Biology exemplary program of basic general education fgos. Work program in biology at the level of basic general education (fgos)
GEF in biology General characteristics of the program
An exemplary biology program for a basic school is compiled on the basis of the Fundamental core of the content of general education and the Requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, continuity with exemplary programs of primary general education is observed.
The program is basic, that is, it determines the minimum content of the biology course for the basic school, which must be presented in any work or author's program. An exemplary program is a guideline for compiling work and author's programs, it determines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. The authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Working, author's programs compiled on the basis of an exemplary program can be used in educational institutions different profiles and different specializations.
The exemplary program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections, a minimum list of laboratory and practical work, excursions; exemplary thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.
The exemplary program for the basic school provides for the development of all the main activities of the students presented in the exemplary programs of primary general education. However, the content of the exemplary programs for the basic school has features due, firstly, to the subject content of the system of general secondary education; secondly, the psychological age characteristics of the trainees.
Each academic subject or set of academic subjects is a reflection of scientific knowledge about the relevant area of the surrounding reality. Therefore, if in primary school learning activities associated with the formation of the ability to learn, adapt in a team, read, write and count are put forward in the first place, then in the basic school students master the elements of scientific knowledge and learning activities that underlie the formation of cognitive, communicative, value-oriented, aesthetic, technical and technological, physical culture, formed in the process of studying the totality of educational subjects.
At the same time, universal educational activities are formed as a result of the interaction of all educational subjects and their cycles, in each of which certain types of activities and, accordingly, certain educational actions predominate: in the subjects of the natural and mathematical cycle, the leading role is played by cognitive activity and, accordingly, cognitive learning activities; in the subjects of the communicative cycle - communicative activity and the corresponding learning activities, etc.
In this regard, in exemplary programs for basic schools in different training courses various types of activities prevail at the level of goals, requirements for learning outcomes and the main activities of the student.
The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11-15 years, the development of the cognitive sphere takes place, educational activity acquires the features of self-development and self-education activity, students begin to master theoretical, formal, reflective thinking. At the forefront of adolescents is the formation of universal educational activities that ensure the development of civic identity, communicative, cognitive, productive personality traits. At the stage of basic general secondary education, students are involved in project and research activities, which are based on such learning activities as the ability to see problems, ask questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend their ideas, define concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills and abilities to conduct an experiment, the ability to draw conclusions and conclusions, structure the material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.
Taking into account the above, as well as the provision that educational results at the subject level should be subject to assessment during the final certification of graduates, in the exemplary thematic planning, the subject goals and planned learning outcomes are concretized to the level of learning activities that students master in the process of mastering the subject content. At the same time, a certain type of activity (cognitive, communicative, etc.) remains the leading one for each academic subject. In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student learning activities at the level of learning activities include the ability to characterize, explain, classify, master the methods of scientific knowledge, etc.; in subjects where the leading role belongs to communicative activity (Russian and foreign languages), other types of educational activities predominate, such as the ability to fully and accurately express one's thoughts, argue one's point of view, work in a group, present one's views and communicate them orally and writing, engage in dialogue, etc.
Thus, in the exemplary program, goal-setting of subject courses is indicated at different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational results (requirements); at the level of learning activities. Sample Program Structure
The "Explanatory Note" reveals the features of each section of the program, the continuity of its content with the most important regulatory documents and the content of the program for primary education; a general description of the biology course, its place in the basic curriculum is given. Particular attention is paid to the goals of studying the biology course, its contribution to solving the main pedagogical tasks in the system of basic general education, as well as the disclosure of the results of mastering the biology program by students at the level of basic general education.
The goals and educational results are presented at several levels - meta-subject, personal and subject. In turn, the subject results are designated in accordance with the main areas of human activity: cognitive, value-oriented, labor, physical, aesthetic.
The section "The main content of the course" includes a list of the studied content, combined into content blocks, indicating the minimum number of recommended laboratory and practical work, excursions.
The “Approximate thematic planning” section presents an approximate list of course topics and the number of teaching hours devoted to the study of each topic, a description of the main content of the topics and the main activities of the student (at the level of educational activities). The program includes two options for thematic planning. In the first version, the content of the "Living Organisms" section is structured on the basis of the idea of similarity, unity of life processes and other features characteristic of representatives of different kingdoms of living nature, therefore, first common features living organisms, and then - their diversity. In the second version of planning, the content is presented traditionally, it consistently reveals the features of the structure and life of representatives of different kingdoms.
The place of the biology course in the basic curriculum
In accordance with the BUP, the course of biology at the level of basic general education is preceded by a course of natural science, which includes integrated information from the courses of physics, chemistry, biology, astronomy, geography. In relation to the biology course, this course is propaedeutic, in the course of mastering its content, students form elementary ideas about plants, animals, fungi and bacteria, their diversity, role in nature and human life.
In addition, the course of natural science considers a number of concepts that are integrative in nature and significant for the subsequent study of a systematic course of biology: energy, bodies and substances, inorganic and organic substances, molecules, aggregate states of matter, evaporation, condensation, soil, etc. Based on these concepts, the biology teacher can more fully and accurately with scientific point of vision to reveal the physicochemical foundations of biological processes and phenomena studied in the basic school (nutrition, respiration, metabolism and energy conversion, photosynthesis, evolution, etc.).
In turn, the content of the biology course in elementary school, which includes information about the diversity of organisms, the biological nature and social essence of man, serves as the basis for studying general biological patterns, theories, laws, hypotheses in high school, where ideological, theoretical concepts acquire special significance.
Sample program in biology for basic general education is based on the hours indicated in the basic curriculum educational institutions general education, taking into account 25% of the time devoted to the variable part of the program, the content of which is formed by the authors of the work programs. The invariant part of any author's biology course for a basic school must fully include the content of an exemplary program, for the development of which 180 hours are allotted. The remaining 65 hours can be used by the authors of work programs either to introduce additional learning content, or to increase the time for studying those topics on which the exemplary program is divided if it is used as a working program.
Thus, the content of the course in the basic school is an important integral link in the system of continuous biological education, which is the basis for subsequent level and profile differentiation.
General characteristics of the subject
The biology course at the level of basic general education is aimed at shaping students' ideas about the distinctive features of wildlife, its diversity and evolution, and man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, according to which students must master the content that is significant for the formation of cognitive, moral and aesthetic culture, the preservation environment and own health; for Everyday life and practical activities. An exemplary biology program is built taking into account the following content lines:
Diversity and evolution of the organic world;
Biological nature and social essence of man;
Level organization of wildlife.
The Living Organisms section includes information about the distinctive features of living organisms, their diversity, the system of the organic world, plants, animals, fungi, bacteria and lichens. The content of the section is presented on the basis of ecological-evolutionary and functional approaches, according to which the emphasis in the study of organisms is transferred from the structural features of individual representatives to the disclosure of the processes of their life and complication in the course of evolution, adaptability to the environment, and role in ecosystems.
The section "Man and his health" contains information about a person as a biosocial being, the structure of the human body, life processes, features of mental processes, social essence, and role in the environment.
The content of the section "General biological patterns" is subject, firstly, to the generalization and systematization of the content that was mastered by students when studying the course of biology in basic school; secondly, the acquaintance of schoolchildren with some general biological regularities accessible to their perception. The content of this section can be studied as an independent block or included in the content of other sections; it should not mechanically duplicate the content of the course "General Biology" for grades 10-11.
The goals of biological education in basic school are formulated at several levels: global, meta-subject, personal and subject, at the level of requirements for the results of mastering the content of subject programs.
The global goals of biological education are common for elementary and high schools and are determined by social requirements, including a change in the social situation of development - an increase in information overload, a change in the nature and methods of communication and social interactions (the volume and methods of obtaining information give rise to a number of features of the development of modern adolescents). The most productive from the point of view of solving the problems of adolescent development are sociomoral and intellectual adulthood.
In addition, global goals are formulated taking into account the consideration of biological education as a component of the education system as a whole, therefore they are the most general and socially significant.
Taking into account the above approaches, the global goals of biological education are:
Socialization of students as an entry into the world of culture and social relations, ensuring the inclusion of students in a particular group or community - the bearer of its norms, values, orientations, mastered in the process of getting to know the world of wildlife;
Introduction to cognitive culture as a system of cognitive (scientific) values accumulated by society in the field of biological science.
In addition, biological education is designed to provide:
Orientation in the system of moral norms and values: recognition of the high value of life in all its manifestations, the health of one's own and other people; ecological consciousness; fostering love for nature;
Development of cognitive motives aimed at obtaining new knowledge about wildlife; cognitive qualities of the individual associated with the assimilation of the foundations of scientific knowledge, mastering the methods of studying nature, the formation of intellectual skills;
Mastery of key competencies: educational, cognitive, informational, value-semantic, communicative;
Formation of students' cognitive culture, mastered in the process of cognitive activity, and aesthetic culture as an ability for an emotional-valuable attitude towards objects of wildlife.
Requirements for learning outcomes
The activities of an educational institution in teaching biology should be aimed at achieving the following personal results by students:
1) knowledge of the basic principles and rules of attitude to wildlife, the basics healthy lifestyle life and health-saving technologies;
2) implementation of healthy lifestyle guidelines;
3) the formation of cognitive interests and motives aimed at studying wildlife; intellectual skills (to prove, reason, analyze, compare, draw conclusions, etc.); aesthetic attitude to living objects.
The meta-subject results of mastering the biology program by graduates of the basic school are:
1) mastering the components of research and project activities, including the ability to see the problem, raise questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure the material, explain, prove, defend one's ideas;
2) the ability to work with different sources of biological information: find biological information in various sources (textbook text, popular science literature, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;
3) the ability to choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them;
4) the ability to adequately use speech means for discussion and argumentation of one's position, to compare different points of view, to argue one's point of view, to defend one's position.
The subject results of mastering the biology program by graduates of the basic school are:
1. In the cognitive (intellectual) sphere:
Identification of essential features of biological objects (distinguishing features of living organisms; cells and organisms of plants, animals, fungi and bacteria; the human body; species, ecosystems; biosphere) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth , development, reproduction, regulation of the vital activity of the organism; the circulation of substances and the conversion of energy in ecosystems);
Bringing evidence (argumentation) of human kinship with mammals; the relationship between man and the environment; dependence of human health on the state of the environment; the need to protect the environment; compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses, injuries, stress, HIV infection, bad habits, impaired posture, vision, hearing, infectious and colds;
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; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life; the importance of biological diversity for the conservation of the biosphere; mechanisms of heredity and variability, manifestations of hereditary diseases in humans, speciation and fitness;
Distinguishing on the tables of parts and organoids of the cell, organs and systems of human organs; on living objects and tables of organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and pets; edible and poisonous mushrooms; plants and animals dangerous to humans;
Comparison of biological objects and processes, the ability to draw conclusions and conclusions based on comparison;
Identification of the variability of organisms; adaptations of organisms to the environment; interaction types different types in an ecosystem; relationships between structural features of cells, tissues, organs, organ systems and their functions;
Mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.
2. 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.
3. In the field of labor activity:
Knowledge and adherence to the rules of work in the biology room;
Compliance with the rules for working with biological devices and instruments (dissecting needles, scalpels, magnifiers, microscopes).
4. In the field of physical activity:
Mastering first aid in case of poisoning poisonous mushrooms, plants, animal bites, colds, burns, frostbite, injuries, rescue of a drowning person; rational organization of work and rest, cultivation and reproduction of cultivated plants and domestic animals, care for them; monitoring the state of one's own body.
Explanatory note
General characteristics of the program
An exemplary biology program for a basic school is compiled on the basis of the fundamental core of the content of general education and the requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, continuity with exemplary programs of primary general education is observed.
The program is basic, i.e. determines the minimum amount of content for a biology course for the basic school, which must be presented in any work or author's program.
An exemplary program is a guideline for compiling work and author's programs, it determines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. The authors of curricula and textbooks can offer their own approach to the part of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Working, author's programs, compiled on the basis of an exemplary program, can be used in educational institutions of different profiles and different specializations.
The exemplary program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections indicating the minimum number of hours allocated for their study, the minimum list of laboratory and practical work, excursions; exemplary thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.
The exemplary program for the basic school provides for the development of all the main activities of students presented in the programs for primary general education. However, the content of the exemplary programs for the basic school has features due, firstly, to the subject content of the system of general secondary education; secondly, the psychological and age characteristics of the trainees.
Each academic subject or set of academic subjects is a reflection of scientific knowledge about the relevant area of the surrounding reality. Therefore, if in elementary school the educational activity associated with the formation of the ability to learn, adapt in a team, learn to read, write and count is put forward in the first place, then in the basic school students master the elements of scientific knowledge and educational activities that underlie the formation of cognitive, communicative , value-oriented, aesthetic, technical and technological, physical culture, formed in the process of studying the totality of educational subjects.
At the same time, universal educational actions are formed as a result of the interaction of all educational subjects and their cycles, in each of which certain types of activities predominate, and, accordingly, certain educational actions: in the subjects of the natural and mathematical cycle, cognitive activity plays a leading role, and, accordingly, cognitive educational actions; in the subjects of the communicative cycle - communicative activity and the corresponding learning activities, etc.
In this regard, in the exemplary programs for the basic school in different curricula, different types of activities prevail at the level of goals, requirements for learning outcomes and the main activities of the student.
The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11 to 14-15 years, the development of the cognitive sphere takes place, educational activity acquires the features of self-development and self-education activities, students begin to master theoretical, formal, reflective thinking. At the forefront of adolescents is the formation of universal educational activities that ensure the formation of civic identity, communicative, cognitive, productive personality traits. At the stage of basic general secondary education, students are involved in project and research activities, which are based on such learning activities as the ability to see problems, ask questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend their ideas, define concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills and abilities to conduct an experiment, the ability to draw conclusions and conclusions, structure the material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.
Taking into account the above, as well as the provision that educational results at the subject level should be subject to assessment during the final certification of graduates, in the exemplary thematic planning, the subject goals and planned learning outcomes are concretized to the level of learning activities that students master in the process of mastering the subject content. At the same time, a certain type of activity (cognitive, communicative, etc.) remains the leading one for each academic subject. In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student learning activities at the level of learning activities include the ability to characterize, explain, classify, master the methods of scientific knowledge, etc.; in subjects where the leading role belongs to communicative activity (Russian and foreign languages), other types of educational activities predominate, such as the ability to fully and accurately express one’s thoughts, argue one’s point of view, work in a group, present and communicate orally and in writing , enter into a dialogue, etc.
Thus, in the exemplary program, goal-setting of subject courses is indicated at different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational results (requirements); at the level of learning activities.
Requirements for learning outcomes
The activities of an educational institution of general education in teaching biology should be aimed at achieving 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;
Metasubject outcomes mastering by graduates of the basic school of the program in biology are:
1) mastering the components of research and project activities, including the ability to see the problem, raise questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure the material, explain, prove, defend one's ideas;
2) the ability to work with different sources of biological information: find biological information in various sources (textbook text, popular science literature, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;
3) the ability to choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them;
4) the ability to adequately use speech means for discussion and argumentation of one's position, to compare different points of view, to argue one's point of view, to defend one's position.
Substantive results mastering by graduates of the basic school of the program in biology are:
1. In the cognitive (intellectual) sphere:
identification of essential features of biological objects (distinguishing features of living organisms; cells and organisms of plants, animals, fungi and bacteria; the human body; species, ecosystems; biosphere) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth , development, reproduction, regulation of the vital activity of the organism; the circulation of substances and the transformation of energy in ecosystems);
bringing evidence (argumentation) of human kinship with mammals; the relationship between man and the environment; dependence of human health on the state of the environment; the need to protect the environment; compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses, injuries, stress, HIV infection, bad habits, impaired posture, vision, hearing, infectious and colds;
Explanation of the role of biology in the practical activities of people; place and role of man in nature; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups): the role of various organisms in human life; the importance of biological diversity for the conservation of the biosphere;
mechanisms of heredity and variability, manifestations of hereditary diseases in humans, speciation and fitness; distinction on the tables of parts and organelles of the cell, organs and systems of human organs; on living objects and tables of organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
Comparison of biological objects and processes, the ability to draw conclusions and conclusions based on comparison;
Identification of the variability of organisms; adaptations of organisms to the environment; types of interaction of different species in the ecosystem; relationships between structural features of cells, tissues, organs, organ systems and their functions;
Mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.
2. 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.
Knowledge and adherence to the rules of work in the biology classroom;
compliance with the rules for working with biological devices and instruments (dissecting needles, scalpels, magnifiers, microscopes).
Mastering first aid techniques for poisoning with poisonous mushrooms, plants, animal bites; with colds, burns, frostbite, injuries, rescue of a drowning person; rational organization of work and rest, cultivation and reproduction of cultivated plants and domestic animals, care for them; monitoring the state of one's own body.
5. In the aesthetic field:
Mastering the ability to evaluate objects of wildlife from an aesthetic point of view.
Main content
Living organisms
Biology as a science. The role of biology in the practical activities of people. Diversity of organisms. Distinctive features of representatives of different kingdoms of wildlife. Methods for studying living organisms: observation, measurement, experiment. Cellular structure of organisms.
Rules for working in the biology room, with biological devices and tools.
bacteria. Variety of bacteria. The role of bacteria in nature and human life. Bacteria are pathogens. Measures to prevent diseases caused by bacteria.
Mushrooms. The variety of fungi, their role in nature and human life. Edible and poisonous. Providing first aid for mushroom poisoning.
Lichens. The role of lichens in nature and human life.
Viruses are non-cellular forms. Diseases caused by viruses. Disease prevention measures.
Plants. Cells, tissues and organs of plants. Life processes: metabolism and energy conversion, nutrition, photosynthesis, respiration, removal of metabolic products, transport of substances. Regulation of vital processes. Movement. Growth, development and reproduction. Variety of plants, principles of their classification. Algae, mosses, ferns, gymnosperms and angiosperms. The importance of plants in nature and human life. The most important agricultural crops. Poisonous plants. Protection of rare and endangered plant species. Major plant communities. The complication of plants in the process of evolution.
Animals. The structure of animals. Life processes and their regulation in animals.
Reproduction, growth and development. Behavior. Irritability. Reflexes. instincts. Diversity (types, classes of chordates) of animals, their role in nature and human life. Farm and domestic animals. Prevention of diseases caused by animals. The complication of animals in the process of evolution. Adaptations to various habitats. Protection of rare and endangered animal species.
The device of magnifying devices and the rules for working with them.
Preparation of a micropreparation of the skin of onion scales.
Study of the organs of a flowering plant.
The study of the structure of a vertebrate.
Movement of water and minerals in a plant.
The study of the structure of seeds of monocotyledonous and dicotyledonous plants.
The study of the structure of algae.
Study of the structure of mosses (on local species).
The study of the structure of the fern (horsetail).
The study of the structure angiosperms.
Study of the structure of fungi.
Vegetative propagation of indoor plants.
The study of unicellular animals.
The study of the external structure of the earthworm, the observation of its movement and reactions to irritations.
The study of the structure of mollusks on wet preparations.
The study of the diversity of arthropods in collections.
The study of the structure of fish.
The study of the structure of birds.
The study of the structure of a chicken egg.
The study of the structure of mammals.
Excursions
Diversity and role of arthropods in nature.
Variety of birds and mammals.
Man and his health
Man and the environment. Natural and social human environment. Protecting the human environment.
General information about the human body. The place of man in the system of the organic world. Similarities and differences between humans and animals. The structure of the human body: cells, tissues, organs, organ systems. Methods for studying the human body.
support and movement. Musculoskeletal system. Injury prevention. The value of physical exercise and work culture for the formation of the skeleton and muscles. First aid for injuries of the musculoskeletal system.
Transport of substances. The internal environment of the body, the value of its constancy. circulatory and lymphatic systems. Blood. Blood groups. Lymph. Blood transfusion. Immunity. Antibodies. Allergic reactions. Preventive vaccinations. Therapeutic serums. Structure and function of the heart. Blood pressure and pulse. First aid for bleeding.
Breath. Respiratory system. The structure of the respiratory system. Breathing regulation. Gas exchange in the lungs and tissues. Respiratory hygiene. Respiratory diseases and their prevention. First aid techniques for carbon monoxide poisoning, rescuing a drowning person. Infectious diseases and measures for their prevention. Harm of smoking.
Food. Digestion. Digestive system. Disorders of the digestive system and their prevention.
Metabolism and energy conversion in the body. Plastic and energy metabolism. Exchange of water, mineral salts, proteins, carbohydrates and fats. Vitamins. Balanced diet. Norms and diet.
Body covers. The structure and functions of the skin. The role of the skin in thermoregulation. Skin, hair, nail care. First aid for injuries, burns, frostbite and their prevention. Hardening of the body.
Selection. The structure and functions of the excretory system. Diseases of the urinary system and their prevention.
Reproduction and development. Sex glands and sex cells. Puberty. Sexually transmitted infections and their prevention. HIV infection and its prevention. hereditary diseases. Medical genetic counseling. fertilization, intrauterine development. Pregnancy. Harmful influence on development of an organism of smoking, alcohol, drugs. Childbirth. development after birth.
Sense organs. The structure and functions of the organs of vision and hearing. Violations of vision and hearing, their prevention. vestibular apparatus. Muscular and skin feeling. Smell. Taste.
Neurohumoral regulation of vital processes of the body. Nervous system. Reflex and reflex arc. Endocrine system. Hormones, mechanisms of their action on cells. Violations of the nervous and endocrine systems and their prevention.
Behavior and the human psyche. Unconditioned reflexes and instincts. Conditioned reflexes. Features of human behavior. Speech. Thinking. Attention. Memory. Emotions and feelings. Dream. Temperament and character. Ability and talent. Interpersonal relationships. The role of training and education in the development of human behavior and psyche.
Healthy lifestyle. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: auto-training, hardening, physical activity. Influence of physical exercises on organs and organ systems. Risk factors: stress, physical inactivity, overwork, hypothermia. Bad and good habits, their impact on health.
Laboratory and practical work\ Structure of cells and tissues.
Structure and function of the spinal cord and brain.
Definition of harmony of physical development. Identification of violations of posture and the presence of flat feet.
Microscopic structure of human and frog blood.
Counting the pulse in different conditions and measuring blood pressure.
Breathing movements. Measurement of lung capacity.
The structure and function of the organ of vision.
Excursion
Human Origins.
General biological patterns
hallmarks of living organisms.
Features of the chemical composition of living organisms: inorganic and organic substances, their role in the body.
Cellular structure of organisms. Cell structure: cell membrane, plasma membrane, cytoplasm, plastids, mitochondria, vacuoles. Chromosomes. variety of cells.
Metabolism and energy conversion are a sign of living organisms. The role of nutrition, respiration, transport of substances, removal of metabolic products in the life of the cell and organism.
Growth and development of organisms. Reproduction. Asexual and sexual reproduction. sex cells. Fertilization.
Heredity and variability are properties of organisms. Hereditary and non-hereditary variability.
System and evolution of the organic world. A species is the basic systematic unit. Species signs. C. Darwin - the founder of the doctrine of evolution. Driving types of evolution: hereditary variability, struggle for existence, natural selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment.
The relationship of organisms and the environment. Environment is a source of substances, energy and information. Influence of ecological factors on organisms. Ecosystem organization of wildlife. Ecosystem. Interactions of different species in an ecosystem (competition, predation, symbiosis, parasitism). Food connections in an ecosystem. Cycle of matter and energy transformation. The biosphere is a global ecosystem. VI Vernadsky - the founder of the doctrine of the biosphere. The boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere. Environmental problems. Consequences of human activities in ecosystems.
Laboratory and practical work
The study of cells and tissues of plants and animals on ready-made micropreparations and their description.
Revealing the variability of organisms.
Identification of adaptations in organisms to the environment (on specific examples).
Excursion
The study and description of the ecosystem of their area.
Sample Thematic Planning
Option I
Sample topics covering (included in) this section of the program program |
Main content by topic |
Characteristics of the main activities of the student (at the level of educational activities) |
|
SECTION 1. LIVING ORGANISMS (115) 1
|
|||
Introduction (1) |
Biology as a science. The role of biology in the practical activities of people. Methods of biological science. Rules for working in the biology classroom, rules for working with biological devices and tools. |
Explain the role of biology in the practical activities of people. Observe the rules for working with biological devices and instruments, the rules for working in the biology room. |
|
Cell - the basis of the structure and life of organisms (4) |
Methods for studying cells. The structure and chemical composition of the cell. Cell vital processes (nutrition, respiration, transport of substances, excretion). |
Highlight the essential features of the structure and essential vital functions of the cell. Distinguish parts and organelles of the cell on tables and micropreparations. Observe the parts and organelles of a cell under a microscope and describe them. |
|
Life processes of organisms (9) |
Metabolism. Food. Methods of nutrition of organisms. Plant nutrition. Photosynthesis. Adaptation of plants to use the energy of light, water, carbon dioxide. The meaning of photosynthesis. Fertilizers. Nutrition of bacteria, fungi, animals. Respiration, its role in the life of organisms. The movement of substances in organisms, its significance. The movement of substances in a plant. The movement of substances in the body of an animal. Blood, its meaning. Animal circulatory system. Isolation of metabolic products from the body, its significance. |
Highlight the essential features of biological processes (metabolism, nutrition, respiration, excretion, transport of substances). Compare the processes of vital activity in different organisms, draw conclusions based on the comparison. To set up biological experiments to study the processes of vital activity of organisms and explain their results. Reveal the relationship between structural features of cells, tissues, organs, organ systems and their functions. |
|
Reproduction, growth and development of organisms (4) |
Reproduction, its role in the continuity of generations, the resettlement of organisms. Asexual and sexual reproduction. Growth and development of organisms |
Highlight the essential features of biological processes: growth, development, reproduction. Compare asexual and sexual reproduction, growth and development organisms. Monitor the growth and development of organisms. |
|
Regulation of vital processes of organisms (4) |
regulation in plants. Neurohumoral regulation in animals. The behavior of organisms. The value of the regulation of vital processes of the body. |
Identify the essential features of the processes of regulation of the body's vital activity. Observe and describe the behavior of animals. |
|
Diversity of organisms, their classification (3) |
Classification of organisms. View. Distinctive features of representatives of different kingdoms of wildlife. |
Highlight the essential features of the species and representatives of different kingdoms of nature. Determine the belonging of biological objects to a certain systematic group (classify). Explain the importance of biodiversity for conservation sustainability of the biosphere. Compare representatives of certain groups of plants and animals, draw conclusions and inferences based on comparison. |
|
bacteria. Mushrooms. Lichens. Viruses (6) |
Bacteria, structural features and vital activity. Variety of bacteria. Mushrooms, features of the structure and life. Variety of mushrooms. Lichens. The role of bacteria, fungi, lichens in nature and human life. Viruses are non-cellular forms. |
Identify the essential features of the structure and vital activity of bacteria, fungi, lichens. Explain the role of bacteria, fungi and lichens in nature and human life. Distinguish between edible and poisonous mushrooms on living objects and tables. To master the methods of first aid in case of poisoning with poisonous mushrooms. Provide evidence (argument) of the need to comply with preventive measures for diseases caused by bacteria, fungi, viruses. |
|
Diversity of flora (34) |
Algae - unicellular and multicellular. Structure, life, reproduction. The role of algae in nature, human use. Rhyniophytes. appearance of tissues. Mosses, structure and life. The role of mosses in nature, economic importance. Ferns, structure and life. Manifold |
Distinguish on living objects and tables the organs of a flowering plant, plants of different departments, the most common plants, plants dangerous to humans. Compare representatives of different groups of plants, draw conclusions based on the comparison. Explain the role of various plants in human life. To master the techniques of working with determinants, providing first aid in case of poisoning by poisonous plants, growing and propagating |
|
ferns, their role in nature. seed plants. Features of the structure, life and diversity of gymnosperms. The role of gymnosperms in nature, human use. Angiosperms, structural features, vital activity, diversity. Angiosperm classes. The most important agricultural crops. |
cultivation of cultivated plants. Evaluate representatives of the plant world from an aesthetic point of view. Features of the structure and life, the diversity of reptiles. Birds. Features of the structure and life. Variety of birds. Poultry farming. Mammal feeding. Features of the structure and life. Diversity of mammals. Caring for offspring. Livestock. Role in nature, practical significance and protection of vertebrates. |
Distinguish organs and systems of animal organs on living objects and tables; animals of different types and classes, the most common domestic animals, animals dangerous to humans. Compare representatives of different groups of animals, draw conclusions based on the comparison. Learn first aid techniques for animal bites, rearing and breeding domestic animals. Evaluate representatives of the animal world from an aesthetic point of view. Provide evidence of the need to comply with measures to prevent diseases caused by animals. Find information about animals in popular science literature, biological dictionaries and reference books, analyze and evaluate it, translate it from one form to another. |
|
Evolution of plants and animals (4) |
Stages of evolution of the organic world. Plant evolution: from unicellular algae to angiosperms. Stages of animal development: from unicellular to multicellular, from invertebrates to vertebrates. |
Provide evidence (argument) of kinship, common origin and evolution of plants and animals (using the example of comparing individual systematic groups). Assess the purpose and meaning of their actions in relation to wildlife. |
|
SECTION 2. HUMAN AND HIS HEALTH (50)
|
|||
Man and environment(1) |
Natural and social human environment. Protecting the human environment. |
Provide evidence (argument) of the relationship between man and the environment, the dependence of human health on the state of the environment, the need to protect the human environment. Explain the place and role of man in nature. |
|
General information about the human body (5) |
The place of man in the system of the organic world. Similarities and differences between humans and animals. The structure of the human body: cells, tissues, organs, organ systems. Methods for studying the human body. Biological nature and social essence of man. |
Give evidence (argument) of the relationship of a person with mammalian animals. Highlight the essential features of the human body, features its biological nature and social essence; cells, tissues, organs and systems of human organs. Compare cells, tissues of the human body, draw conclusions on comparison basis. Distinguish organs and systems of human organs on the tables. Observe and describe cells and tissues on prepared micropreparations. |
|
Support and movement (3) |
Musculoskeletal system. Injury prevention. The value of physical exercise and work culture for the formation of the skeleton and muscles. First aid for injuries of the musculoskeletal system. |
Identify the essential features of the human musculoskeletal system. To reveal the influence of physical exercises on the development of the skeleton and muscles; the relationship between the structure and functions of cells, tissues and organs of the musculoskeletal system. Provide evidence (argument) of the need to comply with measures to prevent injuries, violations of posture and the development of flat feet. On the basis of observation, determine the harmony of physical development, posture disorders and the presence of flat feet. To master the techniques of first aid for injuries of the musculoskeletal system. |
|
Transport of substances (2) |
The internal environment of the body, the value of its constancy. circulatory and lymphatic systems. Composition and functions of blood. Blood groups. Lymph. Blood transfusion. Immunity. Antibodies. Allergic reactions. Preventive vaccinations. Therapeutic serums. Structure and function of the heart. Blood pressure and pulse. First aid for bleeding. |
Identify the essential features of the transport of substances in the body; processes of coagulation and blood transfusion, immunity, vaccination and the action of therapeutic sera. Identify the relationship between the structural features of blood cells and their functions. Observe and describe blood cells on prepared micropreparations. Provide evidence (argument) of the need to comply with measures to prevent cardiovascular diseases. Distinguish on the tables the organs of the circulatory and lymphatic systems. To master the methods of measuring the pulse, blood pressure, first aid for bleeding. |
|
Breath (2) |
Breath. Respiratory system. The structure of the respiratory system. Breathing regulation. Gas exchange in the lungs and tissues. Respiratory hygiene. Respiratory diseases and their prevention. Infectious diseases and measures for their prevention. Harm of smoking. First aid techniques for carbon monoxide poisoning, rescuing a drowning person. |
Highlight the essential features of the processes of respiration and gas exchange. Compare gas exchange in the lungs and tissues, draw conclusions based on the comparison. Provide evidence (argument) of the need to comply with measures to prevent pulmonary diseases, tobacco control. Distinguish the organs of the respiratory system on the tables. Find in the educational and popular science literature information about infectious diseases, arrange it in the form of abstracts, reports. To master the methods of determining the vital capacity of the lungs; first aid in case of carbon monoxide poisoning, rescue of a drowning person, colds. |
|
Food (3) |
Food. Digestion. Digestive system. Disorders of the digestive system and their prevention. |
Highlight the essential features of the processes of nutrition and digestion. Distinguish on the tables and dummies the organs of the digestive system. Provide evidence (argument) of the need to comply with measures to prevent violations of the digestive system. |
|
Metabolism and energy conversion in the body (3) |
Plastic and energy metabolism. Exchange of water, mineral salts, proteins, carbohydrates and fats. Vitamins. Rational nutrition. Norms and diet. |
Highlight the essential signs of metabolism and energy transformations in the human body. Provide evidence (argumentation) of the need to comply with measures to prevent metabolic disorders in the body and the development of beriberi. |
|
Body covers (2) |
The structure and functions of the skin. The role of the skin in thermoregulation. Skin, hair, nail care. First aid for injuries, burns, frostbite and their prevention. Hardening of the body. |
Highlight the essential features of the integument of the body, thermoregulation. Provide evidence (argument) of the need for hardening of the body, skin care, hair, nails. Learn first aid techniques for heat and sunstroke, burns, frostbite, injuries. |
|
Selection (2) |
Selection. The structure and functions of the urinary-divisional system. excretory organs. Diseases of the urinary system and their prevention. |
Highlight the essential features of the process of removing metabolic products from the body. Distinguish on the tables the organs of the urinary system. Provide evidence (argument) of the need to comply with measures to prevent diseases of the urinary system. |
|
Reproduction and development (7) |
Sex glands and sex cells. Puberty. Sexually transmitted infections and their prevention. HIV infection and its prevention. hereditary diseases. Medical genetic counseling. Fertilization and intrauterine development. Pregnancy. Harmful influence on development of an organism of smoking, alcohol, drugs. Childbirth. development after birth. Urogenital infections, measures for their prevention. |
Identify the essential features of the reproduction and development of the human body. Explain the mechanisms of manifestation of hereditary diseases in humans. Provide evidence (argument) of the need to comply with measures to prevent sexually transmitted infections; HIV infection; medical genetic counseling for the prevention of human hereditary diseases. Find information about AIDS and HIV infection in educational and popular science literature, arrange it in the form of abstracts, oral reports. |
|
Sense organs (4) |
Sense organs. The structure and functions of the organs of vision and hearing. Violations of vision and hearing, their prevention. vestibular apparatus. Muscular and skin feeling. Smell." Taste. |
Highlight the essential features of the structure and functioning of the sense organs, analyzers. Provide evidence (argument) of the need to comply with measures to prevent visual and hearing impairment. |
|
Neuro-humoral regulation of vital processes (6) |
Nervous system. Reflex and reflex arc. Endocrine system. Hormones, mechanisms of their action on cells. Violations of the nervous and endocrine systems and their prevention. |
Highlight the essential features of the process of regulation of the body's vital activity. Distinguish organs of the nervous and endocrine systems on tables and models. |
|
Human behavior and psyche (8) |
Unconditioned reflexes and instincts. Conditioned reflexes. Features of human behavior. Speech. Thinking. Attention. Memory. Emotions and feelings. Dream. Temperament and character. Ability and talent. Interpersonal relationships. The role of training and education in the development of human behavior and psyche. |
Highlight the essential features of human behavior and psyche. |
|
Healthy lifestyle (1) |
Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: auto-training, hardening, physical activity. Influence of physical exercises on organs and organ systems. Risk factors: stress, physical inactivity, overwork, hypothermia. Bad and good habits, their impact on health. |
To master the methods of rational organization of work and rest, conducting observations of the state of one's own body. Provide evidence (argument) of the need to comply with measures to prevent stress, bad habits. To master the ability to evaluate the beauty of the human body from an aesthetic point of view. Find information about health and risk factors in popular science literature, arrange it in the form of a report or abstract, participate in the discussion of information. Analyze and evaluate the target and semantic attitudes in their actions and actions in relation to their health and those around them; the consequences of the influence of risk factors on human health. |
|
SECTION 3. GENERAL BIOLOGICAL REGULARITIES (15)
|
|||
Distinctive features of living organisms (1) |
Signs of living organisms: features of the chemical composition; cellular structure; metabolism and energy conversion; growth, development, reproduction; heredity and variability; evolution; connection with the environment. |
Identify the characteristics of living organisms. |
|
Chemical composition living organisms (1) |
Features of the chemical composition of living organisms. inorganic and organic substances. The role of water, mineral salts, carbohydrates, lipids, proteins in the body. |
Compare the chemical composition of living organisms and bodies of inanimate nature, draw conclusions based on the comparison. |
|
Cell structure of organisms (2) |
The cellular structure of organisms as evidence of their relationship, the unity of living nature. Cell structure; cell wall, plasma membrane, cytoplasm, plastids, vacuoles, mitochondria. Chromosomes. variety of cells. |
Identify the essential features of the structure and life processes of the cell. Distinguish on the tables the main parts and organelles of the cell. Identify the relationship between the structure and functions of cells. Observe and describe cells on prepared micropreparations. |
|
Metabolism and energy conversion (2) |
Metabolism and energy conversion are a sign of living organisms. Nutrition, respiration, transport of substances, removal of metabolic products in the cell and body. |
Highlight the essential features of the processes of metabolism and transformation of energy, nutrition, respiration, excretion, transport of substances in the cell and body. |
|
Reproduction, growth and development (2) |
Growth and development of organisms. Reproduction. Sexual and asexual reproduction. sex cells. Fertilization. Heredity and variability are properties of organisms. Hereditary and non-hereditary variability. |
Highlight the essential features of the processes of growth, development, reproduction. Explain the mechanisms of heredity and variability. Compare variability and heredity, sexual and asexual reproduction, female and male sex cells, growth and development. |
|
System and evolution of the organic world (3) |
A species is the basic systematic unit. Species signs. C. Darwin - the founder of the doctrine of evolution. Driving forces of evolution: hereditary variability, struggle for existence, natural selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment. |
Highlight the essential features of the species. Explain the formation of the adaptability of organisms to the environment (on specific examples) and the reasons for the diversity of species. Identify adaptations in organisms to the environment (on specific examples), variability in organisms of the same species. Provide evidence (argument) of the need to protect the environment, compliance with the rules of attitude towards wildlife. Identify types of interactions between different species in an ecosystem. Analyze and evaluate the consequences of human activities in nature. Observe and describe the ecosystems in your area. put forward hypotheses about possible consequences human activities in ecosystems and the biosphere. To master the ability to argue their point of view during the discussion on the discussion of global environmental problems. |
In the system of natural science education, biology as an academic subject occupies an important place in the formation of: a scientific picture of the world; functional literacy necessary for everyday life; skills of a healthy and safe lifestyle for humans and the environment; ecological consciousness; value attitude to wildlife and man; own position in relation to biological information received from different sources. The study of biology creates conditions for the formation of students' intellectual, civic, communication and information competencies.
Mastering the program in biology provides mastery of the basics of educational and research activities, scientific methods for solving various theoretical and practical problems.
The study of biology at the basic level is focused on providing general educational and general cultural training for graduates. The study of biology at an advanced level is focused on: preparation for the subsequent professional education; development of individual abilities of students through a deeper than the basic level, mastering the basics of biology and methods of studying the organic world. The study of biology at an in-depth level provides: the application of the acquired knowledge to solve practical and educational and research problems in a modified, unusual situation the ability to systematize and generalize the acquired knowledge; mastering the basics of research activities of a biological orientation and competent registration of the results obtained; development of the ability to model some objects and processes occurring in wildlife. Studying the subject at an in-depth level allows students to form the ability to analyze, predict and evaluate the consequences of human activity in ecosystems from the standpoint of environmental safety.
At the basic and advanced levels, the study of the subject "Biology" in terms of the formation of a scientific worldview among students, the development of general scientific methods, the development practical application scientific knowledge is based on interdisciplinary connections with subjects in the fields of natural sciences, mathematics and the humanities.
The exemplary curriculum of the subject "Biology" is compiled on the basis of the modular principle of constructing educational material, does not determine the number of hours for studying the subject and does not limit the possibility of studying it in a particular class.
The proposed exemplary program takes into account the possibility of obtaining knowledge, including through practical activities. The program contains an approximate list of laboratory and practical work. When compiling the work program, the teacher has the right to choose from the list of work that he considers most appropriate, taking into account the need to achieve substantive results.
The program was developed on the basis of the Federal component of the state standard of general education and the program in biology for grades 6–9 of the team of authors led by I.N. Ponomareva.
Explanatory note
Working programm developed in accordance with the following documents.
- Law of the Russian Federation “On Education” N 309-FZ of December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO of December 19, 2005 (Article No. 9).
- Federal component of the State standard of basic general education (Collection normative documents. Biology / Comp. E.D. Dneprov, A.G. Arkadiev.- M.: Bustard, 2006).
- The concept of modernization of Russian education for the period up to 2010 (Decree of the Government of the Russian Federation No. 1756-r of December 29, 2001).
- Exemplary program in biology of basic general education
- The program of the team of authors led by I.N. Ponomareva (Biology in elementary school. Programs. - M .: Ventana-Graf, 2005).
- Federal basic academic plan(Order of the Ministry of Defense of the Russian Federation No. 1312 dated March 9, 2004)
- Regional basic curriculum for educational institutions implementing general education programs (Order of the Committee on Education of the Murmansk Region No. 811 of 06/30/2006).
The program provides for the implementation of textbooks recommended for use in the educational process in educational institutions that implement educational programs of general education and have state accreditation in the 2008/2009 academic year (order of the Ministry of Education and Science of Russia dated 13.12.07 No. 349):
I.N. Ponomareva, O.A. Kornilov. Biology: Plants. bacteria. Mushrooms. Lichens. 6th grade. - M.: Ventana-Graf, 2006.
V.M. Konstantinov, V.G. Babenko. Biology: Animals. 7th grade. - M.: Ventana-Graf, 2007.
A.G. Dragomilov, R.D. Mash. Biology: Man. 8th grade. - M.: Ventana-Graf, 2004.
I.N. Ponomareva, O.A. Kornilov. Fundamentals of General Biology. Grade 9 - M.: Ventana-Graf, 2007.
The educational process is built using the teaching materials, ed. I.N. Ponomareva:
I.N. Ponomarev. Workbook. 6th grade. Part 1, 2.- M.: Ventana-Graf, 2006.
S.V. Sumatokhin. Workbook. 7th grade. Part 1, 2.- M.: Ventana-Graf, 2007.
R.D. Mash. Workbook. 8th grade. Part 1, 2.- M.: Ventana-Graf, 2007.
T.A. Kozlov. Workbook. Grade 9 - M.: Ventana-Graf, 2009.
The relevance of the development of the program lies in the need to bring the content of education in line with the age characteristics of adolescence, when the child is striving for real practical activity, knowledge of the world, self-knowledge and self-determination. The program is focused on the active aspect of biological education, which allows you to increase the motivation for learning, to the greatest extent to realize the abilities, opportunities, needs and interests of the child.
The assimilation of the program is designed for 272 hours : Grade 6 - 68 hours (2 hours per week), Grade 7 - 68 hours (2 hours per week), Grade 8 - 68 hours (2 hours per week), Grade 9 - 68 hours (2 hours per week).
Purpose of the program - mastering the minimum content of the basic educational programs of basic general education in biology, achieving the requirements for the level of training of graduates of the basic school, provided for by the federal component of the State Standard for Basic General Education
Program objectives.
- learning about living nature and its inherent laws; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of cognition of living nature.
- mastery of skills apply biological knowledge to explain the processes and phenomena of wildlife, the vital activity of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments.
- development of cognitive interests, intellectual and creative abilities in the process of observing living organisms, biological experiments, working with various sources of information.
- upbringing a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior in nature.
- use of acquired knowledge and skills in everyday life for caring for plants, domestic animals, caring for one's own health, providing first aid to oneself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, the prevention of diseases, injuries and stress, bad habits, HIV infection.
The achievement of goals and objectives is facilitated by the features of the biology program at the primary school, developed by the team of authors, ed. I.N. Ponomareva:
- an increase in the volume of ecological content due to some reduction in the anatomical and morphological material;
- increased attention to biological diversity as an exceptional value of the organic world; to the study of the living nature of Russia and a careful attitude towards it;
- increased attention to the ideas of the evolution of the organic world, about the relationships and dependencies in the structure and life of biological systems at different levels of organization; to ideas about the sustainable development of nature and society;
- expanding the list of practical work and excursions into nature, with a focus on active and independent knowledge of natural phenomena and developing practical and creative skills in students.
This work program has a number of features, related to the conditions of implementation. In grade 6, the topics, Conditions for seed germination, and, The meaning of seeds, are combined. In grade 7, due to the reserve time, the number of hours in some topics, rich in new terms and concepts, has been increased. Reserve time is used to summarize and repeat the studied material. In grade 7, these are the topics: “Class Reptiles, or Reptiles” (4 + 1), “Class Birds” (6 + 2), “Class Mammals, or Animals” (8 + 3). Topic, Development of the animal world on Earth, reduced from 4 to 3 hours, because the material is considered in high school.
In the 9th grade, due to the reduction by 1 hour of the topic, Ontogeny, (5-1) / the thematic control of the last lesson is combined with the subsequent one /, the time for studying the topic, Fundamentals of the doctrine of heredity and variability, has been increased. Reduced time to study the topic, The Doctrine of Evolution, (11-2), because. the material is partially familiar to students in grades 6,7,8. 2 hours are divided into topics, Fundamentals of the doctrine of heredity and variability, (+1), Conclusion, (+1). Topic, Fundamentals of the doctrine of heredity and variability, 13 hours (11 + 2) / an increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; emerging difficulties in the design and solution of problems/; , Conclusion, 2 hours (1 + 1), because one hour is not enough to generalize, repeat, consolidate and control the whole course, Fundamentals of General Biology,
The time for summing up the results for the year in all classes has been increased (6th grade - 2 hours; 7th grade - 2 hours; 8th grade - 2 hours; 9th grade - 2 hours). In all classes, short-term (10-15 minutes) work on the generalization of knowledge is carried out. In lesson planning, they are noted before studying the next topic. There are 3 in the 6th grade; in the 7th grade - 3; in the 9th grade - 3. A longer thematic control is also provided (20-25 minutes). In the 7th grade - 5 works, in the 8th grade - 7, in the 9th grade - 1. Volumetric work, saturated with multi-level tasks, is given 35-45 minutes. In the 6th grade there are 4 such works; in the 7th grade - 5; in the 8th grade - 3; in grade 9 - 4. They are held in a separate lesson and are displayed in lesson planning.
The results of the annual work in all classes are summed up.
The practical part provides for laboratory work, practical work, excursions.
To implement this curriculum, the following methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The prevailing methods of control of knowledge and skills are practical work, seminars, multi-level tests, testing, tests.
The result of mastering the program will be the achievement of the requirements for the level of training of graduates, provided for by the standard. As a result of studying biology, the student should know/understandsigns of biological objects: living organisms; genes and chromosomes; cells and organisms of plants, animals, fungi and bacteria; populations; ecosystems and agroecosystems; biosphere; plants, animals and fungi of your region;
- explain: the role of biology in the formation of a modern natural-science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life and their own activities; the relationship of organisms and the environment; biological diversity in the conservation of the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; the relationship between man and the environment; dependence of one's own health on the state of the environment; causes of heredity and variability, manifestations of hereditary diseases, immunity in humans; the role of hormones and vitamins in the body;
- study biological objects and processes: set up biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, the behavior of animals, seasonal changes in nature; consider on ready-made micropreparations and describe biological objects;
- recognize and describe on the tables the main parts and organelles of cells, organs and systems of human organs; on living objects and tables, organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and animals of the area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
- reveal variability of organisms, adaptations of organisms to the environment, types of interaction of different species in an ecosystem;
- compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of certain systematic groups) and draw conclusions;
- define belonging of biological objects to a certain systematic group (classification);
- analyze and evaluate the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one's own actions on living organisms and ecosystems;
- conduct an independent search for biological information: find in the text of the textbook the distinctive features of the main systematic groups; in biological dictionaries and reference books the meaning of biological terms; in various sources, the necessary information about living organisms (including using IT);
- use the acquired knowledge and skills in practical activities and everyday life to:
compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses; prevention of injuries, stress, HIV infection, bad habits (smoking, alcoholism, drug addiction); prevention of violations of posture, vision, hearing; infectious and catarrhal diseases;
first aid in case of poisoning with poisonous mushrooms, plants, animal bites; with colds, burns, frostbite, injuries, rescue of a drowning person;
rational organization of work and rest, compliance with the rules of behavior in the environment;
cultivation, reproduction and care of cultivated plants and domestic animals;
monitoring the state of one's own body.
THEMATIC PLANNING OF THE COURSE “BIOLOGY. 6TH GRADE"
№ | Section name, topic | Number of hours | ||
Total | l/slave | excursion | ||
6th grade. Biology: Plants. bacteria. Mushrooms. Lichens | ||||
1 | Introduction | 1 | ||
2 | General familiarity with plants | 6 | 2 | 1 |
3 | Cellular structure of plants | 5 | 2 | |
4 | Organs of flowering plants | 17 | 8 | 1 |
5 | The main processes of plant life | 11 | 2 | |
6 | The main divisions of the plant kingdom | 10 | 5 | |
7 | Historical development diversity of the plant world of the Earth | 4 | ||
8 | Kingdom Bacteria | 3 | 1 | |
9 | Mushroom Kingdom. Lichens | 3 | 1 | |
10 | natural communities | 6 | 2 | |
11 | Conclusion | 2 | ||
Total | 68 | 21 | 4 | |
7th grade. Biology: Animals | ||||
1 | Introduction | 1 | ||
2 | General information about the animal world | 2 | 1 | |
3 | Animal body structure | 3 | ||
4 | Subkingdom Protozoa, or Unicellular | 4 | 2 | |
5 | Subkingdom Multicellular animals. Type Intestinal | 2 | ||
6 | Types: Flat, Round, Annelids | 6 | 2 | |
7 | Type Shellfish | 4 | 3 | 1 |
8 | Type Arthropods | 7 | 2 | |
9 | Type Chordates. Subtype Cranial | 1 | ||
10 | Subtype Cranial. Superclass Pisces | 5 | 2 | |
11 | Class Amphibians, or Amphibians | 4 | 3 | |
12 | Class Reptiles, or Reptiles | 5 | 1 | 1 |
13 | Bird class | 8 | 3 | 1 |
14 | Class Mammals or Animals | 11 | 2 | 1 |
15 | The development of the animal world on Earth | 3 | ||
16 | Conclusion | 2 | ||
Total | 68 | 20 | 5 | |
8th grade. Biology: Human | ||||
1 | Introduction | 1 | ||
2 | The human body: a general overview | 5 | 2 | |
3 | Musculoskeletal system | 8 | 2 | |
4 | Blood. Circulation | 9 | 1 | |
5 | Respiratory system | 5 | 2 | |
6 | Digestive system | 6 | 2 | |
7 | Metabolism and energy. vitamins | 3 | ||
8 | urinary system | 2 | ||
9 | Leather | 3 | ||
10 | Endocrine system | 2 | ||
11 | Nervous system | 5 | ||
12 | Sense organs. Analyzers | 5 | ||
13 | Behavior and psyche | 7 | ||
14 | Individual development of the body | 5 | ||
15 | Conclusion | 2 | ||
Total | 68 | 9 | ||
Grade 9 Fundamentals of General Biology | ||||
1 | Introduction to the basics of general biology | 3 | 1 | |
2 | Fundamentals of the doctrine of the cell | 10 | 1 | |
3 | Reproduction and individual development of organisms (ontogenesis) | 4 | 1 | |
4 | Fundamentals of the doctrine of heredity and variability | 13 | 5 | |
5 | Fundamentals of Plant, Animal and Microorganism Breeding | 5 | ||
6 | The origin of life and the development of the organic world | 5 | 1 | |
7 | The doctrine of evolution | 9 | 1 | |
8 | The origin of man (anthropogenesis) | 6 | ||
9 | Fundamentals of ecology | 11 | 1 | |
10 | Conclusion | 2 | ||
Total | 68 | 8 | 3 |
Municipal budgetary educational institution
"Count average comprehensive school
Shebekinsky district of the Belgorod region
"Reviewed"Head of MS
O.V. Kryuchkova
Protocol No. ______
from "____" ___________2016
"Agreed"
Deputy Director of MBOU
"Grafovskaya secondary school"
O.V. Kryuchkova
"____" __________2016
"I approve"
Director of MBOU
"Grafovskaya secondary school"
I.A. Svinareva
Order No. _______
dated "_____"_______2016
WORKING PROGRAMM
in biology
to the level of basic general education
The work program in biology for grades 5-9 is compiled in accordance with the Federal State Educational Standard for Basic General Education and the Program for Basic General Education. Biology. 5-9 grades. Authors: V. V. Pasechnik, V. V. Latyushin, G. G. Shvetsov. (Biology. Grades 5-9. Work programs: teaching aid / compiled by G.M. Paldyaev. - 4th ed., stereotype. M .: Bustard, 2015. - 382.").
Planned results of mastering the subject "Biology"
Living organisms
The graduate will learn:
To characterize the features of the structure and life processes of biological objects (cells, organisms), their practical significance;
Apply the methods of biological science to the study of cells and organisms: conduct observations of living organisms, set up simple biological experiments and explain their results, describe biological objects and processes;
Use the components of research and project activities for the study of living organisms (provide evidence, classify, compare, identify relationships);
Navigate the system of cognitive values: evaluate information about living organisms obtained from various sources; consequences of human activities in nature.
follow the rules of work in the biology room, with biological devices and instruments;
use first aid techniques for poisoning with poisonous mushrooms, poisonous plants, animal bites; work with plant identifiers; cultivation and reproduction of cultivated plants, domestic animals;
highlight the aesthetic merits of wildlife objects;
consciously observe the basic principles and rules of attitude to wildlife;
navigate the system of moral norms and values in relation to objects of wildlife (recognition of the high value of life in all its manifestations, environmental awareness, emotional and value attitude to objects of wildlife);
find information about plants and animals in popular science literature, biological dictionaries and reference books, analyze, evaluate it and translate it from one form to another;
choose the target and semantic settings in their actions and deeds in relation to wildlife.
Man and his health
The graduate will learn:
To characterize the features of the structure and vital processes of the human body, their practical significance;
Apply the methods of biological science in the study of the human body: conduct observations of the state of one's own body, measure, set up simple biological experiments and explain their results;
Use the components of research and project activities to study the human body: provide evidence of human relationship with mammals, compare cells, tissues, vital processes of the human body; identify the relationship between structural features of cells, tissues, organs, organ systems and their functions;
Navigate the system of cognitive values: evaluate information about the human body obtained from various sources, the consequences of the influence of risk factors on human health.
The graduate will have the opportunity to learn:
use in practice first aid techniques for colds, burns, frostbite, injuries, rescue a drowning person; rational organization of work and rest; monitoring the state of one's own body;
highlight the aesthetic merits of the human body;
implement a healthy lifestyle;
navigate the system of moral norms and values in relation to their own health and the health of other people;
find information about the human body in educational and popular science literature, arrange it in the form of oral messages, reports, abstracts, presentations;
analyze and evaluate the target and semantic attitudes in their actions and actions in relation to their health and those around them; the consequences of the influence of risk factors on human health.
General biological patterns
The graduate will learn:
Characterize general biological patterns, their practical significance;
Apply the methods of biological science to study general biological patterns: observe and describe cells on ready-made micropreparations, ecosystems of their area;
Use the components of design and research activities to study the general biological patterns inherent in wildlife; provide evidence of the need to protect the environment; highlight the distinguishing features of living organisms; essential features of biological systems and biological processes;
Navigate the system of cognitive values: evaluate information about human activities in nature, obtained from various sources;
Analyze and evaluate the consequences of human activities in nature.
The graduate will have the opportunity to learn:
put forward hypotheses about the possible consequences of human activity in ecosystems and the biosphere;
to argue their point of view during the discussion on the discussion of global environmental problems.
5th grade
Biology. Bacteria, fungi, plants.
(34 hours, 1 hour per week)
Introduction (6 hours )
Biology is the science of living nature. Research methods in biology. The kingdoms of bacteria, fungi, plants and animals. Distinctive features of living and non-living. The relationship of organisms with the environment. The relationship of organisms in nature. Ecological factors and their influence on living organisms. The impact of human activity on nature, its protection.
Practical work.
1 . Phenological observations of seasonal changes in nature. Keeping a diary of observations.
Excursions
The diversity of living organisms, autumn phenomena in the life of plants and animals.
Section 1. Cell structure of organisms (10 hours )
The device of magnifying devices (magnifier, light microscope). The cell and its structure: membrane, cytoplasm, nucleus, vacuoles, plastids. Cell vitality: the entry of substances into the cell (respiration, nutrition), growth, development and division of the cell. The concept of "fabric".
Demonstrations
Micropreparations of various plant tissues.
Laboratory works.
1. Magnifying glass and light microscope. Rules for working with them.
2. Studying plant cells with a magnifying glass.
3. Preparation of the onion skin preparation, examining it under a microscope.
4. Preparation of preparations and examination under a microscope of plastids in the cells of the Elodea leaf, fruits of tomatoes, mountain ash, wild rose.
5. Preparation of the preparation and examination under the microscope of the movement of the cytoplasm in the cells of the Elodea leaf.
6. Examination under a microscope of finished micropreparations of various plant tissues.
Section 2. The Kingdom of Bacteria. (2 hours )
The structure and activity of bacteria. Reproduction of bacteria. Bacteria, their role in nature and human life. Diversity of bacteria, their distribution in nature.
Section 3. Kingdom Mushrooms (5 hours )
Demonstration
Models of fruiting bodies of cap mushrooms. Natural objects (tinder fungus, rust, smut, ergot).
Laboratory works.
7. The structure of the fruiting bodies of cap mushrooms.
8. The structure of the mold fungus mukor.
9. The structure of yeast.
Section 4 Plant Kingdom (11 o'clock )
Plants. Botany is the science of plants. Methods for studying plants. General characteristics of the plant kingdom. The variety of plants, their relationship with the environment. role in the biosphere. Plant protection.
The main groups of plants (algae, mosses, horsetails, club mosses, ferns, gymnosperms, flowering).
Seaweed. Variety of algae. Algae habitat. The structure of unicellular and multicellular algae. The role of algae in nature and human life, the protection of algae.
Lichens, their structure, diversity, habitat. Significance in nature and human life.
Mosses. Variety of mosses. Habitat. The structure of mosses, their meaning.
Ferns, horsetails, club mosses, their structure, diversity, habitat, role in nature and human life, protection.
Flowering plants, their structure and diversity. Habitat. The value of flowering plants in nature and human life.
Origin of plants. The main stages in the development of the plant world.
Demonstration
Herbarium specimens of plants. Fossil prints.
Laboratory works.
10. Structure of green algae.
11. The structure of moss (on local species).
12. The structure of the spore-bearing fern.
13. The structure of the spore-bearing horsetail.
14. The structure of needles and cones of conifers (on the example of local species).
6th grade
Biology. Variety of angiosperms.
(34 hours, 1 hour per week)
Section 1. The structure and diversity of angiosperms (14 hours )
Seed structure of monocots and dicots. Types of roots and types of root systems. Zones (sections) of the root. Root modifications.
The escape. Kidneys and their structure. Growth and development of the shoot.
The external structure of the leaf. Cellular structure of the leaf. Leaf modifications.
The structure of the stem. Variety of stems. Escape modifications.
Flower and its structure. inflorescences. Fruits and their classification. Distribution of fruits and seeds.
Demonstration
External and internal structure of the root. The structure of the kidneys (vegetative and generative) and their location on the stem. Leaf structure. Macro- and microstructure of the stem. Various types of inflorescences. Dry and juicy fruits.
Laboratory works.
Seed structure of dicotyledonous and monocotyledonous plants.
Types of roots. Rod and fibrous root systems.
Root cap and root hairs.
The structure of the kidneys. The location of the buds on the stem.
The internal structure of a tree branch.
Modified shoots (rhizome, tuber, bulb).
Flower structure. Various types of inflorescences.
Variety of dry and juicy fruits.
Section 2. Plant Life (10 hours )
Basic life processes (nutrition, respiration, metabolism, growth, development, reproduction).
Mineral and air nutrition of plants. Photosynthesis. Plant respiration. Evaporation of water. Leaf fall. Movement of water and nutrients in a plant. Germination of seeds. Plant propagation methods. Reproduction of spore plants. Reproduction of gymnosperms. Sexual and asexual (vegetative) reproduction of angiosperms.
Demonstration
Experiments proving the importance of water, air and heat for the germination of seeds; nutrition of seedlings with reserve substances of the seed; obtaining an extract of chlorophyll; absorption of carbon dioxide by plants and release of oxygen in the light; starch formation; plant respiration; evaporation of water from leaves; movement of organic matter along the bast.
Practical work.
1. Movement of water and minerals through wood.
2. Vegetative propagation of indoor plants.
3. Determination of the germination of plant seeds and their sowing.
Excursions
Winter phenomena in plant life.
Section 3. Classification of plants (6 hours )
The main systematic categories: species, genus, family, class, department, kingdom. Acquaintance with the classification of flowering plants.
Class Dicotyledons. Morphological characteristics of 3-4 families (subject to local conditions).
Class Monocot plants. Morphological characteristics of cereals and lilies.
The most important agricultural plants, the biological basis for their cultivation and economic importance. (The choice of objects depends on the specialization of crop production in each particular area.)
Demonstration
Living and herbarium plants, zoned varieties of the most important agricultural plants.
Laboratory works.
9. Identification of family traits by the external structure of plants.
Excursions
Familiarization with the cultivation of plants in protected ground.
Section 4. Natural communities (4 hours )
Development and change of plant communities. The impact of human activities on plant communities and the impact natural environment per person.
Excursions
Natural community and man. Phenological observations of spring phenomena in natural communities.
7th grade
Biology. Animals
(68 hours, 2 hours per week)
Introduction (2 hours )
General information about the animal world. History of development of zoology. Methods of studying animals. The science of zoology and its structure. Similarities and differences between animals and plants. Systematics of animals.
Section 1. Protozoa (2 hours )
Protozoa: diversity, environment and habitats; lifestyle and behavior; biological and ecological features; significance in nature and human life; colonial organisms.
Demonstration
live ciliates. Micropreparations of the simplest.
Section 2. Multicellular animals (32 hours )
Invertebrate animals.
Sponge type: diversity, habitat, lifestyle; biological and ecological features; importance in nature and human life.
Type Intestinal: diversity, habitat, lifestyle; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Demonstration
Micropreparation of freshwater hydra. Coral samples. Wet preparation of jellyfish. Video film.
Types Flat, Round, Annelids: diversity, environment and habitats; lifestyle and behavior; biological and ecological features; importance in nature and human life.
Laboratory works.
Variety of annelids.
Type Molluscs: diversity, habitat, lifestyle and behavior; biological and ecological features; importance in nature and human life.
Demonstration
Variety of mollusks and their shells.
Type Echinoderms: diversity, habitat, lifestyle and behavior; biological and ecological features; importance in nature and human life.
Demonstration
Sea stars and other echinoderms. Video film.
Type Arthropods. Class Crustaceans: variety; habitat, lifestyle and behavior; biological and ecological features; importance in nature and human life.
Laboratory works.
Acquaintance with a variety of crustaceans.
Class Arachnids: diversity, habitat, lifestyle and behavior; biological and ecological features; importance in nature and human life.
Class Insects: diversity, habitat, lifestyle and behavior; biological and ecological features; importance in nature and human life.
Laboratory works.
The study of representatives of insect orders
Type Chordates. Class Lancelets.
Vertebrates. Superclass Pisces: diversity (cyclostomes, cartilaginous, bone); habitat, lifestyle, behavior; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Laboratory works.
Observation of the external structure and movement of fish.
Class Amphibians: diversity; habitat, lifestyle and behavior; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Class Reptiles: diversity; habitat, lifestyle and behavior; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Bird class: variety; habitat, lifestyle and behavior; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Laboratory works.
The study of the external structure of birds.
Excursions
The study of the diversity of birds.
Class Mammals: the most important representatives of the orders; habitat, lifestyle and behavior; biological and ecological features; significance in nature and human life; endangered, rare and protected species.
Demonstration
Video film.
Section 3. Evolution of the structure and functions of organs and their systems in animals (12 hours )
Body covers. Musculoskeletal system and methods of locomotion. body cavities. Respiratory organs and gas exchange. Digestive organs. Metabolism and energy conversion. Circulatory system. Blood. excretory organs.
Sense organs, nervous system, instinct, reflex. regulation of body activity.
Demonstration
Wet preparations, skeletons, models and dummies.
Laboratory works.
The study of the features of various integuments of the body.
Section 4. Individual development of animals (3 hours )
Genus extension. Reproductive organs. methods of animal reproduction. Fertilization. The development of animals with and without transformation. Periodization and life span of animals.
Laboratory works.
The study of the stages of development of animals and the determination of their age.
Section 5. Development and patterns of distribution of animals on Earth (3 hours )
Evidence of evolution: comparative anatomical, embryological, paleontological. C. Darwin on the causes of the evolution of the animal world. The complication of the structure of animals and the diversity of species as a result of evolution.
Habitats. Migrations. Patterns of placement of animals.
Demonstration
Paleontological evidence for evolution.
Section 6. Biocenoses (4 hours )
Natural and artificial biocenoses (reservoir, meadow, steppe, tundra, forest, settlement). Environmental factors and their influence on biocenoses. Power chains, energy flow. The relationship of the components of the biocenosis and their adaptability to each other.
Excursions
The study of the relationship of animals with other components of the biocenosis. Phenological observations of spring phenomena in the life of animals.
Section 7. Fauna and human economic activity (5 o'clock )
The impact of human activities on animals. Animal fishing.
domestication. Breeding, basics of keeping and selection of farm animals.
Wildlife protection: laws, monitoring system, protected areas. Red Book. Rational use of animals.
Excursions
Visiting exhibitions of agricultural and domestic animals.
Reserve time - 5 o'clock
8th grade
Biology. Human
(68 hours, 2 hours per week)
Section 1. Introduction. Sciences that study the human body (2 hours )
Sciences that study the human body: anatomy, physiology, psychology and hygiene. Their formation and research methods.
Section 2. The origin of man (3 hours )
The place of man in systematics. Evidence of human animal origin. The main stages of human evolution. Influence of biological and social factors on human evolution. human races. Man as a species.
Demonstration
The origin of man model. Models of the remains of ancient human culture.
Section 3. The structure of the body (4 hours )
general review organism Levels of organization. body structure. Organs and organ systems. Cellular structure of the body. Fabrics.
External and internal environment of the body. The structure and functions of the cell. The role of the nucleus in the transfer of hereditary properties of the organism. cell organelles. Division. Cell life processes: metabolism, biosynthesis and biological oxidation, their significance. The role of enzymes in metabolism. Growth and development of the cell. States of physiological rest and arousal.
Fabrics. Tissue formation. Epithelial, connective, muscle, nervous tissues. The structure and function of the neuron. Synapse.
Reflex regulation of organs and systems of the body. Central and peripheral parts of the nervous system. Spinal cord and brain. Nerves and ganglions. Reflex and reflex arc. neural circuits. The processes of excitation and inhibition, their significance. Sensory, intercalary and executive neurons. Direct and feedback. The role of receptors in the perception of stimuli.
Demonstration
Decomposition of hydrogen peroxide by the enzyme catalase.
Laboratory works.
Examination of cells and tissues in an optical microscope. Micropreparations of cells, epithelial, connective, muscle and nervous tissues.
P rhetorical work.
Self-observation of the blinking reflex and the conditions for its manifestation and inhibition. knee jerk, etc.
Section 4. Musculoskeletal system (7 o'clock )
Skeleton and muscles, their functions. The chemical composition of bones, their macro- and microstructure, types of bones. The human skeleton, its adaptation to upright walking, labor activity. Changes associated with the development of the brain and speech. Types of bone joints: fixed, semi-movable, movable (joints).
The structure of muscles and tendons. Overview of the muscles of the human body. Muscles-antagonists and synergists. The work of skeletal muscles and their regulation. The concept of a motor unit. Muscle changes during exercise. Consequences of hypodynamia. Energy of muscle contraction. Dynamic and static work.
Violations of posture and the development of flat feet: causes, detection, prevention and correction.
First aid for bruises, fractures of bones and dislocations of joints.
Demonstration
Skeleton and dummies of a human torso, skull, limb bones, vertebrae. Bone cuts. First aid for injuries.
Laboratory works .
Microscopic structure of the bone.
Muscles of the human body (performed either in the classroom or at home).
Identification of posture disorders.
Identification of flat feet (performed at home).
Self-observation of the work of the main muscles, the role of the shoulder girdle in the movements of the hand.
Practical work.
Fatigue during static and dynamic work.
Section 5. The internal environment of the body (3 hours )
Components of the internal environment: blood, tissue fluid, lymph. Their interaction. Homeostasis. Blood composition: plasma and formed elements (platelets, erythrocytes, leukocytes). Functions of blood cells. Blood clotting. The role of calcium and vitamin K in blood coagulation. Blood analysis. Anemia. Hematopoiesis.
Laboratory works.
Examination of human and frog blood under a microscope.
Section 6. Circulatory and lymphatic systems of the body (6 hours )
Organs of the circulatory and lymphatic systems, their role in the body. The structure of blood and lymphatic vessels. Circles of blood circulation. Structure and function of the heart. Automatism of the heart. The movement of blood through the vessels. Regulation of blood supply to organs. Blood pressure, pulse. Hygiene of the cardiovascular system. First aid for diseases of the heart and blood vessels. First aid for bleeding.
Demonstration
Human heart and torso models. Techniques for measuring blood pressure using the Korotkov method. Ways to stop bleeding.
Laboratory works.
The position of the venous valves in the lowered and raised arm.
Changes in tissues with constrictions that impede blood circulation.
Determination of blood flow velocity in the vessels of the nail bed.
Experiments revealing the nature of the pulse.
Practical work.
Functional test: response of the cardiovascular system to a dosed load.
Section 7 Breathing (4 hours )
The meaning of breathing. The structure and functions of the respiratory system. Voice formation. Infectious and organic diseases of the respiratory tract, tonsils and paranasal sinuses, prevention, first aid. Gas exchange in the lungs and tissues. Mechanisms of inhalation and exhalation. Nervous and humoral regulation of respiration. Air protection. The functionality of the respiratory system as an indicator of health. Vital capacity of the lungs.
Detection and prevention of respiratory diseases. Fluorography. tuberculosis and lung cancer. First aid for a drowning person, in case of suffocation and suffocation with earth, electrical injury. Clinical and biological death. Artificial respiration and chest compressions. Resuscitation. The effect of smoking and other bad habits on the body.
Demonstration
Model of the larynx. Model explaining the mechanism of inhalation and exhalation. Methods for determining the patency of the nasal passages in young children. The role of resonators that amplify sound. Experience in detecting carbon dioxide in exhaled air. Measurement of lung capacity. Artificial respiration techniques.
Laboratory works.
Measurement of the circumference of the chest in the state of inhalation and exhalation.
Functional tests with breath holding on inhalation and exhalation.
Section 8. Digestion (6 hours )
Foods and nutrients, their role in metabolism. Importance of digestion. Structure and functions of the digestive system: alimentary canal, digestive glands. Digestion in different parts of the digestive tract. Regulation of the digestive system. Diseases of the digestive system, their prevention. Hygiene of the digestive system. Prevention of gastrointestinal infections and helminthiasis. First aid for food poisoning.
Demonstration
Human torso.
Laboratory works.
The action of salivary enzymes on starch.
Self-observation: determining the position of the salivary glands, the movement of the larynx when swallowing.
Section 9. Metabolism and energy (3 hours )
The metabolism and energy is the main property of all living beings. Plastic and energy metabolism. Metabolism of proteins, fats, carbohydrates, water and mineral salts. Replaceable and irreplaceable amino acids, micro and macroelements. The role of enzymes in metabolism. Vitamins. Human energy consumption and food intake. Norms and diet. Main and general exchange. Energy capacity of food.
Laboratory works.
Establishment of the relationship between the load and the level of energy metabolism based on the results of a functional test with breath holding before and after the load.
Practical work.
Compilation of food rations depending on energy consumption.
Section 10. Integumentary organs. Thermoregulation. Selection (4 hours )
Outer coverings of the human body. The structure and functions of the skin. Nails and hair. The role of the skin in metabolic processes. skin receptors. Participation in thermoregulation.
Thermoregulation of the body. hardening. First aid for general cooling of the body. First aid for heat and sunstroke.
The importance of excretory organs in maintaining homeostasis of the internal environment of the body. Organs of the urinary system, their structure and functions. The structure and function of the kidneys. Nephrons. Primary and final urine. Diseases of the excretory system and their prevention.
Demonstration
Relief table "The structure of the skin." kidney model. Relief table "Organs of excretion".
Laboratory works .
Self-observation: examination under a magnifying glass of the back and palmar surface of the hand.
Determination of skin type with a paper napkin.
Determining the compatibility of the shampoo with the characteristics of local water.
Section 11. Nervous system (5 o'clock )
The value of the nervous system. Brain and psyche. The structure of the nervous system: the spinal cord and brain - the central nervous system, nerves and nerve nodes - peripheral. The structure and function of the spinal cord. The structure of the brain. Functions of the medulla oblongata, midbrain, pons and cerebellum. Forebrain. Functions of the diencephalon and cerebral cortex. Old and new cerebral cortex. Analytical-synthetic and circuit functions of the cerebral cortex. Lobes of the cerebral hemispheres and sensory areas of the cortex.
Somatic and autonomic parts of the nervous system. Sympathetic and parasympathetic subdivisions of the autonomic nervous system, their interaction.
Demonstration
model of the human brain.
Laboratory works.
Finger-nose test and features of movements associated with the functions of the cerebellum and midbrain.
Reflexes of the medulla oblongata and midbrain.
Stroke skin irritation is a test that determines the change in the tone of the sympathetic and parasympathetic divisions of the autonomic nervous system during irritation.
Section 12. Analyzers. sense organs (5 o'clock )
Analyzers and sense organs. The value of analyzers. Reliability of the received information. Illusions and their correction. visual analyzer. Position and structure of the eyes. The path of rays through the transparent medium of the eye. The structure and functions of the retina. Cortical part of the visual analyzer. binocular vision. Vision hygiene. Prevention of eye diseases, eye injuries. Prevention of nearsightedness and farsightedness. Vision correction. auditory analyzer. The meaning of hearing. Structure and function of the outer, middle and inner ear. hearing receptors. Cortical part of the auditory analyzer. Hearing hygiene. Causes of hearing loss and deafness, their prevention.
Organs of balance, skin-muscle sensitivity, smell and taste and their analyzers. Interaction of analyzers.
Demonstration
Eye and ear models. Experiments that reveal the functions of the iris, lens, rods and cones.
Laboratory works.
Determination of hearing acuity.
Practical work.
Experiments that reveal illusions associated with binocular vision; as well as visual, auditory, tactile illusions
Blind spot detection;
Section 13. Higher nervous activity. Behavior. Psyche (5 o'clock )
The contribution of domestic scientists to the development of the doctrine of higher nervous activity. I. M. Sechenov and I. P. Pavlov. Opening of central braking. Unconditioned and conditioned reflexes. Unconditional and conditional inhibition. The law of mutual induction of excitation-inhibition. Teachings of A. A. Ukhtomsky about the dominant.
Congenital programs of behavior: unconditioned reflexes, instincts, imprinting. Acquired behavior programs: conditioned reflexes, rational activity, dynamic stereotype.
biological rhythms. Sleep and wakefulness. Sleep stages. Dreams. Features of higher nervous activity of a person: speech and consciousness, labor activity. needs of people and animals. Speech as a means of communication and as a means of organizing one's behavior. External and internal speech. The role of speech in the development of higher mental functions. Conscious actions and intuition.
Cognitive processes: sensation, perception, representations, memory, imagination, thinking.
Volitional actions, incentive and inhibitory functions of the will. Suggestibility and negativism. Emotions: emotional reactions, emotional states and emotional relationships (feelings). Attention. Physiological bases of attention, its types and main properties. Reasons for distraction. Education of attention, memory, will. Development of observation and thinking.
Demonstration
Unconditioned and conditioned human reflexes (according to the method of speech reinforcement). Dual images. Installation illusions. Performing tests for observation and attention, logical and mechanical memory, conservatism of thinking, etc.
Laboratory works.
Change in the number of vibrations of the image of a truncated pyramid with involuntary, voluntary attention and with active work with an object.
Practical work.
The development of the skill of mirror writing as an example of the destruction of the old and the development of a new dynamic stereotype.
Section 14. Endocrine glands (endocrine system) (2 hours )
Glands of external, internal and mixed secretion. properties of hormones. Interaction of nervous and humoral regulation. The diencephalon and organs of the endocrine system. Pituitary and thyroid hormones, their influence on growth and development, metabolism. Hormones of the gonads, adrenal glands and pancreas. Causes of diabetes.
Demonstration
Hinged-lid model of the skull to show the location of the pituitary gland. Model of the larynx with the thyroid gland. Model of the kidneys with adrenal glands.
Section 15. Individual development of the organism (5 o'clock )
Life cycles of organisms. Asexual and sexual reproduction. Benefits of sexual reproduction. Male and female reproductive systems. Spermatozoa and eggs. The role of sex chromosomes in determining the sex of the unborn child. Menses and wet dreams. Education and development of the embryo: ovulation, fertilization of the egg, strengthening of the embryo in the uterus. Development of the embryo and fetus. Pregnancy and childbirth. Haeckel-Muller biogenetic law and reasons for deviation from it. The influence of narcotic substances (tobacco, alcohol, drugs) on human development and health.
Hereditary and congenital diseases. Sexually transmitted diseases: AIDS, syphilis, etc.; their prevention.
Child development after birth. newborn and infant, caring for him. Puberty. Biological and social maturity. Harm of early sexual contacts and abortions.
Individual and personality. Temperament and character. Self-knowledge, social way of life, interpersonal relationships. Stages of entry of the individual into the group. Interests, inclinations, abilities. Choice of life path.
Demonstration
Tests that determine the type of temperament.
Reserve time - 4 hours.
Grade 9
Biology. Introduction to General Biology
(68 hours, 2 hours per week)
Introduction (3 hours )
Biology is the science of living nature. The value of biological knowledge in modern life. Professions related to biology. Methods of biology research. The concept of "life". Modern scientific ideas about the essence of life. properties of the living. Levels of organization of living nature.
Demonstration
Portraits of scientists who have made a significant contribution to the development of biological science.
Section 1. Molecular level (10 hours )
General characteristics of the molecular level of organization of the living. The composition, structure and functions of organic substances that make up living things: carbohydrates, lipids, proteins, nucleic acids, ATP and other organic compounds. biological catalysts. Viruses.
Demonstration
Schemes of the structure of molecules of chemical compounds belonging to the main groups of organic substances.
Laboratory works.
The breakdown of hydrogen peroxide by the enzyme catalase
Section 2. Cellular level (14 hours )
General characteristics of the cellular level of organization of the living. The cell is the structural and functional unit of life. Methods for studying cells. Basic provisions of the cell theory. The chemical composition of the cell and its constancy. Cell structure. Functions of cell organelles. Prokaryotes, eukaryotes. Chromosomal set of the cell. Metabolism and energy conversion are the basis of cell vital activity. Energy metabolism in a cell. Aerobic and anaerobic respiration. Growth, development and life cycle of cells. General concepts of cell division (mitosis, meiosis). Autotrophs, heterotrophs.
Demonstration
cell model. Micropreparations of mitosis in onion root cells; chromosomes. Application models illustrating cell division. Breakdown of hydrogen peroxide by enzymes contained in living cells.
Laboratory works.
Examining plant and animal cells under a microscope.
Section 3 Organism Level (13 hours )
Asexual and sexual reproduction of organisms. sex cells. Fertilization. Individual development of organisms. biogenetic law. The main patterns of transmission of hereditary information. Genetic continuity of life. Regularities of variability.
Demonstration
Micropreparations of egg and sperm of animals.
Laboratory works.
Revealing the variability of organisms.
Section 4. Population-species level (8 ocloc'k )
View, its criteria. View structure. Origin of species. Development of evolutionary ideas. Population is the elementary unit of evolution. The struggle for existence and natural selection. Ecology as a science. Ecological factors and environmental conditions.
Basic provisions of the theory of evolution. Driving forces of evolution: heredity, variability, struggle for existence, natural selection. Fitness and its relativity. artificial selection. Selection. Formation of species - microevolution. Macroevolution.
Demonstration
Herbariums, collections, models, models of plants and animals. Living plants and animals. Herbariums and collections illustrating variability, heredity, adaptability, results of artificial selection.
P rhetorical work.
The study of the morphological criterion of the species.
Excursions
Reasons for the diversity of species in nature.
Section 5. Ecosystem level (6 hours )
Biocenosis. Ecosystem. Biogeocenosis. The relationship of populations in biogeocenosis. Food chains. Metabolism, flow and transformation of energy in biogeocenosis. Artificial biocenoses. ecological succession.
Demonstration
Collections illustrating ecological relationships in biogeocenoses. ecosystem models.
Excursions
Biogeocenosis.
Section 6 biospheric level (11 o'clock )
Biosphere and its structure, properties, regularities. Circulation of matter and energy in the biosphere. Ecological crises. Fundamentals of rational nature management.
Origin and development of life. Views, hypotheses and theories about the origin of life. Brief history of the development of the organic world. Evidence for evolution.
Demonstration
Application models "Biosphere and man". Fossils, prints, skeletons of vertebrates.
Laboratory works.
Examining the paleontological evidence for evolution.
Excursions
To a local history museum or to a geological outcrop.
Time reserve - 3 hours
Thematic planning
5th grade
Chapter
Qty. hours
Introduction
Cell structure of organisms
Kingdom Bacteria
Kingdom Mushrooms
Plant Kingdom
TOTAL
6th grade
Topic
Qty. hours
The structure and diversity of angiosperms
plant life
plant classification
natural communities
TOTAL
7th grade
Topic
Qty. hours
Introduction
Protozoa
multicellular animals
Evolution of the structure and functions of organs and their systems in animals
Individual development of animals
Development and patterns of placement of animals on Earth
Biocenoses
Fauna and human economic activity
Reserve time
TOTAL
8th grade
Topic
Qty. hours
Introduction. Sciences that study the human body
Human Origins
The structure of the body
Musculoskeletal system
The internal environment of the body
The circulatory and lymphatic systems of the body
Digestion
Metabolism and energy
Covering organs. Thermoregulation. Selection
Nervous system
Analyzers. sense organs
Higher nervous activity. Behavior, psyche
Endocrine glands (endocrine system)
Individual development of the body
Reserve time
TOTAL
Grade 9
Topic
Qty. hours
Introduction
Molecular level
Cellular level
Organism level
Population-species level
Ecosystem level
biospheric level
Reserve time