Sample curriculum for basic education biology. Biology
The program was developed on the basis of the Federal component of the state standard of general education and the biology program for grades 6–9 by a team of authors led by I.N. Ponomareva.
Explanatory note
Working programm designed in accordance with the following documents.
- Law of the Russian Federation “On Education” No. 309-FZ dated December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO dated December 19, 2005 (Article No. 9).
- Federal component of the State basic standard general education(Collection of normative documents. Biology / Compiled by E.D. Dneprov, A.G. Arkadyev. - M.: Bustard, 2006).
- The concept of modernization of Russian education for the period until 2010 (Order of the Government of the Russian Federation No. 1756-r dated December 29, 2001).
- Sample program in biology of basic general education
- Program of the team of authors under the leadership of I.N. Ponomareva (Biology in primary school. Programs. - M.: Ventana-Graf, 2005).
- Federal basic syllabus(Order of the Ministry of Defense of the Russian Federation No. 1312 dated 03/09/2004)
- Regional Basic Curriculum for educational institutions implementing general education programs (Order of the Education Committee of the Murmansk Region No. 811 of June 30, 2006).
The program provides for the implementation of textbooks recommended for use in the educational process at 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 December 13, 2007 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: Human. 8th grade. - M.: Ventana-Graf, 2004.
I.N. Ponomareva, O.A. Kornilov. Fundamentals of general biology. 9th grade. - M.: Ventana-Graf, 2007.
The educational process is built using teaching materials, ed. I.N. Ponomareva:
I.N. Ponomareva. 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. Kozlova. Workbook. 9th grade. - M.: Ventana-Graf, 2009.
The relevance of developing the program lies in the need to bring the content of education into line with the age characteristics of adolescence, when the child strives for real practical activities, 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 of learning and realize the child’s abilities, capabilities, needs and interests to the greatest extent.
The program takes 272 hours to complete. : 6th grade - 68 hours (2 hours per week), 7th grade - 68 hours (2 hours per week), 8th grade - 68 hours (2 hours per week), 9th grade - 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 secondary school graduates, provided for by the federal component of the State Standard of Basic General Education
Program objectives.
- mastering knowledge about living nature and its inherent patterns; 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 knowledge of living nature.
- mastery of skills apply biological knowledge to explain the processes and phenomena of living nature, the life activity of one’s own body; use information about modern achievements in the field of biology and ecology, health and risk factors; work with biological devices, tools, reference books; carry out observations of biological objects and the state of one’s own body, biological experiments.
- development of cognitive interests, intellectual and creative abilities in the process of conducting observations of living organisms, biological experiments, and working with various sources of information.
- upbringing a positive value attitude towards living nature, one’s own health and the health of other people; culture of behavior V nature.
- using acquired knowledge and skills in everyday life for caring for plants, pets, taking care of your own health, providing first aid to yourself and others; assessing the consequences of one’s activities in relation to the natural environment, one’s own body, and the health of other people; to comply with the rules of conduct in the environment, norms healthy image life, prevention of diseases, injuries and stress, bad habits, HIV infection.
Achieving goals and objectives is facilitated by the features of the biology program in primary schools, developed by a team of authors under the editorship of. I.N. Ponomareva:
- increasing the volume of environmental content due to some reduction in anatomical and morphological material;
- increased attention to biological diversity as the exceptional value of the organic world; to studying the living nature of Russia and caring for it;
- increased attention to the ideas of the evolution of the organic world, about the interrelations and dependencies in the structure and life activity biological systems different levels organizations; to ideas about the sustainable development of nature and society;
- expansion of the list 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 7th grade, due to 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 7th grade these are the topics: “Class Reptiles or Reptiles” (4+1), “Class Birds” (6+2), “Class Mammals or Animals” (8+3). The topic, Development of the animal world on Earth, is shortened from 4 to 3 hours, since the material is considered in high school.
In the 9th grade, due to the reduction of the topic, Ontogenesis, by 1 hour, (5-1) / 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. The time for studying the topic, Doctrine of Evolution, (11-2) has been reduced, 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 study of heredity and variability, 13 hours (11+2) / the increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; difficulties encountered when preparing and solving problems/; ,Conclusion,2 hours (1+1), because one hour is not enough to summarize, repeat, consolidate and control the entire course, Fundamentals of General Biology,
The time for summing up 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 is carried out to generalize knowledge. In lesson planning, they are noted before studying the subsequent topic. In 6th grade there are 3 of them; in 7th grade - 3; in 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. Volume works, rich in multi-level tasks, are given 35-45 minutes. In the 6th grade there are 4 such works; in 7th grade - 5; in 8th grade - 3; in 9th grade - 4. They are taught as a separate lesson and are displayed in lesson planning.
The results of the annual work in all classes are summed up.
The practical part involves laboratory work, practical work, and excursions.
To implement this training program, the following are used: methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The predominant methods of monitoring knowledge and skills are practical work, seminars, multi-level tests, testing, and 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 must 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 mushrooms of your region;
- explain: the role of biology in the formation of the modern natural science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (using the example of a comparison of individual groups); the role of various organisms in human life and their own activities; relationships between organisms and the environment; biological diversity in preserving the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; relationships between humans 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: conduct biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, animal behavior, seasonal changes in nature; examine on finished micropreparations and describe biological objects;
- recognize and describe: on the tables are the main parts and organelles of cells, organs and human organ systems; on living objects and tables, organs of a flowering plant, organs and organ systems of animals, plants of different departments, animals of individual types and classes; the most common plants and animals of their area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
- identify variability of organisms, adaptations of organisms to their environment, types of interaction different types in the ecosystem;
- compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of individual systematic groups) and draw conclusions;
- determine 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 distinctive features of the main systematic groups in the text of the textbook; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using IT);
- use acquired knowledge and skills in practical activities and everyday life for:
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 disorders of posture, vision, hearing; infectious and colds;
providing first aid for poisoning by poisonous mushrooms, plants, animal bites; for colds, burns, frostbite, injuries, rescuing a drowning person;
rational organization of work and rest, compliance with rules of conduct in the environment;
growing, propagating and caring for cultivated plants and domestic animals;
conducting observations of the state of one’s own body.
THEMATIC PLANNING OF THE COURSE “BIOLOGY. 6TH GRADE"
| № | Name of section, topic | Number of hours | ||
| Total | l/work | excursion | ||
| 6th grade. Biology: Plants. Bacteria. Mushrooms. Lichens | ||||
| 1 | Introduction | 1 | ||
| 2 | General introduction to plants | 6 | 2 | 1 |
| 3 | Cellular structure of plants | 5 | 2 | |
| 4 | Organs of flowering plants | 17 | 8 | 1 |
| 5 | Basic life processes of plants | 11 | 2 | |
| 6 | The main divisions of the plant kingdom | 10 | 5 | |
| 7 | Historical development diversity of the earth's flora | 4 | ||
| 8 | Kingdom Bacteria | 3 | 1 | |
| 9 | Kingdom of Mushrooms. 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 Coelenterates | 2 | ||
| 6 | Types: Flatworms, Roundworms, Annelids | 6 | 2 | |
| 7 | Type Shellfish | 4 | 3 | 1 |
| 8 | Phylum Arthropod | 7 | 2 | |
| 9 | Phylum Chordata. Subtype Skullless | 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 | 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: an 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 | ||
| 9th grade. Basics of general biology | ||||
| 1 | Introduction to the basics of general biology | 3 | 1 | |
| 2 | Basics 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 | Basics of selection of plants, animals and microorganisms | 5 | ||
| 6 | Origin of life and development of the organic world | 5 | 1 | |
| 7 | The Doctrine of Evolution | 9 | 1 | |
| 8 | Origin of man (anthropogenesis) | 6 | ||
| 9 | Basics of ecology | 11 | 1 | |
| 10 | Conclusion | 2 | ||
| Total | 68 | 8 | 3 | |
Municipal budget educational institution
"Grafovskaya secondary school
Shebekinsky district, Belgorod region"
"Considered"Head of MS
O.V.Kryuchkova
Protocol No. ______
dated "____"___________2016
"Agreed"
Deputy Director of MBOU
"Grafovskaya Secondary School"
O.V.Kryuchkova
"____"__________2016
"I affirm"
Director of MBOU
"Grafovskaya Secondary School"
I.A. Svinareva
Order No.________
from "_____"_______2016
WORKING PROGRAMM
in biology
to the level of basic general education
The biology work program for grades 5-9 is compiled in accordance with the Federal State Educational Standard of Basic General Education and the Program of Basic General Education. Biology. 5-9 grades. Authors: V.V. Pasechnik, V.V. Latyushin, G.G. Shvetsov. (Biology. Grades 5-9. Work programs: educational and methodological manual / compiled by G.M. Paldyaev. – 4th ed., stereotype. M.: Bustard, 2015. – 382.”).
Planned results of mastering the subject "Biology"
Alive organisms
The graduate will learn:
Characterize the structural features and vital processes of biological objects (cells, organisms), their practical significance;
Apply methods of biological science to study cells and organisms: conduct observations of living organisms, perform simple biological experiments and explain their results, describe biological objects and processes;
Use the components of research and project activities for the study of living organisms (provide evidence, classify, compare, identify relationships);
To navigate the system of cognitive values: evaluate information about living organisms received from various sources; consequences of human activities in nature.
follow the rules of working in the biology classroom, with biological devices and tools;
use first aid techniques for poisoning with poisonous mushrooms, poisonous plants, animal bites; working with plant identification guides; cultivation and propagation of cultivated plants and domestic animals;
highlight the aesthetic merits of living nature objects;
consciously observe the basic principles and rules of attitude towards living nature;
navigate the system of moral norms and values in relation to objects of living nature (recognition of the high value of life in all its manifestations, environmental consciousness, emotional and value-based attitude towards objects of living nature);
find information about plants and animals in popular scientific literature, biological dictionaries and reference books, analyze, evaluate it and translate it from one form to another;
choose target and meaningful attitudes in your actions and actions in relation to living nature.
Man and his health
The graduate will learn:
Characterize the structural features and vital processes of the human body, their practical significance;
Apply methods of biological science when studying the human body: conduct observations of the state of one’s own body, take measurements, carry out simple biological experiments and explain their results;
Use the components of research and project activities to study the human body: provide evidence of the relationship between humans and mammals, compare cells, tissues, and vital processes of the human body; identify the relationships between the structural features of cells, tissues, organs, organ systems and their functions;
To navigate the system of cognitive values: to 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, rescuing a drowning person; rational organization of work and rest; conducting observations of the state of one’s own body;
highlight the aesthetic merits of the human body;
implement healthy lifestyle guidelines;
navigate the system of moral norms and values in relation to one’s own health and the health of other people;
find information about the human body in educational and popular scientific literature, present it in the form of oral communications, reports, abstracts, presentations;
analyze and evaluate the goals and meanings in your actions and behavior in relation to the health of yourself and others; consequences of risk factors on human health.
General biological patterns
The graduate will learn:
Characterize general biological patterns and their practical significance;
Apply methods of biological science to study general biological patterns: observe and describe cells on finished micropreparations, the ecosystems of your area;
Use the components of project and research activities to study general biological patterns characteristic of living nature; provide evidence of the need to protect the environment; highlight the distinctive features of living organisms; essential features of biological systems and biological processes;
To 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 activities in ecosystems and the biosphere;
argue your point of view during a discussion on 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. Kingdoms of bacteria, fungi, plants and animals. Distinctive characteristics of living and nonliving things. Relationship between organisms and their environment. The relationship of organisms in nature. Environmental factors and their influence on living organisms. The influence 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. Cellular structure of organisms (10 hours )
The device of magnifying devices (magnifying glass, light microscope). Cell and its structure: membrane, cytoplasm, nucleus, vacuoles, plastids. Vital activity of the cell: 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. The device of a magnifying glass and a light microscope. Rules for working with them.
2. Studying plant cells using a magnifying glass.
3. Preparation of a preparation of onion scale skin, examining it under a microscope.
4. Preparation of preparations and examination under a microscope of plastids in the cells of elodea leaves, tomato fruits, rowan, and rose hips.
5. Preparation of the preparation and examination under a 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. 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 mucor.
9.Structure of yeast.
Section 4. Plant Kingdom (11 o'clock )
Plants. Botany is the science of plants. Methods for studying plants. general characteristics plant kingdom. The diversity of plants, their connection with their environment. Role in the biosphere. Plant protection.
Main groups of plants (algae, mosses, horsetails, mosses, ferns, gymnosperms, flowering plants).
Seaweed. Variety of algae. Algae habitat. The structure of unicellular and multicellular algae. The role of algae in nature and human life, protection of algae.
Lichens, their structure, diversity, habitat. Meaning in nature and human life.
Mosses. Variety of mosses. Habitat. The structure of mosses, their significance.
Ferns, horsetails, mosses, their structure, diversity, habitat, role in nature and human life, protection.
Flowering plants, their structure and diversity. Habitat. The meaning of flowering plants in nature and human life.
Origin of plants. The main stages of development of the plant world.
Demonstration
Herbarium specimens of plants. Imprints of fossil plants.
Laboratory works.
10. The structure of green algae.
11. The structure of moss (on local species).
12. The structure of a spore-bearing fern.
13. The structure of spore-bearing horsetail.
14. The structure of conifer needles and cones (using the example of local species).
6th grade
Biology. Diversity of angiosperms.
(34 hours, 1 hour per week)
Section 1. Structure and diversity of angiosperms (14 hours )
The structure of seeds of monocotyledonous and dicotyledonous plants. 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.
External structure of the leaf. Cellular structure of the leaf. Leaf modifications.
The structure of the stem. Variety of stems. Modifications of shoots.
Flower and its structure. Inflorescences. Fruits and their classification. Distribution of fruits and seeds.
Demonstration
External and internal structures of the root. The structure of the buds (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.
The structure of seeds of dicotyledonous and monocotyledonous plants.
Types of roots. Taproot and fibrous root systems.
Root cap and root hairs.
The structure of the kidneys. Location of buds on the stem.
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. Respiration of plants. Evaporation of water. Leaf fall. Movement of water and nutrients in the plant. Seed germination. Methods of plant propagation. 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 seed germination; feeding seedlings with seed reserve substances; obtaining chlorophyll extract; absorption of carbon dioxide by plants and release of oxygen in the light; starch formation; plant respiration; evaporation of water by leaves; movement organic matter on 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 )
Basic systematic categories: species, genus, family, class, division, kingdom. Introduction to the classification of flowering plants.
Class Dicotyledonous plants. Morphological characteristics of 3-4 families (taking into account local conditions).
Class Monocots. Morphological characteristics of cereals and lilies.
The most important agricultural plants, the biological basis of their cultivation and national economic significance. (The choice of objects depends on the specialization of crop production in each specific area.)
Demonstration
Live and herbarium plants, zoned varieties of the most important agricultural plants.
Laboratory works.
9. Identification of family characteristics based on the external structure of plants.
Excursions
Introduction to growing plants in protected soil.
Section 4. Natural communities (4 hours )
Development and change of plant communities. The influence of human activities on plant communities and the influence of the natural environment on humans.
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 the development of zoology. Methods for studying animals. The science of zoology and its structure. Similarities and differences between animals and plants. Taxonomy of animals.
Section 1. Protozoa (2 hours )
Protozoa: diversity, environment and habitats; lifestyle and behavior; biological and environmental features; meaning in nature and human life; colonial organisms.
Demonstration
Live ciliates. Microspecimens of protozoa.
Section 2. Multicellular animals (32 hours )
Invertebrate animals.
Sponge type: diversity, habitat, lifestyle; biological and environmental features; meaning in nature and human life.
Type Coelenterates: diversity, habitat, lifestyle; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.
Demonstration
Microscopic specimen of freshwater hydra. Coral samples. Wet preparation of a jellyfish. Video film.
Types of Flatworms, Roundworms, Annelids: diversity, environment and habitats; lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Laboratory works.
Variety of annelids.
Type Mollusks: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Demonstration
Variety of mollusks and their shells.
Type Echinoderms: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Demonstration
Starfish and other echinoderms. Video film.
Phylum Arthropods. Class Crustaceans: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Laboratory works.
Getting to know the variety of crustaceans.
Class Arachnids: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Class Insects: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.
Laboratory works.
Study of representatives of insect orders
Phylum Chordata. Class Lancelets.
Vertebrates. Superclass Pisces: diversity (cyclostomes, cartilaginous, bony); habitat, lifestyle, behavior; biological and environmental features; meaning 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 environmental features; meaning in nature and human life; endangered, rare and protected species.
Class Reptiles: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.
Class Birds: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.
Laboratory works.
Study of the external structure of birds.
Excursions
Studying the diversity of birds.
Class Mammals: the most important representatives of the orders; habitat, lifestyle and behavior; biological and environmental features; meaning 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 )
Covers of the body. Musculoskeletal system and methods of movement. 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 the body's activities.
Demonstration
Wet preparations, skeletons, models and dummies.
Laboratory works.
Study of the characteristics of various integuments of the body.
Section 4. Individual development of animals (3 hours )
Prolongation of the family. Reproductive organs. Methods of animal reproduction. Fertilization. Development of animals with and without transformation. Periodization and life expectancy of animals.
Laboratory works.
Studying the stages of animal development and determining their age.
Section 5. Development and patterns of distribution of animals on Earth (3 hours )
Evidence of evolution: comparative anatomical, embryological, paleontological. Charles Darwin on the causes of the evolution of the animal world. The increasing complexity of the structure of animals and the diversity of species as a result of evolution.
Habitats. Migrations. Patterns of animal placement.
Demonstration
Paleontological evidence of evolution.
Section 6. Biocenoses (4 hours )
Natural and artificial biocenoses (reservoir, meadow, steppe, tundra, forest, locality). Environmental factors and their influence on biocenoses. Power circuits, energy flow. The relationship between the components of the biocenosis and their adaptability to each other.
Excursions
Study of the relationship of animals with other components of the biocenosis. Phenological observations of spring phenomena in the life of animals.
Section 7. Animal world and human economic activity (5 o'clock )
The influence of human activities on animals. Animal hunting.
Domestication. Breeding, basics of keeping and selection of farm animals.
Protection of wildlife: laws, monitoring system, protected areas. Red Book. Rational use of animals.
Excursions
Visiting farm and domestic animal exhibitions.
Time reserve - 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. Origin of Man (3 hours )
The place of man in taxonomy. Evidence of human animal origin. The main stages of human evolution. The influence of biological and social factors on human evolution. Human races. Man as a species.
Demonstration
Model "Descent of Man". Models of the remains of ancient human culture.
Section 3. Body structure (4 hours )
General overview of the organism Levels of organization. Body structure. Organs and organ systems. Cellular structure of the body. Fabrics.
External and internal environment of the body. Cell structure and functions. The role of the nucleus in the transmission of hereditary properties of the organism. Cell organelles. Division. Life processes of the cell: metabolism, biosynthesis and biological oxidation, their significance. The role of enzymes in metabolism. Cell growth and development. States of physiological rest and arousal.
Fabrics. Tissue formation. Epithelial, connective, muscle, nervous tissues. Structure and function of a 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 ganglia. Reflex and reflex arc. Neural circuits. Processes of excitation and inhibition, their significance. Sensitive, intercalary and executive neurons. Direct and backward connections. 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 through an optical microscope. Micropreparations of cells, epithelial, connective, muscle and nervous tissues.
P practical work.
Self-observation of the blink reflex and the conditions for its manifestation and inhibition. Knee reflex, etc.
Section 4. Musculoskeletal system (7 o'clock )
Skeleton and muscles, their functions. Chemical composition of bones, their macro- and microstructure, types of bones. The human skeleton, its adaptation to walking upright and working. Changes associated with brain and speech development. Types of bone joints: fixed, semi-movable, movable (joints).
The structure of muscles and tendons. Overview of the muscles of the human body. Antagonist and synergist muscles. The work of skeletal muscles and their regulation. Concept of a motor unit. Change in muscle during training. Consequences of physical inactivity. Energy of muscle contraction. Dynamic and static work.
Posture disorders and development of flat feet: causes, identification, prevention and correction.
First aid for bruises, broken bones and dislocated joints.
Demonstration
Skeleton and models of the human torso, skull, limb bones, vertebrae. Bone cuts. First aid techniques for injuries.
Laboratory works .
Microscopic structure of bone.
Muscles of the Human Body (done either in class or at home).
Detection of postural disorders.
Detection of flat feet (performed at home).
Self-observation of the work of the main muscles, the role of the shoulder girdle in arm movements.
Practical work.
Fatigue during static and dynamic work.
Section 5. Internal environment of the body (3 hours )
Components 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 clotting. Blood analysis. Anemia. Hematopoiesis.
Laboratory works.
Examining 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. Circulation circles. The structure and work of the heart. Automaticity of the heart. Movement of blood through vessels. Regulation of blood supply to organs. Blood pressure, pulse. Hygiene of the cardiovascular system. First aid for heart and vascular diseases. First aid for bleeding.
Demonstration
Models of the human heart and torso. Techniques for measuring blood pressure using the Korotkoff method. Techniques to stop bleeding.
Laboratory works.
Position of venous valves in the lowered and raised arm.
Changes in tissues due to constrictions that impede blood circulation.
Determination of blood flow speed in the vessels of the nail bed.
Experiments revealing the nature of the pulse.
Practical work.
Functional test: reaction of the cardiovascular system to dosed load.
Section 7. Breathing (4 hours )
The meaning of breathing. Structure and functions of the respiratory organs. 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. Functional capabilities 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 covering with earth, electrical injury. Clinical and biological death. Artificial respiration and indirect cardiac massage. Resuscitation. The effect of smoking and other bad habits on the body.
Demonstration
Model of the larynx. A 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 vital capacity of the lungs. Artificial respiration techniques.
Laboratory works.
Measurement of chest circumference during inhalation and exhalation.
Functional tests with breath holding during inhalation and exhalation.
Section 8. Digestion (6 hours )
Food products and nutrients, their role in metabolism. The meaning of digestion. Structure and functions of the digestive system: alimentary canal, digestive glands. Digestion in various parts of the digestive tract. Regulation of the digestive system. Diseases of the digestive system, their prevention. Digestive hygiene. Prevention of gastrointestinal infections and helminthiases. 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 during swallowing.
Section 9. Metabolism and energy (3 hours )
Metabolism and energy are the basic properties of all living beings. Plastic and energy metabolism. Metabolism of proteins, fats, carbohydrates, water and mineral salts. Replaceable and essential amino acids, micro- and macroelements. The role of enzymes in metabolism. Vitamins. Human energy consumption and food intake. Norms and diet. Basic 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.
Preparation of food rations depending on energy consumption.
Section 10. Integumentary organs. Thermoregulation. Selection (4 hours )
External coverings of the human body. 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 “Skin structure”. Kidney model. Relief table “Organs of excretion”.
Laboratory works .
Introspection: examination of the dorsal and palmar surfaces of the hand under a magnifying glass.
Determining skin type using a paper napkin.
Determining the compatibility of shampoo with the characteristics of local water.
Section 11. Nervous system (5 o'clock )
The meaning of the nervous system. Brain and psyche. Structure of the nervous system: spinal cord and brain - central nervous system, nerves and nerve ganglia - peripheral. Structure and functions of the spinal cord. Structure of the brain. Functions of the medulla oblongata, midbrain, pons and cerebellum. Forebrain. Functions of the diencephalon and cortex cerebral hemispheres. Old and new cortex of the cerebral hemispheres. Analytical-synthetic and closure functions of the cerebral cortex. Lobes of the cerebral hemispheres and sensory areas of the cortex.
Somatic and autonomic divisions of the nervous system. Sympathetic and parasympathetic subdivisions of the autonomic nervous system, their interaction.
Demonstration
Model of the human brain.
Laboratory works.
Finger test and features of movements associated with the functions of the cerebellum and midbrain.
Reflexes of the medulla oblongata and midbrain.
Linear skin irritation is a test that determines changes in the tone of the sympathetic and parasympathetic parts of the autonomic nervous system during irritation.
Section 12. Analyzers. Sense organs (5 o'clock )
Analyzers and sense organs. The meaning of analyzers. Reliability of the information received. Illusions and their correction. Visual analyzer. Position and structure of the eyes. The passage of rays through the transparent medium of the eye. Structure and functions of the retina. Cortical part of the visual analyzer. Binocular vision. Visual hygiene. Prevention of eye diseases and eye injuries. Prevention of myopia and farsightedness. Vision correction. Hearing analyzer. The meaning of hearing. Structure and functions 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, musculocutaneous sensitivity, smell and taste and their analyzers. Interaction of analyzers.
Demonstration
Models of the eye and ear. Experiments revealing the functions of the iris, lens, rods and cones.
Laboratory works.
Determination of hearing acuity.
Practical work.
Experiments revealing 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 the central brake. Unconditioned and conditioned reflexes. Unconditioned and conditioned inhibition. Law of mutual induction of excitation-inhibition. The doctrine of A. A. Ukhtomsky about the dominant.
Innate behavioral programs: unconditioned reflexes, instincts, imprinting. Acquired behavior programs: conditioned reflexes, rational activity, dynamic stereotype.
Biological rhythms. Sleep and wakefulness. Stages of sleep. Dreams. Features of human higher nervous activity: 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, ideas, 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 basic properties. Causes of absent-mindedness. Education of attention, memory, will. Development of observation and thinking skills.
Demonstration
Unconditioned and conditioned human reflexes (using 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 oscillations of the image of a truncated pyramid during involuntary, voluntary attention and during active work with the object.
Practical work.
Developing the skill of mirror writing as an example of destroying the old and developing 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. Diencephalon and organs of the endocrine system. Hormones of the pituitary gland and thyroid gland, their effect on growth and development, metabolism. Hormones of the sex glands, adrenal glands and pancreas. Causes of diabetes.
Demonstration
Skull model with hinged lid to show the location of the pituitary gland. Model of the larynx with the thyroid gland. Model of kidneys with adrenal glands.
Section 15. Individual development of the body (5 o'clock )
Life cycles of organisms. Asexual and sexual reproduction. Advantages of sexual reproduction. Male and female reproductive systems. Sperm and eggs. The role of sex chromosomes in determining the sex of the unborn child. Menstruation and wet dreams. Formation 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. Biogenetic Haeckel-Muller 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 intercourse and abortion.
Individual and personality. Temperament and character. Self-knowledge, social lifestyle, interpersonal relationships. Stages of an individual's entry into a group. Interests, inclinations, abilities. Choosing a life path.
Demonstration
Tests that determine the type of temperament.
Time reserve - 4 hours.
9th grade
Biology. Introduction to General Biology
(68 hours, 2 hours per week)
Introduction (3 hours )
Biology is the science of living nature. The importance of biological knowledge in modern life. Professions related to biology. Biology research methods. The concept of "life". Modern scientific ideas about the essence of life. Properties of living things. Levels of organization of living nature.
Demonstration
Portraits of scientists who have made significant contributions to the development of biological science.
Section 1. Molecular level (10 hours )
General characteristics of the molecular level of organization of living things. Composition, structure and functions of organic substances that make up living things: carbohydrates, lipids, proteins, nucleic acids, ATP and others 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 living things. The cell is the structural and functional unit of life. Methods for studying cells. Basic provisions cell theory. Chemical composition of the cell and its constancy. Cell structure. Functions of cell organelles. Prokaryotes, eukaryotes. Chromosome set of a cell. Metabolism and energy conversion are the basis of cell life. Energy metabolism in a cell cell. Aerobic and anaerobic respiration. Growth, development and life cycle of cells. General concepts about cell division (mitosis, meiosis). Autotrophs, heterotrophs.
Demonstration
Cell model. Microscopic specimens of mitosis in onion root cells; chromosomes. Application models illustrating cell division. The breakdown of hydrogen peroxide using enzymes found in living cells.
Laboratory works.
Examining plant and animal cells under a microscope.
Section 3. Organismal level (13 hours )
Asexual and sexual reproduction of organisms. Sex cells. Fertilization. Individual development of organisms. Biogenetic law. Basic patterns of transmission of hereditary information. Genetic continuity of life. Patterns of variability.
Demonstration
Micropreparations of animal eggs and sperm.
Laboratory works.
Revealing the variability of organisms.
Section 4. Population-species level (8 ocloc'k )
Type, its criteria. View structure. Origin of species. Development of evolutionary concepts. Population is the elementary unit of evolution. The struggle for existence and natural selection. Ecology as a science. Environmental 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, fitness, and the results of artificial selection.
P practical work.
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. Interrelation of populations in biogeocenosis. Power circuits. 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. Biosphere level (11 o'clock )
The biosphere and its structure, properties, patterns. Cycle of matter and energy in the biosphere. Ecological crises. Fundamentals of rational environmental management.
The emergence and development of life. Views, hypotheses and theories about the origin of life. Short story development of the organic world. Evidence of evolution.
Demonstration
Application models “Biosphere and Man”. Fossils, prints, skeletons of vertebrates.
Laboratory works.
Study of paleontological evidence for evolution.
Excursions
IN local history museum or to a geological outcrop.
Time reserve - 3 hours
5th grade
Chapter
Col. hours
Introduction
Cellular structure of organisms
Kingdom Bacteria
Kingdom Mushrooms
Plant Kingdom
TOTAL
6th grade
Subject
Col. hours
Structure and diversity of angiosperms
Plant life
Plant classification
Natural communities
TOTAL
7th grade
Subject
Col. 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 distribution of animals on Earth
Biocenoses
Fauna and human economic activity
Reserve time
TOTAL
8th grade
Subject
Col. hours
Introduction. Sciences that study the human body
Human Origins
Body structure
Musculoskeletal system
Internal environment of the body
Circulatory and lymphatic systems of the body
Digestion
Metabolism and energy
Integumentary 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
9th grade
Subject
Col. hours
Introduction
Molecular level
Cellular level
Organismal level
Population-species level
Ecosystem level
Biosphere level
Reserve time
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; healthy and safe lifestyle for humans and the environment; environmental consciousness; value attitude towards living nature and people; own position in relation to biological information obtained from different sources. The study of biology creates conditions for the formation of intellectual, civic, communication and information competencies in students.
Mastering the biology program ensures mastery of the basics of educational research activities, scientific methods solving various theoretical and practical problems.
The study of biology at a basic level is aimed at providing general educational and general cultural training for graduates. The study of biology at an in-depth level is focused on: preparation for subsequent vocational education; development of individual abilities of students through deeper than expected basic level, mastering the basics of biology and methods of studying the organic world. Studying biology at an in-depth level ensures: the application of acquired knowledge to solve practical and educational and research problems in a changed, non-standard situation, the ability to systematize and generalize the acquired knowledge; mastering the basics of biological research activities and competent presentation of the results obtained; development of the ability to simulate some objects and processes occurring in living nature. Studying the subject at an in-depth level allows students to develop the ability to analyze, predict and evaluate the consequences of human activity in ecosystems from the perspective of environmental safety.
At the basic and advanced levels, the study of the subject “Biology” in terms of developing students’ scientific worldview, mastering general scientific methods, and mastering the practical application of scientific knowledge is based on interdisciplinary connections with subjects in the fields of natural, mathematical and human sciences.
Sample program academic subject"Biology" is compiled on the basis of a modular construction principle educational material, does not determine the number of hours for studying an academic subject and does not limit the possibility of studying it in a particular class.
The proposed sample program takes into account the possibility of acquiring knowledge, including through practical activities. The program contains an approximate list of laboratory and practical work. When drawing up a work program, the teacher has the right to choose from a list of works that he considers most appropriate, taking into account the need to achieve subject results.
Explanatory note
Document status
The sample biology program is based on the federal component of the state standard of basic general education.An example program specifies the content of subject topics educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence of studying topics and sections of the academic subject, taking into account interdisciplinary and intrasubject connections, the logic of the educational process, and the age characteristics of students.
The sample program performs two main functions:
Information and methodological function allows all participants educational process get an idea of the goals, content, general strategy of teaching, educating and developing students using the means of this academic subject.
Organizational planning the function involves highlighting the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.
The approximate program is a guideline for the compilation of original educational programs and textbooks. Sample program defines invariant (mandatory) part training course, outside of which remains the possibility of the author’s choice of a variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, the model program contributes to the preservation of a unified educational space, without hindering the creative initiative of teachers, and provides ample opportunities for the implementation of various approaches to constructing a training course. The original curricula and textbooks created on its basis must maintain strict continuity with the federal component of the state standard of basic general education and the federal basic curriculum for educational institutions of the Russian Federation.
Document structure
The sample program includes three sections: explanatory note; main content indicating the approximate number of hours allocated for studying each block, a minimum list of laboratory and practical work, excursions; requirements for the level of training of graduates. Most of the laboratory and practical work presented in the sample program are fragments of lessons that do not require additional teaching hours. The approximate program contains a list of demonstrations that can be carried out using various teaching aids, taking into account the specifics of the educational institution, its material base, including tables, natural objects, models, dummies, collections, videos, etc.
General characteristics of the subject
The biology course at the level of basic general education is aimed at developing in students ideas about the distinctive features of living nature, 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 basic knowledge and skills that are significant for the formation general culture, preservation of the environment and one’s own health, which are in demand in everyday life and practical activities. The basis for structuring the content of the biology course is the leading system-forming ideas - the distinctive features of living nature, its diversity and evolution, in accordance with which the content blocks are distinguished: Signs of living organisms; System, diversity and evolution of living nature; Man and his health; Relationships between organisms and the environment. The basis of the study of the biology course is made up of ecological-evolutionary and functional approaches, according to which the emphasis in the study of the diversity of organisms is transferred from consideration of the structural features of individual representatives to the disclosure of the processes of their life activity and complication during evolution, adaptability to the environment, and role in ecosystems. In the contents of the section “Man and his health” Special attention paid to the social essence of man, his role in environment.
The approximate program provides for a reserve of free teaching time (33 hours at the level of basic general education) for wider use, along with the traditional lesson, of various forms of organizing the educational process, conducting laboratory and practical work, and introducing modern pedagogical technologies.
Goals
The study of biology at the level of basic general education is aimed at achieving the following goals:
mastering knowledge about living nature and its inherent patterns; 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 knowledge of living nature;
mastery of skills apply biological knowledge to explain the processes and phenomena of living nature, the life activity of one’s own body; use information about modern achievements in the field of biology and ecology, health and risk factors; work with biological devices, instruments, reference books; conduct observations of biological objects and the state of one’s own body, biological experiments;
development of cognitive interests, intellectual and creative abilities in the process of conducting observations of living organisms, biological experiments, working with various sources of information;
upbringing a positive value attitude towards living nature, one’s own health and the health of other people; culture of behavior in nature;
using acquired knowledge and skills in everyday life for caring for plants, pets, taking care of your own health, providing first aid to yourself and others; assessing the consequences of one’s activities in relation to the natural environment, one’s own body, and the health of other people; to comply with the rules of behavior in the environment, healthy lifestyle standards, prevention of diseases, injuries and stress, bad habits, HIV infection.
Place of the subject in the basic curriculum
The approximate program was developed on the basis of the federal basic curriculum for educational institutions of the Russian Federation, according to which 245 hours are allocated for studying a biology course at the level of basic general education, including 35 hours in the 6th grade (1 hour per week), 7-9 classes - 70 hours (2 hours per week). It is advisable to study the system, diversity and evolution of living nature on the basis of a local history approach using the most typical representatives of plants, animals, and fungi of a particular region. To study local flora and fauna, including cultivated plants, domestic and farm animals, and mushrooms, it is recommended to use 35 hours of study time from the regional component.
General educational abilities, skills and methods of activity
The sample program provides for the development of general educational skills and abilities in students, universal methods of activity and key competencies. In this direction, the priorities for the academic subject “Biology” at the level of basic general education are: object recognition, comparison, classification, analysis, evaluation.
Learning outcomes
The results of the “Biology” course are given in the “Requirements for the level of graduate training” section, which fully complies with the standard. The requirements are aimed at the implementation of activity-based, practice-oriented and personality-oriented approaches: students’ mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own health.
The “Be able to” category includes requirements based on more complex types activities, including creative ones: explain, study, recognize and describe, identify, compare, identify, analyze and evaluate, conduct an independent search for biological information.
The heading “Use acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.
Main content (245 hours)
Biology as a science. Methods of biology (3 hour)
Biology is the science of living nature. The role of biology in the practical activities of people.
Methods for studying living objects. Biological experiment. Observation, description and measurement of biological objects.
Rules for working in a biological laboratory. Compliance with the rules of behavior in the environment as the basis for the safety of one’s life, careful attitude towards biological objects, and their protection.
Demos:
The results of experiments illustrating the role of light in plant life.
The results of experiments illustrating the presence of mineral and organic substances in plants.
Observation of the growth and development of plants and animals.
Observation of seasonal changes in the life of plants and animals.
Experiments to study soil composition.
Organic world system(25 hours)
System of the organic world. Classification of organisms. Basic systematic categories: kingdom, type (division), class, detachment (order), family, genus, species, their subordination 1 .
Plant kingdom. The structure of a plant organism using angiosperms as an example: cells, tissues, organs. Life activity of plants: nutrition (mineral and air-photosynthesis), respiration, pollination, reproduction, growth, development, irritability. A plant is a whole organism. The role of plants in nature, human life and their own activities. The most important agricultural crops. Measures to prevent diseases caused by plants. Protection of flora.
The kingdom of bacteria, structural features and vital functions. Bacteria are pathogens that cause diseases in plants, animals, and humans. Prevention of diseases caused by bacteria. Use of bacteria in biotechnology. The significance of the works of R. Koch and L. Pasteur.
Viruses are non-cellular forms. Measures to prevent diseases caused by viruses.
Demos:
Classification of organisms
Structure of a plant cell
Tissues, organs of a plant organism (using the example of angiosperms)
Structure and diversity of bacteria
The structure of a cap mushroom
Variety of mushrooms
Tissues, organs, organ systems of the animal body (using the example of a mammal)
Animals are pathogens and carriers of diseases
Virus structure
Laboratory and practical work
Study of flowering plant organs
Identifying the role of light and water in plant life
Propagation of indoor plants
Studying the structure of molds
Recognizing edible and poisonous mushrooms
Study of the external structure of a mammal
Study of the internal structure of a mammal
Observation of animal behavior
Diversity and evolution of wildlife(62 hours)
The doctrine of the evolution of the organic world. Charles Darwin is the founder of the doctrine of evolution. Driving forces of evolution: hereditary variability, struggle for existence, natural selection. Artificial selection. Results of evolution: diversity of species, adaptability of organisms to their environment.
Complication of plants in the process of evolution: algae, mosses, ferns, horsetails, mosses, gymnosperms, angiosperms. The main features of the main departments. Classes and families of angiosperms (2 families of monocotyledons and 3 families of dicots). The diversity of plant species is the basis of the stability of the biosphere, the result of evolution. Preservation of plant biological diversity. Agricultural plants.
The diversity of animals is the result of evolution. Unicellular and multicellular animals. Invertebrate animals: Coelenterates, Worms, Molluscs, Arthropods. Complication of animals in the process of evolution using the example of vertebrates: Fish, Amphibians, Reptiles, Birds, Mammals. Preservation of biological diversity of animals as the basis for the sustainability of the biosphere. Farm animals.
Demonstrations :
Variety of species
Adaptations of organisms to their environment
Plants of different divisions, families, species
Unicellular animals
External and internal structure coelenterates
The structure and diversity of worms
Structure and diversity of mollusks
Structure and diversity of arthropods
Structure and diversity of fish
Structure and diversity of amphibians
The structure and diversity of reptiles
The structure and diversity of birds
Structure and diversity of mammals
Laboratory and practical work
Study of the external structure of algae
Study of the external structure of mosses
Study of the external structure of a fern
Study of the structure and diversity of angiosperms
Study of the external structure and diversity of arthropods
Identification of features of the external structure of fish in connection with their lifestyle
Identification of features of the external structure of the frog in connection with its lifestyle
Identification of features of the external structure of birds in connection with their lifestyle
Recognition of plants of different divisions
Recognizing the most common plants in your area
Recognition of the most important crops
Determining whether plants belong to a specific systematic group using reference books and keys (classification)
Determining whether animals belong to a certain systematic group using reference books and keys (classification)
Identification of adaptations in plants to their environment
Identification of adaptations in animals to their environment
Animal recognition different types
Pet recognition
Signs of living organisms (34 hour)
Signs of living organisms, their manifestation in plants, animals, fungi and bacteria: cellular structure, features chemical composition, metabolism and energy conversion, growth, development, reproduction, movement, irritability, adaptation to the environment.
The cellular structure of organisms as proof of their relationship, the unity of living nature. Cell structure. Cells of plants, fungi, bacteria, animals. Genes and chromosomes. Cell division is the basis for the reproduction, growth and development of organisms. Disturbances in the structure and functioning of cells are one of the causes of diseases in organisms.
Features of the chemical composition of living organisms. Inorganic and organic substances, their role in the body. Metabolism and energy conversion are a characteristic of living organisms. Nutrition. Differences between organisms in the way they feed. Breath. Transport of substances, removal of metabolic products from the body, coordination and regulation of functions, movement and support in plants and animals. 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. Genetics is the science of the laws of heredity and variability. Heredity and variability are the basis of artificial selection. Breed, variety. Application of knowledge about heredity and variability, artificial selection in the development of new breeds and varieties. Techniques for growing and breeding cultivated plants and domestic animals, caring for them.
Diversity of organization of living objects: cell, organism, species, ecosystem. Unicellular and multicellular organisms. Tissues, organs, organ systems, their interrelation as the basis of the integrity of a multicellular organism. Signs of the species. Ecosystem.
Demos:
Adaptations to the environment in organisms
Cells of plants, animals, fungi and bacteria
Chromosomes
Cell division
Sexual and asexual reproduction
Sex cells
Fertilization
Variation in organisms
Breed, variety
Unicellular and multicellular organisms
Signs of the species
Ecosystem
Laboratory and practical work
Study of plant cells and tissues on finished micropreparations and their description
Study of animal cells and tissues on finished micropreparations and their description
Study of bacterial cells
Preparation of micropreparations of plant cells and viewing them under a microscope
Comparison of the cell structure of plants, animals, fungi and bacteria
Recognizing organs in plants
Recognizing organs and organ systems in animals
Detecting variability in organisms
Relationships between organisms and the environment(28 hour)
Ecology is the science of the relationships between organisms and the environment. The environment is a source of substances, energy and information. Ecological factors: abiotic, biotic, anthropogenic, their influence on organisms. Adaptations of organisms to various environmental factors.
Ecosystem organization of living nature. Ecosystems. Ecosystem structure. Food connections in the ecosystem.
The circulation of substances and energy conversion in the ecosystem. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature.
Agroecosystems. Features of agroecosystems.
Biosphere is a global ecosystem. IN AND. Vernadsky is the founder of the doctrine of the biosphere. Boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere.
Environmental problems, their impact on one’s own life and the lives of other people: Greenhouse effect, acid rain, desertification, deforestation, the appearance of “Ozone holes”, environmental pollution.
The consequences of human activity in ecosystems, the impact of one’s own actions on living organisms and ecosystems.
Demos:
Environmental factors
Ecosystem structure
Food chains and networks
Cycle of substances and energy conversion in an ecosystem
Agroecosystem
Boundaries of the biosphere
Laboratory and practical work
Observations of seasonal changes in wildlife
Drawing up diagrams of the transfer of substances and energy (power circuits)
Identification of adaptations in organisms to their environment (using specific examples)
Identifying types of interaction between different species in a specific ecosystem
Study and describe the ecosystem of your area
Analysis and assessment of the consequences of human activities in ecosystems, their own actions on living organisms and ecosystems
MAN AND HIS HEALTH ( 60h. )
The importance of knowledge about the structure and functioning of the human body for self-knowledge and maintaining health. Human sciences: anatomy, physiology, hygiene, medicine, psychology. Methods for studying the human body, their significance and use in one’s own life.
The place and role of man in the system of the organic world, its similarities with animals and differences from them.
The structure and vital processes of the human body.
Neuro-humoral regulation of vital processes of the body. Nervous system. Divisions of the nervous system: central and peripheral. Reflex nature of the activity of the nervous system. Spinal cord, structure and functions. Brain, structure and functions. Somatic and autonomic nervous system. Disorders of the nervous system and their prevention. Endocrine system. Exocrine and internal secretion glands, their structure and functions. Hormones. Regulation of gland activity. Interaction of nervous and humoral regulation.
Nutrition. Research by I.P. Pavlova in the field of digestion. Food as the biological basis of life. Food products and nutrients: proteins, fats, carbohydrates, minerals, water, vitamins. Digestion. Structure and functions of the digestive system. Digestive glands. The role of enzymes in digestion. Prevention of food poisoning, intestinal infections, hepatitis.
Breath. The respiratory system and its role in metabolism. The mechanism of inhalation and exhalation. Respiratory diseases and their prevention. Preventing the spread of infectious diseases and following preventive measures to protect your own body. Atmospheric air purity as a health factor. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.
Internal environment of the body: blood, lymph, tissue fluid. The importance of the constancy of the internal environment of the body.
Blood and its functions. Blood cells. Blood plasma. Blood clotting. Blood groups. Blood transfusion. Lymph. Tissue fluid.
Immunity. The immune system person. Factors affecting immunity. The significance of the works of L. Pasteur and I. I. Mechnikov in the field of immunity. Vaccination.
Transport of substances. Circulatory system. The meaning of blood circulation. Heart and blood vessels. Cardiovascular diseases, causes and prevention. Arterial and venous bleeding. First aid techniques for bleeding. Lymphatic system. The importance of lymph circulation. Connection between the circulatory and lymphatic systems.
Metabolism and energy conversion necessary condition vital activity of the body. Plastic and energy metabolism. Metabolism and role of proteins, carbohydrates, fats. Water-salt exchange. Vitamins, their role in the body, content in food. The body's daily need for vitamins. Manifestations of vitamin deficiencies and measures to prevent them.
Selection. Genitourinary system. Urogenital infections, measures to prevent them to maintain health.
Reproduction and development. Inheritance of traits in humans. Hereditary diseases, their causes and prevention. The role of genetic knowledge in family planning. Taking care of reproductive health. Sexually transmitted infections and their prevention. HIV infection and its prevention.
Support and movement. Structure and functions of the musculoskeletal system. Prevention of injuries. Techniques for providing first aid to yourself and others for injuries of the musculoskeletal system. Prevention of flat feet and curvature of the spine. Signs of good posture.
Covers of the body. Skin, hair, nail care. Techniques for providing first aid to yourself and others for injuries, burns, frostbite and their prevention.
Sense organs, their role in human life. Analyzers. Visual and hearing impairments, their prevention.
Psychology and human behavior. Higher nervous activity. Research by I.M. Sechenov, I.P. Pavlov, A.A. Ukhtomsky, P.K. Anokhin in the creation of the doctrine of higher nervous activity. Unconditioned and conditioned reflexes, their biological significance.
Biological nature and social essence of man. Cognitive activity brain Human consciousness. Memory, emotions, speech, thinking. Features of the human psyche: meaningful perception, verbal and logical thinking, the ability to accumulate and transmit information from generation to generation.
The importance of intellectual, creative and aesthetic needs. Goals and motives of activity. Individual personality characteristics: abilities, temperament, character. The role of training and education in the development of the human psyche and behavior. Rational organization of work and rest. Sleep and wakefulness. The meaning of sleep.
A culture of attitude towards one’s own health and the health of others. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: physical activity, hardening, auto-training, rational nutrition. Risk factors: stress, physical inactivity, hypothermia, overwork. Bad and good habits, their impact on health.
Man and environment. Social and natural environment, human adaptation to it. The importance of the environment as a source of substances and energy. Dependence of human health on the state of the environment. Compliance with the rules of conduct in the environment, in hazardous and emergency situations as the basis for the safety of one’s own life.
Demos:
Similarities between humans and animals
The structure and diversity of cells in the human body
Human tissues
Organs and organ systems of the human body
Nervous system
Glands of external and internal secretion
Digestive system
Respiratory system
Mechanism of inhalation and exhalation
First aid techniques for carbon monoxide poisoning, rescue
Drowning man
Blood composition
Blood groups
Circulatory system
First aid techniques for bleeding
Lymphatic system
Genitourinary system
Structure of the musculoskeletal system
First aid techniques for injuries of the musculoskeletal system
Skin structure
First aid techniques for injuries, burns, frostbite
Analyzers
Laboratory and practical work
Study of the microscopic structure of tissues
Study of the microscopic structure of blood (micropreparations
Human and frog blood)
Measuring your weight and height
Recognition of human organs and organ systems on tables
Study of the structure of the human brain (based on models)
Determination of healthy nutrition standards
Identification of the influence of static and dynamic work on muscle fatigue
Counting heart rate at rest and during exercise
Respiration rate determination
Blood pressure measurement
Studying techniques for stopping capillary, arterial and venous bleeding
Study of the effect of gastric juice on proteins, the effect of saliva on starch
Studying appearance individual bones
Studying changes in pupil size
Analysis and assessment of the influence of environmental factors and risk factors on health
Sample excursion topics
Variety of plants in your area
Seasonal phenomena in nature
Methods of plant propagation, distribution of fruits and seeds
The diversity of animals in their area, their role in nature and human life
The ecosystem of your area (forest, meadow, pond).
Agroecosystem of your area (park, garden, square, field, pond).
Evolution of the organic world (paleontological museum).
Reserve time – 33 hours
The program was developed on the basis of the Federal component of the state standard of general education and the biology program for grades 6–9 by a team of authors led by I.N. Ponomareva.
Explanatory note
Working programm designed in accordance with the following documents.
- Law of the Russian Federation “On Education” No. 309-FZ dated December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO dated December 19, 2005 (Article No. 9).
- Federal component of the State Standard of Basic General Education (Collection of normative documents. Biology / Compiled by E.D. Dneprov, A.G. Arkadyev. - M.: Bustard, 2006).
- The concept of modernization of Russian education for the period until 2010 (Order of the Government of the Russian Federation No. 1756-r dated December 29, 2001).
- Approximate program in biology of basic general education
- Program of the team of authors under the leadership of I.N. Ponomareva (Biology in primary school. Programs. - M.: Ventana-Graf, 2005).
- Federal basic curriculum (Order of the Ministry of Defense of the Russian Federation No. 1312 of 03/09/2004)
- Regional basic curriculum for educational institutions implementing general education programs (Order of the Education Committee of the Murmansk Region No. 811 of June 30, 2006).
The program provides for the implementation of textbooks recommended for use in the educational process at 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 December 13, 2007 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: Human. 8th grade. - M.: Ventana-Graf, 2004.
I.N. Ponomareva, O.A. Kornilov. Fundamentals of general biology. 9th grade. - M.: Ventana-Graf, 2007.
The educational process is built using teaching materials, ed. I.N. Ponomareva:
I.N. Ponomareva. 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. Kozlova. Workbook. 9th grade. - M.: Ventana-Graf, 2009.
The relevance of developing the program lies in the need to bring the content of education into line with the age-related 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 of learning and realize the child’s abilities, capabilities, needs and interests to the greatest extent.
The program takes 272 hours to complete. : 6th grade - 68 hours (2 hours per week), 7th grade - 68 hours (2 hours per week), 8th grade - 68 hours (2 hours per week), 9th grade - 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 secondary school graduates, provided for by the federal component of the State Standard of Basic General Education
Program objectives.
- mastering knowledge about living nature and its inherent patterns; 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 knowledge of living nature.
- mastery of skills apply biological knowledge to explain the processes and phenomena of living nature, the life activity of one’s own body; use information about modern achievements in the field of biology and ecology, health and risk factors; work with biological devices, tools, reference books; carry out observations of biological objects and the state of one’s own body, biological experiments.
- development of cognitive interests, intellectual and creative abilities in the process of conducting observations of living organisms, biological experiments, and working with various sources of information.
- upbringing a positive value attitude towards living nature, one’s own health and the health of other people; culture of behavior V nature.
- using acquired knowledge and skills in everyday life for caring for plants, pets, taking care of your own health, providing first aid to yourself and others; assessing the consequences of one’s activities in relation to the natural environment, one’s own body, and the health of other people; to comply with the rules of behavior in the environment, healthy lifestyle standards, prevention of diseases, injuries and stress, bad habits, HIV infection.
Achieving goals and objectives is facilitated by the features of the biology program in primary schools, developed by a team of authors under the editorship of. I.N. Ponomareva:
- increasing the volume of environmental content due to some reduction in anatomical and morphological material;
- increased attention to biological diversity as the exceptional value of the organic world; to studying the living nature of Russia and caring for it;
- increased attention to the ideas of the evolution of the organic world, the interrelations and dependencies in the structure and vital activity of biological systems at different levels of organization; to ideas about the sustainable development of nature and society;
- expanding the list of practical works 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 7th grade, due to 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 7th grade these are the topics: “Class Reptiles or Reptiles” (4+1), “Class Birds” (6+2), “Class Mammals or Animals” (8+3). The topic, Development of the animal world on Earth, is shortened from 4 to 3 hours, since the material is considered in high school.
In the 9th grade, due to the reduction of the topic, Ontogenesis, by 1 hour, (5-1) / 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. The time for studying the topic, Doctrine of Evolution, (11-2) has been reduced, 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 study of heredity and variability, 13 hours (11+2) / the increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; difficulties encountered when preparing and solving problems/; ,Conclusion,2 hours (1+1), because one hour is not enough to summarize, repeat, consolidate and control the entire course, Fundamentals of General Biology,
The time for summing up 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 is carried out to generalize knowledge. In lesson planning, they are noted before studying the subsequent topic. In 6th grade there are 3 of them; in 7th grade - 3; in 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. Volume works, rich in multi-level tasks, are given 35-45 minutes. In the 6th grade there are 4 such works; in 7th grade - 5; in 8th grade - 3; in 9th grade - 4. They are taught as a separate lesson and are displayed in lesson planning.
The results of the annual work in all classes are summed up.
The practical part involves laboratory work, practical work, and excursions.
To implement this training program, the following are used: methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The predominant methods of monitoring knowledge and skills are practical work, seminars, multi-level tests, testing, and 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 must 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 mushrooms of your region;
- explain: the role of biology in the formation of the modern natural science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (using the example of a comparison of individual groups); the role of various organisms in human life and their own activities; relationships between organisms and the environment; biological diversity in preserving the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; relationships between humans 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: conduct biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, animal behavior, seasonal changes in nature; examine on finished micropreparations and describe biological objects;
- recognize and describe: on the tables are the main parts and organelles of cells, organs and human organ systems; on living objects and tables, organs of a flowering plant, organs and organ systems of animals, plants of different departments, animals of individual types and classes; the most common plants and animals of their area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
- identify variability of organisms, adaptations of organisms to their environment, types of interaction between different species in an ecosystem;
- compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of individual systematic groups) and draw conclusions;
- determine 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 distinctive features of the main systematic groups in the text of the textbook; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using IT);
- use acquired knowledge and skills in practical activities and everyday life for:
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 disorders of posture, vision, hearing; infectious and colds;
providing first aid for poisoning by poisonous mushrooms, plants, animal bites; for colds, burns, frostbite, injuries, rescuing a drowning person;
rational organization of work and rest, compliance with rules of conduct in the environment;
growing, propagating and caring for cultivated plants and domestic animals;
conducting observations of the state of one’s own body.
THEMATIC PLANNING OF THE COURSE “BIOLOGY. 6TH GRADE"
| № | Name of section, topic | Number of hours | ||
| Total | l/work | excursion | ||
| 6th grade. Biology: Plants. Bacteria. Mushrooms. Lichens | ||||
| 1 | Introduction | 1 | ||
| 2 | General introduction to plants | 6 | 2 | 1 |
| 3 | Cellular structure of plants | 5 | 2 | |
| 4 | Organs of flowering plants | 17 | 8 | 1 |
| 5 | Basic life processes of plants | 11 | 2 | |
| 6 | The main divisions of the plant kingdom | 10 | 5 | |
| 7 | Historical development of the diversity of the Earth's flora | 4 | ||
| 8 | Kingdom Bacteria | 3 | 1 | |
| 9 | Kingdom of Mushrooms. 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 Coelenterates | 2 | ||
| 6 | Types: Flatworms, Roundworms, Annelids | 6 | 2 | |
| 7 | Type Shellfish | 4 | 3 | 1 |
| 8 | Phylum Arthropod | 7 | 2 | |
| 9 | Phylum Chordata. Subtype Skullless | 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 | 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: an 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 | ||
| 9th grade. Basics of general biology | ||||
| 1 | Introduction to the basics of general biology | 3 | 1 | |
| 2 | Basics 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 | Basics of selection of plants, animals and microorganisms | 5 | ||
| 6 | Origin of life and development of the organic world | 5 | 1 | |
| 7 | The Doctrine of Evolution | 9 | 1 | |
| 8 | Origin of man (anthropogenesis) | 6 | ||
| 9 | Basics of ecology | 11 | 1 | |
| 10 | Conclusion | 2 | ||
| Total | 68 | 8 | 3 | |
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