development of biological literacy, the ability to distinguish between camel breeds
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
camel breeding
1
58
Acquaintance with the importance of reindeer husbandry in the livestock system, continue the development of biological literacy.
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
reindeer breeding
1
59
Acquaintance with the importance of pig breeding in the livestock system, continue the development of biological literacy.
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
Familiarization with the importance of pig breeding in the livestock system
Pig breeding
1
60
To introduce students to the keeping of pigs on pig farms.
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
Introduce students to keeping pigs on pig farms
pigsties
1
61
Correct the attention of students with intellectual disabilities;
develop perceptual skills.
correct the educational and cognitive activity of children with impaired intelligence, increase motivation for learning
Introduce students to raising piglets
Sow
1
62
To acquaint students with the distinctive features, external body structure, the purpose of domestic horses
Acquaintance with the importance of reindeer herding in the livestock system, continue the development of biological literacy
Develop auditory and visual perception, stability and switching of attention, the ability to highlight the main thing, express your thoughts logically correctly
Horseback riding
1
63
Develop auditory and visual perception, stability and switching of attention, the ability to highlight the main thing, express your thoughts logically correctly
Introduce students to keeping horses and raising foals
Groom. Stable
1
64
What did you learn about animals.
Practical work No. 10 "Sketch of Farm Animals"
To generalize students' knowledge about the basic properties of a living organism, about the structure and life of a cell, to strengthen knowledge about the organs and systems of organs of an animal body
Summarize and systematize knowledge on the topic, draw conclusions, perform tasks for self-control
1
Excursions and practical work (4 hours)
65
Observation of animals in nature (excursion)
Activate the skills of independent work of students to collect the necessary information. To instill the ability to collect information from different sources, comprehend it and use it to complete the project.
The ability to identify the main features of animals, describe the distinguishing features of families. Ability to recognize families in drawings
1
66
Quiz on the topic: "Agricultural mammals"
Continue to develop students' cognitive abilities and interest, as well as continue to develop their ability to express their thoughts; when answering, highlight the most important thing, extract information when listening to the text
1
67
"This fascinating animal world" presentation
1
68
Repetition and generalization of the topic: "Diversity of the animal world."Test "Diversity of the animal world"
Summarize and systematize knowledge on the topic, draw conclusions, perform tasks for self-control
1
BIOLOGY (NATURAL SCIENCE)
EXPLANATORY NOTE
Biology (natural science) as a subject in a correctional school of the 8th type includes sections: "Inanimate nature" (grade 6), "Plants, fungi, bacteria" (grade 7), "Animals" (grade 8), "Man" (grade 9 ).
These sections provide for the study of elementary information available to mentally retarded schoolchildren about animate and inanimate nature, about the human body and the protection of its health.
The main tasks of teaching biology are:
1. Providing students with knowledge about the basic elements of inanimate nature (air, water, minerals, soil) and wildlife (the structure and life of plants and animals, as well as about the human body and its health);
2. Formation of a correct understanding of such natural phenomena as rain, snow, wind, fog, autumn, winter, spring, summer in the life of plants and animals;
3. Conducting through the entire course of environmental education (consideration of the surrounding nature as a complex of conditions necessary for the life of plants, fungi, animals and people), respect for nature;
4. Initial acquaintance with the methods of growing some plants (indoor and on the school site) and caring for them; with some animals that can be kept at home;
5. Instilling skills that contribute to the preservation and strengthening of human health.
The teaching of biology is aimed at correcting the shortcomings of the educational and physical development students. In the process of getting to know animate and inanimate nature, students develop observation, speech and thinking, they learn to establish the simplest cause-and-effect relationships and the interdependence of living organisms among themselves and with inanimate nature, the relationship of man with inanimate nature, influence on it.
When conducting lessons, information and communication technologies are actively used. Students are offered to view multimedia presentations, educational documentaries and art films.
In addition, during the lessons, didactic material is used:
tables and posters, cards, illustrations on the topics of the program,
voluminous posters
models of vegetables, fruits, mushrooms,
models of the structure of plants, natural objects,
herbariums;
collections of insects, minerals;
animal skeletons.
At the lessons, the formation of knowledge, skills and abilities of students is monitored using information and communication technologies (interactive tests, verification and control work are compiled).
Regulatory basis for drawing up curriculum are the following documents:
1. Law of the Russian Federation "On Education";
2. Law “On education in the Sverdlovsk region;
3. Law of the Sverdlovsk region "On the protection of the rights of the child";
4. Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in the Russian Federation”;
5. Federal law "On the education of persons with disabilities ( special education)". Adopted by the State Duma on July 18, 1996;
6. International documents ratified by Russia guaranteeing the rights of a “special” child:
a. Declaration of the Rights of the Child, November 20, 1959;
b. Declaration on the Rights of Persons with Disabilities, November 9, 1971;
c. Declaration on the Rights of Mentally Retarded Persons, December 20, 2971;
d. Convention on the Rights of the Child of November 20, 1989;
e. World Declaration on the Survival, Protection and Development of Children of September 30, 1990;
7. Model regulation on a special (correctional) educational institution for students, pupils with developmental disabilities (Approved by the Decree of the Government of the Russian Federation of March 12, 1997 No. 288);
8. "On the specifics of the activities of special (correctional) educational institutions of 1-8 types." Letter of the Ministry of Education of Russia dated September 4, 1997 No. 48 (as amended on December 26, 2000);
9. Charter of the State State Special (Correctional) Educational Institution of the Sverdlovsk Region for Students, Pupils with Disabilities "Butkinskaya Special (Correctional) General Education Boarding School", 2011;
10. Educational program GKOU SO "Butkinskaya special (correctional) general education boarding school" for 2008-2012;
11. Curriculum of the SCEI SO "Butkinskaya special (correctional) general education boarding school" for the 2012-2013 academic year;
12. Academic year calendar plan- schedule of the SCEI SO "Butkinskaya SKOSHI" for the 2012-2013 academic year;
13. Schedule of lessons for 2012-2013 academic year.
6th grade
Natural science as a subject of correctional school of the 8th type includes sections: "Inanimate nature", "Plants, fungi, bacteria", "Animals", "Man".
In the 6th grade, the section "Inanimate nature" is studied. This section provides for the study of elementary information about inanimate nature.
Learning objective: Formation of students' ideas about objects and phenomena of inanimate nature.
- the formation of students' ideas about the main elements of inanimate nature (water, air, minerals, soil);
- development of memory, attention, speech, visual perception, thinking by means of the subject "Natural Science"; - moral - ecological education of students in the study of the subject.
The national-regional component of the basic curriculum is implemented in science lessons when students are introduced to natural conditions of their locality. In accordance with curriculum GKOU SO "Butkinskaya SKOSHI" for the 2012 - 2013 academic year is included in the content of biology and natural science lessons educational material on the subject "Culture of life safety".
Training sessions are held 2 times a week in a specially equipped natural science room, practical work - at the educational and experimental site, excursions are held in natural places.
There are 12 students in the 6th grade. Students are divided into groups according to the level of learning and learning
1 group:
2 group:
3rd group:
Students should know:
- distinguishing features of solids, liquids and gases;
- characteristics some minerals, sandy and clay soil;
- some properties of solid, liquid and gaseous bodies on the example of metals, water, air; expansion when heated and contraction when cooled, the ability to conduct heat; fluidity of water and air movement.
Students should be able to:
- handle the simplest laboratory equipment;
- carry out simple tillage in the school area.
7th grade
In the 7th grade in the correctional school of the 8th type, the section "Plants, fungi, bacteria" is being studied. During the study of this section, students receive elementary information about the plant world. It is difficult for students with disabilities to learn all the groups of plants and the characteristics by which they are combined into taxonomic groups. Therefore, the program proposes to study the most common monocotyledonous and dicotyledonous plants known to students, their signs, similarities and differences that can be clearly observed in nature, in everyday life, in everyday life, shown in color tables.
The purpose of teaching the subject: Formation of students' ideas about the plant world, about the relationships existing in it, about the rules of behavior in nature.
The following tasks follow from this goal:
- Providing students with knowledge about the elements of wildlife (about the structure and life of plants);
– Formation of a correct understanding of the role of natural phenomena, such as rain, snow, wind, fog, autumn, winter, spring, summer in plant life;
- Moral and environmental education in the study of biology;
- Initial acquaintance with the methods of growing some plants (indoor, on the school site) and caring for them;
The national-regional component of the basic curriculum is implemented when students are introduced to flora native land on excursions. In accordance with the curriculum of the SCEI SO "Butkinskaya SKOSHI" for the 2012 - 2013 academic year, the content of the lessons of biology and natural science includes educational material on the subject "Culture of Life Safety".
By decision of the pedagogical council, in September and May, a socially adapted course is introduced in the form of excursions, workshops, etc.
Training sessions are held 2 times a week in a specially equipped natural science room, practical work at the educational and experimental site, excursions to natural places.
There are 12 students in the 7th grade. Students are divided into groups according to the level of learning and learning.
1 group:
2nd group: .
3rd group: .
Children of the second and third groups experience difficulties in answering questions. The answers are incomplete, so individual help and work on the development of speech is needed. Children of these groups at different stages of the lesson are offered differentiated tasks, different in level of complexity. Group 3 students receive individual assistance when working with a textbook. When performing practical and independent work for children of the 3rd group, the number and volume of tasks and exercises are reduced.
Basic requirements for knowledge and skills of students
Students should know:
- The name of some bacteria, fungi, as well as plants of their main groups: mosses, ferns, gymnosperms and flowering plants; structure and general biological features of flowering plants; The difference between flowers and inflorescences;
- Some biological features, as well as methods of cultivation of the most common crops, especially those growing in our area;
- The difference between poisonous and edible mushrooms;
- Harm of bacteria to humans and methods of protection from infection with them.
Students should be able to:
- Distinguish flowering plants from other groups (mosses, ferns, gymnosperms);
- Give examples of plants of some groups (legumes, rosaceae, Compositae);
- Distinguish organs in a flowering plant (flower, leaf, stem, root);
- Distinguish between monocotyledonous and dicotyledonous plants according to the structure of roots, leaves (venation), fruits and seeds; give examples of monocots and dicots;
- Grow some flower and ornamental plants (in the garden and at home);
- Distinguish between mushrooms and plants.
8th grade
In the 8th grade of the correctional school of the 8th type, the section "Animals" is being studied. When studying this section, students receive elementary information about the animal world, get acquainted with the diversity of the animal world and the way of life of some animals, receive information about the external and internal structure of their body and the adaptability of animals to their living conditions.
The purpose of teaching the subject: Formation of students' ideas about the animal world, the rules of behavior in nature, about the relationships existing in it.
The following tasks follow from this goal:
- Providing students with knowledge about the basic elements of wildlife (about the structure and life of animals);
- Formation of a correct understanding of such natural phenomena as rain, snow, wind, fog, autumn, winter, spring, summer in the life of animals;
- Development of memory, attention, speech, visual perception, thinking by means of the subject "Biology";
- Moral and ecological education of students;
- Initial acquaintance with some animals;
- Instilling skills that contribute to the preservation and promotion of health.
The national-regional component of the basic curriculum is implemented when students are introduced to the wildlife of their native land. In accordance with the curriculum of the SCEI SO "Butkinskaya SKOSHI" for the 2012 - 2013 academic year, the content of the lessons of biology and natural science includes educational material on the subject "Culture of Life Safety".
By decision of the pedagogical council, in September and May, a socially adapted course is introduced in the form of excursions, workshops, etc.
Classes are held according to the schedule 2 times a week in a specially equipped natural science room, practical work is carried out at the school's educational and experimental site, excursions in natural places.
There are 12 students in the 8th grade. Students are divided into groups according to the level of learning and learning.
1 group.
2 group:
3rd group:
Children of the second and third groups experience difficulties in answering questions. The answers are incomplete, so individual help and work on the development of speech is needed. Alyosha Glebov is not active, slow, so it is necessary to work on activation and exercise constant control. Children of these groups at different stages of the lesson are offered differentiated tasks, different in level of complexity. Group 3 students receive individual assistance when working with a textbook. When performing practical and independent work for children of the 3rd group, the number and volume of tasks and exercises are reduced.
Basic requirements for knowledge and skills of students.
Students should know:
- The main differences between animals and plants;
- Signs of similarities and differences between the studied groups of animals;
- Common features characteristic of each of the groups of animals;
- Habitat, lifestyle and behavior of animals;
- The name of some of the most typical representatives of the studied groups of animals, especially those that are widely distributed in local conditions;
- The significance of the studied animals in nature, as well as in human economic activity;
- Basic requirements for the care of domestic and some farm animals.
Students should be able to:
- Recognize studied animals (in illustrations, film clips, stuffed animals, living objects);
- Briefly talk about the main features of the structure and lifestyle of the studied animals;
- Establish the relationship between animals and their habitat: adaptations to it, features of the structure of the body and behavior of animals;
- Carry out simple care for some farm animals;
- Tell us about your pets (their breeds, behavior, habits).
Grade 9
In the 9th grade of the correctional school of the 8th type, students receive elementary information about human anatomy, physiology and hygiene. Students get acquainted with the human body and the conditions that favor or harm its normal life. Students are informed about the need for proper nutrition, compliance with hygiene requirements, and disease prevention. They get ideas about the dangers of smoking, drinking alcohol and drugs. When studying program material, students' attention is drawn to the meaning physical culture and sports for health, hardening of the body and its normal functioning.
The purpose of teaching the subject: Formation of ideas about the anatomy, physiology and hygiene of the human body.
The following tasks follow from this goal:
- Providing students with knowledge about the structure and life of the human body;
- Development of memory, attention, thinking, visual perception, oral speech by means of the subject "Biology";
- Instilling skills that contribute to the preservation and strengthening of human health.
The national-regional component of the basic curriculum is implemented when students are introduced to the wildlife of their native land. In accordance with the curriculum of the SCEI SO "Butkinskaya SKOSHI" for the 2012 - 2013 academic year, the content of the lessons of biology and natural science includes educational material on the subject "Culture of Life Safety". By decision of the pedagogical council, in September and May, a socially adapted course is introduced in the form of excursions, workshops, etc.
Classes are held according to the schedule 2 times a week in a specially equipped natural science room, practical work at the educational and experimental site, excursions in natural places.
There are 12 students in the 9th grade. Students are divided into groups according to the level of learning and learning.
1 group -
2 group -
3rd group -
Children of these groups at different stages of the lesson are offered differentiated tasks, different in level of complexity. Children of groups 2 and 3 have difficulty answering questions, so they are given individual assistance, work is being done on the development of speech. Glukhov Zhenya is not active, slow, so it is necessary to work on revitalizing his activities and exercise constant control. At each lesson, while working with the textbook, Zhenya is given individual help, additional explanations are given. With Kolya Popov, individual work is carried out to develop the communicative function of speech.
Basic requirements for knowledge and skills of students.
Students should know:
- Name, structure and location of the main organs of the human body;
- An elementary idea of the functions of the main organs and their systems;
- The effect of physical activity on the body;
- The harmful effects of smoking and alcoholic beverages on the body;
- Basic sanitary and hygienic rules.
Students should be able to:
- Apply the acquired knowledge about the structure and functions of the human body in everyday life in order to maintain and strengthen their health;
- Observe sanitary and hygienic rules.
Educational - methodical complex
When compiling the program, preparing and conducting lessons, I relied on the following sources:
1. Koroleva N.V., Makarevich E.V. Natural science. Inanimate nature., Grade 6. - A textbook for students of special (correctional) schools;
2. Koroleva N. V., Makarevich E. V. Biology. Plants, mushrooms, lichens., Grade 7. - A textbook for students of special (correctional) schools;
3. Nikishov A. I., Teremov A. V. Biology. Animals., Grade 8. - A textbook for students of special (correctional) schools;
4. Romanov I. V., Agafonova I. B. Biology. Man., 9th grade. - A textbook for students of special (correctional) schools;
5. Program for special (correctional) general education schools 8 species, edited by Voronkova, 2005;
6. Cheerful biology at lessons and holidays: Toolkit. - M.: TC Sphere, 2003. - 352 p. Ageeva I.D.
7. Methodology for studying the surrounding world in primary school. - M.: Pedagogical Society of Russia, 2002. - 360 p. Mironov A.V.
8. Book for reading on zoology: For students in grades 6-7. / Comp. S.A. Molis. - M.: Enlightenment, 1986. - 224 p.
9. Book for reading on botany. Student aid. Comp. DI. Tritak. – M.: Enlightenment, 1987. – 271 p.
10. Miraculous. - Saratov: IIC JSC "Zavolzhye", 1993. - 152 p. Ledentsov N.I.
11. 100 great mysteries of nature. - M.: VECHE, 2005. - 480 p. Nepomniachtchi N.N.
12. Lesson developments for the course "The World Around Us". 1 class. - M.: VAKO, 2003. - 288 p. Fefilova E.A., Potorochina E.P.
13. Lesson developments for the course "The World Around Us". Grade 2 - M.: VAKO, 2003. - 288 p. Kazakova O.V., Sboeva N.A.
14. Lesson development on the course " The world". 3rd grade. - M.: VAKO, 2004. - 320 p. Tselousova T.Yu., Maksimova T.V.
15. Lesson developments for the course "The world around us". 4th grade. - M.: VAKO, 2004. - 368 p. Dmitrieva O.I., Mokrushina O.A.
16. Lesson Plans according to the textbook by A.A. Pleshakov "The World Around Us". 1 class. - Volgograd, 2002. - 144 p. Mukovnikova O.G.
17. Nature: inanimate and living. Grade 5: lesson planning. Comp. G.V.Cherednikova. - Volgograd: Teacher, 2005. - 123 p.
18. Teaching aid to the lessons of natural history in the 2nd and 3rd grades of secondary schools (Development of working lessons). - Samara region: Chapaevsk, 1994. - 235 p. Sukharev Yu. F.
19. Moral and environmental education of schoolchildren: Main aspects, scenarios of events. 5-11 grades. - M.: 5 for knowledge, 2005. - 208 p. Litvinova L.S., Zhirenko O.E.
20. Environmental education and upbringing in primary school: Teaching aid. – M.: TsGL, 2003. – 56 p. Ivanova T.S.
21. Games, classes on the formation of ecological culture of younger students. - M.: VLADOS, 2004. - 192 p. Bukovskaya G.V.
22. Natural history. Grade 5 Lesson plans for the textbook “Nature. Introduction to Biology and Ecology” by T. S. Sukhareva. - Volgograd: Teacher - AST, 2005. - 96 p. Bocharova S.V.
Full text of the material Working program in biology; 6-9 class SKOU 8 types, see the download file.
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