Home study observation task for vacation biology. The system of summer assignments in biology. Classes in the section "Kingdom of Plants"
Collect several different mollusks on aquatic plants near the pond. Determine their names. Place the collected snails in the aquarium. Watch how they move. Compare the structure of their tentacles. Track which mollusks rise to the surface of the water, and which ones stay at the bottom. Find out how the snails you have collected react to various stimuli: touch, light. If eggs are laid on the walls of the aquarium, then follow the development of snails.
Observation of barley and toothless. Take some live clams and empty shells. Determine which of them are barley and which are toothless. Touch the twig to one of the siphons or the barley leg. Observe how the animal reacts to the action of that stimulus. Dip one of the pearls in heated water, and then take it out and examine the body of the mollusk, gills and other organs. Place 3-4 large barley or toothless in an aquarium with aquatic plants and two or three small carp. See if small brownish specks appear on their fins, gills, body surface. These are the larvae of perlovits - glochidia. Notice how many there are. Set on what day after the start of observation you noticed them. Keep an eye on the behavior of infected fish and the development of glochidia.
Explore local waterways. Establish in what places there are daphnia, cyclops. Watch how the number of these animals changes during the summer. Learn how to artificially breed Daphnia.
Keep an eye on crayfish. To do this, find out if crayfish live in local water bodies. Determine which crayfish are found in your ponds. Transfer the caught crayfish to water bodies where they are now absent, but used to live. During the summer, observe if the crayfish have taken root in the pond
Catch a silver spider and plant it in a small jar with a few sprigs of elodea. See how he swims, what limbs work with it. Pay attention to the spider's abdomen when immersed in water. Explain what is happening to him and why it matters, why the spider is called silverfish. Track by the clock how long the spider can stay under water without atmospheric air. Place a few spiders in a small aquarium and let the insect larvae in there, watch how the spider hunts and what it does when it has washed its prey.
Catch a smooth and water scorpion and place in the aquarium. Consider Features external structure. Make sketches. Determine what lifestyle features cause differences in structure. Find out if bed bugs can fly and how they get out of the water. Find out what the smooth and water scorpion eat. Do they compete for prey. What are the features of their nutrition under water. See if bed bugs need atmospheric air to breathe or if they breathe like fish.
Check water bodies in your area for dragonfly larvae. Describe the nature of water bodies and note the timing of the mass departure of dragonflies of various families. Near water bodies, catch adult dragonflies with an air net, mark the place and time of collection.
Place the snails in glass vessels with a 5 cm layer of moistened soil. Give various plants as food. Establish, leaves, which plants she prefers to eat. Make a herbarium of these plants. Observe how a snail will behave in a dry habitat if you transplant it, for example, into a jar without soil. Make a conclusion about the requirements of the snail to environmental conditions. What environmental factors will be vital for it, what are secondary
Under the bark of old stumps, find a fast-running centipede Brown. Put her in glass jar. Carefully consider the details of its structure, sketch. Watch her limbs work as she moves. Determine the structure of the limbs. Feed her spiders, bugs, small insects. Feed should be given in the evening. To observe the feeding habits of centipedes during the day, you need to let them starve for a day and then you can determine what kind of prey they prefer, how they kill it.
Watch the life of the anthill and the breeding of ants.
Study the daily activity of meadow insects. To do this, you need to start work at sunrise and continue until 24:00. Note the time of the appearance of the first insects, their mass appearance, decrease in numbers and cessation of activity. Specifically define the object of observation. Make observations in sunny and cloudy weather.
Conduct seasonal observations of insects - the inhabitants of the grassy cover. It is necessary to determine the time of the first appearance, mass development and disappearance of the most noticeable insects. Record the results in your diary
Study the insect fauna of the meadow. During the summer, observe species composition insects of upland and water meadows. Describe the nature of the herbaceous vegetation of the meadows where you are observing. Compare species diversity insects. Select useful and harmful insects. Record the results in a diary.
The cockchafer is a serious pest of forest nurseries. Conduct the following research: a) mark the beginning of the summer of May beetles (month, day, time of day); b) determine the sex of the first flying beetles; mark the time of the beginning of the summer of beetles of the opposite sex; c) determine the time of the mass flight of May beetles; d) track what the beetles eat, at what hours of the day. Determine the nature of leaf damage by beetles, collect herbarium samples of damaged leaves; e) determine the degree of damage to the leaves different types plants on a five-point scale; f) find out where, at what hours of the day and for how long the beetles are at rest; g) establish when the female beetles begin to burrow into the ground to lay eggs, in what soil they burrow; h) determine at what depth the beetle lays eggs, in what quantity.
Catch ground beetles under stones and boards. Place the captured animals in the jar. Watch their daily activity. Feed a variety of foods. Find out what type of food is preferred. Watch out for the larvae; what they eat, how they move, when they turn into pupae.
Observations are carried out in nature or in a cage. Calculate how many aphids the larva destroys ladybug or a beetle in 10-15 minutes. Having collected several adult larvae and fed them with aphids, one can observe the appearance of colorfully colored pupae. Later, beetles emerge in the cage. Write a report on the work.
Collect beetles with bright warning coloration, submit watercolor drawings of insects or photographs.
Study the daily activity of pollinating insects. Start work at sunrise and finish at 24:00. On the flowering meadow observe the appearance of the first insects, their massive summer, decline in numbers and disappearance. Mark the clock time for each group of insects separately. Observation conduct for comparison in different weather. Collect pollinating insects for collection, dry plants. The daily activity of individual pollinator species can be clearly seen on the graph.
Study the most important garden pests. Collect pests of the garden, garden and traces of their activities. Make a collection of garden pests, vegetable gardens, collect and dry damage. Make a written report.
Analyze the daily activity of cabbage white butterflies. Watch the beginning of summer for the time of greatest activity and the end of the summer of butterflies. Complete the task within 7 days, enter the results for each day in observation diary, determine the average timing of the daily activity of cabbage.
Biology belongs to the natural sciences. The main methods of cognition of the laws of life are observation and experiment. Mastering these methods has not only scientific, educational, but also developing and educational value.
K.A. Timiryazev wrote: “... people who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not done such a school.”
In the teaching of biology, various forms of experimental research work of students have been developed. This is a demonstration experiment, laboratory and practical work of a cameral nature, excursions, phenological observations, field practices, expeditions and summer assignments. Each form plays its own role in the educational process, differing in the degree of individualization and the complexity of the organization, the scale of the work performed and the breadth of student involvement in active activities.
In our gymnasium, we offer students summer creative assignments. Since 1995, within the framework of the long-term creative general gymnasium project "Summer Gymnasium", they have been included in the system of extracurricular project and excursion research activities of students and teachers of the gymnasium in biology, geography, ecology, history, physics, chemistry, computer science, mathematics, foreign languages, together with teachers and students of higher educational institutions the cities of Shuya and Ivanovo.
Summer tasks are carried out in the most favorable period of the year, when all life processes are intensively proceeding and noticeable changes in wildlife occur. In summer, the closest people are to nature, the activity of communicating with it.
The system of summer creative tasks for students in grades 5-10 includes preparatory, working and reporting stages. The subject matter of the work covers the entire course of school biology.
There are assignments for different levels. Children can choose a task according to their interests and abilities. When completing the task, students receive methodological assistance:
- Instructional cards were drawn up for different types of tasks;
– a selection of bioecological research methods has been accumulated,
– individual and group consultations are organized during the academic year and during holidays.
The research activity of high school students in the summer is mainly associated with environmental monitoring of the environment in their areas of residence. Thus, they become participants in the collective research project "We and Our City".
Such work in the microdistrict of our gymnasium is aimed at compiling an ecological passport for the unique territory of the center of the city of Shuya in order to assign it the status of a natural monument in the future. This is a perennial environmental project, including field research, chemical analyses, biological indication. The work is led by teachers of biology, geography, chemistry, the scientific supervisors of the project are teachers of the Natural Geography Faculty of the Shuya State Pedagogical University (SHPPU).
Excursions of a natural science profile are conducted in three main areas: medical, agricultural and environmental.
Summer assignments for students of the 10th natural science class are closely intertwined with their activities during creative practice at the Yasen summer profile camp. For graduates of the physics and mathematics class, it is interesting to develop topics on bionics, the technical implementation of the perfect principles of the structure and functioning of living systems:
– biomechanical models,
– live weather stations,
– biocommunication, dowsing and navigation,
- beauty and expediency in architecture, etc.
We consider the success of our students to be the most important result of our work. They become prize-winners and winners of city and regional Olympiads in biology and ecology; winners of city competitions of research works of students in the field of ecology and diploma winners of regional environmental conferences.
Graduates of the 9th and 11th grades annually defend research abstracts at the final certification. Their research work and collective projects our students present at the scientific conference of students of the Natural Geography Faculty of SHPU.
Topics of summer assignments for the course "Plants, bacteria, fungi, lichens"
1. General acquaintance with flowering plants
1.1. Organs of a flowering plant.
1.2. Annual and biennial plants.
1.3. Variety of trees.
1.4. Variety of shrubs.
1.5. Variety of shrubs.
2. Root
2.1. Types of root systems.
2.2. The influence of picking on the development of root systems.
2.3. Effect of fertilizers on the growth and development of plants.
3. Escape
4. Flower and fruit
4.1. bisexual flowers with single and double perianth.
4.2. Separate flowers. Monoecious plants.
4.3. Separate flowers. Dioecious plants.
4.4. Types of inflorescences.
4.5. Variety of dry fruits.
4.6. Dispersal of fruits and seeds by wind.
5. Ecology of plants
5.1. Meadow plants.
5.2. Forest plants (mixed, pine, spruce).
5.3. Plants of dry habitats.
5.4. Aquatic and coastal plants.
5.5. Swamp plants.
5.6. Ephemeroids.
6. Classification of flowering plants
6.1. The structure of flowers of plants of various families.
6.2. Variety of plants of different families.
7. Agricultural plants
7.1. Phases of development of wheat.
7.2. Variety of oilseeds.
7.3. Variety of fruit and berry crops.
8. The main divisions of plants
8.1. Variety of algae.
8.2. Variety of bryophytes.
8.3. Variety of ferns.
8.4. Manifold gymnosperms.
9. “Bacteria. Mushrooms. Lichens»
Variety study of field, vegetable, fruit and berry, ornamental plants.
Studying the effectiveness of different methods of vegetative propagation:
- potatoes with whole tubers, tops, eyes, sprouts;
- gooseberries with horizontal, arcuate, vertical layering;
- currants with lignified and green cuttings;
- garlic air bulbs and cloves;
- peonies by dividing the bush, cuttings, layering.
The study of the influence on the growth, development, productivity of plants of such agricultural practices as:
– various ways pre-treatment planting material(heating, hardening, vernalization, chemical action, irradiation, etc.);
- terms of sowing, hilling, irrigation, loosening;
- pinching, tweezing, picking;
- change in the feeding area, the use of film shelters;
- the use of different types of fertilizers (organic, mineral, bacterial), their doses, methods of application, etc.
III. Observations, research in nature, project activities
Study of the influence of various factors on the growth and development of plants.
Study of the state of trees and shrubs in the area of residence.
Lichen indication of the state of the air in the area of residence.
The study of plant adaptations to cross-pollination.
Study of plant community standing reservoir.
Project activity in phytodesign.
Reports on excursions to museums, botanical gardens, natural communities.
Phenological observations.
instruction card
Production of a visual aid (handout) "Phases of development of wheat"
2. Watch its development by fixing the dates:
1) shoots,
2) the appearance of the third leaf,
3) tillering,
4) going into the handset,
5) earing,
6) flowering,
7) maturation (milk, wax, full maturity).
3. Dig up and dry several plants in each phase of development.
4. Carefully mount the plants in different phases of development in the observed sequence on a thick sheet of A4 paper, indicating the phases and dates of their appearance.
5. Prepare 5-15 such montages.
6. Accompany your visual material description of the biological characteristics of the culture and variety.
Paporkov M.A. and etc.
instruction card
Study of plant adaptations to cross-pollination
1. Determine the methods of pollination in various kinds plants through simple visual observation.
2. Place glass slides smeared with petroleum jelly near the flower. Examine under a microscope the pollen of the investigated plant species adhering to the glass, describe and draw it.
3. Carefully consider the structure of flowers of different plants. Find out how they are adapted to a particular type of pollination. Describe and draw flowers and their adaptations.
4. Make observations on the "behavior" of flowers. Find out the time of their opening, describe and sketch the sequence of bending, unwinding the petals, stretching the stamens, changing the position of the flower, etc. Determine the lifespan of a flower.
5. Follow the "behavior" of the inflorescences, the arrangement of flowers in them. Find out if the flowers in the inflorescence are the same, whether they open at the same time.
6. Observe the behavior of insects on the plants under study: which insects visit the flowers, how the insect sits on the flower, how long it stays on it. Follow the movements of the legs and oral apparatus insect. Calculate the frequency of visits by insects to a flower in one hour at different times of the day.
7. You can follow the features of pollination of one plant species in different conditions (in the forest, in the meadow, at the edge ...).
8. Establish a connection between the structure and "behavior" of flowers and inflorescences of plants, insects.
9. Make a report on the work done, using descriptions, drawings, photographs.
Make a presentation at a lesson, a school environmental conference.
1. Aleshko E.N. Reader on botany for grades 5–6. – M.: Enlightenment, 1967. S. 84–93.
2. Plant life. T. 5 (1). – M.: Enlightenment, 1980. S. 55–78.
3. Traitak D.I. Book for reading on botany. For students in grades 5–6. – M.: Enlightenment, 1985. S. 63–80.
instruction card
Conducting an experiment on the topic: "Influence of planting material on the potato crop"
1. This experience is accompanied by practice in keeping a research diary. Checkout title page diary: topic of the experience, by whom it was performed (surname, name of the student, class, school, city, region), leader of the experience, year of bookmarking the experience.
2. Purpose of experience.
3. Biological features of culture, varieties.
4. Scheme of the experiment: options, repetition, plot size (sq. m), area under the experiment, drawing of the location of plots and repetitions.
5. Description of the site: relief, soil, weediness, predecessor, fertilizers.
6. Calendar work plan for the experiment.
Name of works |
date according to the plan |
date of completion |
Planting the tops of tubers in a box |
||
| Planting sprouts in a box | ||
| Bookmarking tubers for vernalization |
||
| Cutting tubers into eyes, planting them in a box | ||
| Soil preparation | ||
| Rooting shoots from eyes |
||
| Planting seedlings, tubers in the ground | ||
| Loosening 5–10 days after planting | ||
| Watering in dry weather (2-3 buckets per sqm) | ||
| First hilling and weeding |
||
| Top dressing: 10 l for 12 pcs. (30 g ammonium sulfate, 40 g double superphosphate, 70 g potassium chloride) |
||
| Second hilling, weeding | ||
| Cleaning, accounting, sorting |
7. Monitoring the growth and development of plants.
8. Harvesting and crop accounting.
9. Conclusion from experience and its biological justification.
10. Conclusion of the teacher, evaluation of the work.
Paporkov M.A. and etc. Educational and experimental work at the school site: A guide for teachers. – M.: Enlightenment, 1980.
Topics of summer assignments for the course "Animals"
I. Production of teaching and visual aids
Demonstration collections
1. Mollusk shells.
2. Detachment Coleoptera, or Beetles.
3. Order Lepidoptera, or Butterflies.
4. Detachment Diptera, or mosquitoes and flies.
5. Order Hymenoptera.
6. Detachment Hemiptera, or Bedbugs.
7. Order Orthoptera.
8. Dragonfly Squad.
9. Construction art of caddisflies.
10. Leaves damaged by insects.
11. Amazing feathers.
Collection handout
1. Mollusk shells.
2. Trunk and tail vertebrae of fish.
3. Scales of various types of fish.
4. Maybug.
5. Lime shell of a bird's egg.
6. Types of bird feathers.
II. Conducting observations and experiments
Obtaining a culture of ciliates, studying their structure and behavior.
Detection of hydras in a natural reservoir, the study of their structure, behavior, reproduction.
The content of planarians in an aquarium, the study of their structure, behavior, methods of reproduction.
Study of the structure, behavior and soil-forming activity of earthworms.
The study of the external structure, behavior and reproduction of the common pond snail.
The study of the external structure, behavior and development:
- butterflies of cabbage whitefish (cabbage moth, apple moth, apple codling moth);
- ringed silkworm ( winter cutworm and etc.);
- Colorado beetle (nut beetle, ladybug, ground beetle, etc.);
- Hymenoptera: ants, bees, wasps, bumblebees, sawflies, etc.;
- Diptera: mosquitoes (biters, ringers, peeps), midges, midges, etc .;
- caddisflies;
- spiders (cross, silverfish, dolomedos, etc.).
The study of the external structure, behavior and development of fish.
Breeding new breeds of aquarium fish.
Observation of the development and behavior of the common frog (grey toad, common newt).
Reptile observation.
Bird watching.
Pet observation.
instruction card
Study of the structure, behavior and soil-forming activity of earthworms
The family of true earthworms, or Lumbricidae, ( Lumbricidae) includes about 300 species. Most common in middle lane The European part of Russia is a common earthworm, or a large red creep, ( Lumbricus terrestris), characterized by large size, flattened and widened caudal end and intense coloration of the dorsal side of the anterior third of the body. This view is convenient for observations and experiments.
1. Catch several specimens of the common earthworm, place one of them on flat surface and study its external structure.
– What is the shape of the body earthworm?
Why is an earthworm called annelids?
- Find the anterior (more thickened and darker) and posterior ends of the worm's body, describe their coloration.
- Find a thickening on the body of the worm - a belt. Count how many segments of the body form it.
Turn the worm with the ventral side up, run a finger moistened with water along the ventral side from the back end of the body to the head. What do you feel? Let the worm crawl across the paper. What do you hear?
Using a magnifying glass, find the bristles, describe their location and meaning.
Determine the speed with which the worm moves on glass and rough paper, how the shape, length and thickness of the body changes in this case. Explain the observed phenomena.
2. Observe how the worm reacts to stimuli. Touch it with a needle. Bring a piece of onion to the front end of the body without touching the worm. Light up with a flashlight. What are you observing? Explain what's going on.
3. Make a narrow-walled cage from two identical glasses (12 × 18 cm) and a spacer between them ( rubber tube, wooden blocks). Fasten the glasses together with brackets cut from thin tin. You can also use two glass jars (half a liter and mayonnaise), putting the smaller one in the larger one.
4. Pour a small (about 4 cm) layer of moistened humus soil into the cage, then a layer of sand and again humus. Place 2-3 small earthworms on the surface of the cage. Watch how the worms will dig into the topsoil. Try to grab a half-buried worm by the end of the body to pull it back. Is it easy to do? Why?
5. Describe, draw, or photograph changes in cage soil conditions in detail every 3-5 days. Examine the inner surface of the earthworm's passages. What is the significance of mucus for the life of a worm in the soil?
6. Place 3-4 worms in a glass jar and fill half of the jar with clean sand. Keep the sand damp, lay fallen leaves, tops on the surface of the sand various plants, slices of boiled potatoes. Follow what happens to them. After a month, measure the thickness of the formed humus, draw a conclusion about the effect of earthworms on the composition and structure of the soil, its fertility.
7. Make a detailed report on the experiments and your observations, accompanying the description with drawings, photographs. Assess the importance of the activity of earthworms in nature and for humans.
1. Raikov B.E., Rimsky-Korsakov M.N. Zoological excursions. – M.: Topikal, 1994.
2. Brown W. Handbook of a nature lover / Per. from English. - L .: Gidrometeoizdat, 1985.
3. Animal life. T. 1. S. 387. - M .: Education, 1988.
instruction card
Pet watching
1. The history of domestication of this type of animal.
2. Biological and economically valuable features of this breed.
3. The history of the appearance of this animal in your home.
4. Appearance animal (size, body weight, color of integument).
5. Conditions of detention:
- the room and its characteristics (area, volume, temperature, illumination, ventilation);
- walking - a device, its meaning;
– cleaning of the premises: frequency and means.
6. Feeding:
- feed, their preparation for feeding;
– biological substantiation of the feed ration;
- mode of feeding;
- feeders, drinkers, their device.
7. The behavior of the animal, its character, habits. The value of conditioned reflexes for animal care. (What conditioned reflexes, how and for what purpose did you develop in your animal?)
8. Obtaining offspring and features of caring for him. Relationships between the sexes and generations.
9. Preventive measures for the most common diseases and treatment of sick animals.
10. Your relationship with the animal. Their importance to you and to him.
11. Make a report on the work done, using descriptions, sketches, photographs, literary materials.
1. Akimushkin I.I. World of animals: stories about pets. – M.: Mol. guard, 1981.
2.Onegov A. Youth school. – M.: Det. lit., 1990.
3. Harriot J. About all creatures - large and small / Per. from English. Ed. D.F. Osidze. – M.: Mir, 1985.
Topics of summer assignments for the course "Man and his health"
1. The study of factors affecting the growth and physical development of the body:
1) questioning on topics:
- the state of your health,
- degree of anxiety
- the nature of the food,
- physical activity,
- daily regime;
2) self-control of indicators of their physical development during the summer period (academic year);
3) forecasting your growth using various techniques;
4) determination of the harmony of the physical appearance of their parents;
5) analysis of factors influencing the physical state of the organism, and determination of ways of self-improvement.
2. Conducting an experiment on the formation and inhibition of a conditioned reflex, observing the reflex behavior of humans and animals.
3. Work on professional self-orientation "Choice of profession".
4. Essay essay on the topic "Beauty as biological expediency."
instruction card
Formation and inhibition of a conditioned reflex
1. An approximate scheme for the development and inhibition of a conditioned reflex for time in a person:
- set the alarm for the same time,
- determine after how many days you began to wake up on your own by this time,
– do not set an alarm clock and do not observe the wake-up time,
- determine how long the developed reflex of waking up at a certain time will disappear,
Give a physiological explanation for the observed phenomena.
2. An approximate scheme for the development of inhibition of a conditioned reflex in animals:
– carry out regular work on accustoming the dog to the execution of any command, encouraging its correct actions with a treat,
- determine after what time the dog, without waiting for the treat, confidently begins to execute the command,
- further do not encourage the dog,
– determine after what time it stops responding to your command,
- present a diary of observations,
- Give a physiological justification for the observed phenomena.
3. Try to offer your own schemes for the development and inhibition of a conditioned reflex in a person or animal.
4. Observe the natural development and inhibition of various conditioned reflexes in yourself, close and familiar people, pets. Provide a description and physiological explanation for the observed reflexes.
1. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for 9th grade high school. - M .: Education, 1990. § 49-50.
2. Rokhlov V.S. Biology: Man and his health. 8th grade: Proc. for general education institutions. – M.: Mnemosyne, 2005.
§23–27.
instruction card
Work on professional self-orientation
Career choice is very important point in the life of every person. The success of this choice will depend on your material well-being, your spiritual contentment, your happiness. Working on the task will allow you to more consciously make this important life choice - the choice of a profession.
1. Start choosing a profession with a diagnosis of the severity of your personality's interests. To do this, you must pass special psychological tests with the help of a school psychologist or employees of the local Employment Center.
2. Try to get to know the chosen profession better, make as complete a description of it as possible according to the following approximate plan:
- personal importance of the profession,
- public demand for this profession,
- physical and mental components, working conditions in the chosen profession.
3. Determine the compliance of personal qualities with the requirements of the chosen profession:
- health status,
- physical fitness,
- orientation of interests,
- features of thinking, memory,
- contact, etc.
4. Make a program of possible self-improvement in the chosen direction.
1.Klinkov S.A. How to choose a profession. – M.: Enlightenment, 1990.
2. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for the 9th grade of high school. - M .: Education, 1990. § 56–57.
Topics of summer assignments for the course "General Biology"
I. Production of teaching and visual aids (handouts for laboratory work)
Topics of laboratory work and necessary manuals
1. Morphological features of plants of different species: herbarium of varieties of wheat, barley, rye, etc.
2. Phenotypes of local plant varieties: herbarium different varieties one type of wheat, barley, rye, etc.
3. Variability of organisms: herbariums, collections of seeds and fruits of polyploid plants.
4. Construction of a variation series and a variation curve of the modification variability of a trait: sets of leaves of one tree, shrub; collections of fruits and seeds of one self-pollinating plant (pea, etc.)
5. Adaptability of organisms: herbarium of plants different places habitat; collection "Adaptive changes in the limbs of insects" (May beetle, ground beetle, mole cricket, house fly, smooth bug).
II. Experimental, experimental, design activities
Theme "Fundamentals of Genetics"
1. The main patterns of inheritance of traits.
Monohybrid crossing: "Inheritance of seed color traits in peas (corn)".
Incomplete dominance: "Inheritance of signs of spininess in wheat"; "Inheritance of perianth color in nocturnal beauties (snapdragon, cosmos)".
Dihybrid cross: "Inheritance of traits of color and shape of seeds in peas"; "Inherited
formation and coloration of fruits in tomatoes”.
Analyzing cross: “Finding out the number
variety of peas with yellow smooth seeds.
Interaction of genes: "Inheritance of the form of fruits in a pumpkin"; "Inheritance of fruit color in pumpkin"; "Inheritance of the Strawberry Ability to Form Mustaches".
Linked inheritance: "Inheritance of seed color traits and endosperm character in maize".
Sex-linked inheritance: "Patterns of inheritance of plumage color in chickens (canaries)".
2. Basic patterns of trait variability.
"Patterns of modification variability of traits in organisms".
"Study of polyploids in wheat, sugar beets".
"Introduction to gene mutations illustrating the law of homologous series in hereditary variability".
Theme "Fundamentals of selection"
"The study of various types, varieties and varieties of cabbage, wheat, sunflower, etc."
"A Study of Heterosis in Tomatoes".
"Performing Individual Selection in Wheat".
"Performing mass selection in rye".
"Obtaining new sphere-resistant gooseberry varieties based on interspecific hybridization".
"Study of breeds of chickens with different direction productivity."
"Study of breeds of rabbits with different colors and quality of wool".
Theme "Evolutionary doctrine"
The role of variation in evolution: "The study of the variation of a trait in a population".
Intraspecific struggle for existence: "Influence of planting density (nourishing area) on the growth, development and yield of carrots, on the duration of flowering of asters, etc."
Interspecies Struggle for Existence: "Studying the Mutual Oppression of Species at the Darwin Site"; "Study of mutual favoring of species in joint crops of peas and oats, corn and beans, alfalfa and wheatgrass, etc.".
Theme "Fundamentals of Ecology"
Study of the influence of various abiotic factors on the growth and development of plants.
“Influence of day length on the development of long-day plants. Experience with radish.
"Influence of day length on plant development short day. Experience with millet.
"Influence of the habitat on the growth and development of the arrowhead".
"Influence of different illumination on the growth and development of dandelion".
"Influence of different illumination on the color of coleus leaves".
"Effect of temperature variation on flower color in Chinese primrose".
"Influence of Temperature on Rabbit Fur Color".
Theme "Biosphere and scientific and technological progress"
Collective research project"We and our city"
"The Clean Water Problem".
"The air we breathe"
City and household waste.
"Production and consumption of energy in the city".
city industry. Ecological problems, searching for a solution.
"Car in the city. Problems, search for solutions.
"Green Zones of the City".
« Country cottage area like an ecosystem."
"Home in the City".
"Ecological state of school premises".
"My needs and ecology".
"Citizen's Health"
"The city of the future is the future of the city."
Collective research project "MasTerek nature"
"Bionics is the science of the greatest possibilities."
"World of Feelings"
"Live barometers, hygrometers, seismographs".
"Biomechanics".
"The harmony of beauty and expediency".
"Biological connection".
3. Abstract works.
"Twin Method in Human Genetics".
"Greatness and tragedy of Russian genetics".
"Lysenko vs. Vavilov - the truth is not in the middle."
"The Life and Works of Charles Darwin".
"The theory of natural selection - supporters and opponents".
"Hypotheses for the Origin of Life on Earth".
"Hypotheses of the Origin of Man".
"Rhythms of Life".
"The diversity of life on the planet as a unique value."
instruction card
The study of the variability of a trait in a population
1. During the summer period, collect material on the intraspecific variability of the trait (in 25–50 individuals of the same species, breed, variety).
2. These may be signs such as:
- height of children (boys and girls separately);
- the size of beetles (May, Colorado, etc.);
- daily milk yield of a group of cows of the same breed;
- the size of the ears of wheat, rye;
- the size of flowers of tomatoes (cucumbers, strawberries, etc.) of one variety;
- the size of fruits, seeds, the number of seeds in the fruit of plants of peas, beans, beans of the same variety;
- the size of tubers of potato plants of the same variety that do not belong to the same bosom;
- the size of acorns collected in an oak grove;
- the size of chickens of the same age of the same breed;
- the size of eggs of hens of the same breed, etc.
3. Process collected material:
- make a variational series of the expression of the trait under study in the population and indicate the frequency of occurrence of each variant;
- determine the average value of this trait in the population;
- build a graph of the relationship between the magnitude of the trait and the frequency of its occurrence in the population.
4. Set the pattern of variability of this trait in the population.
5. Draw up the work on an A4 sheet.
6. Use the results obtained when studying the question "Forms of natural selection in populations."
7. Think:
- what is the difference between the concepts of "gene pool of a population" and "genotype of an organism";
- what is the difference between the formation of the average value of the trait of the organism and the average value of the trait of the population;
- what is the biological significance of the variability of a trait of an organism and the variability of a trait in a population of organisms.
Belyaev D.K. and etc. General biology: Proc. for grades 10–11 general education institutions. - M .: Education, 2001. § 30, 44.
Excursion activities during the summer creative practice
Medical direction
I. Blood transfusion station.
1. Importance of donated blood.
2. Requirements for the donor.
3. Preparation of materials and equipment.
4. Technique for taking blood and plasmaphoresis.
5. System of blood tests.
6. Conservation and storage of blood.
7. Requirements for SEC employees: official duties, level of education and qualifications, personal qualities.
II. Municipal industrial pharmacy.
1. The place of the pharmacy in the system of medical care.
2. Pharmacy departments, their purpose and equipment.
3. Requirements for pharmacy employees: job responsibilities, level of education and qualifications, personal qualities.
4. Prospects for the development of the pharmacy business.
III. Drug Dispensary.
1. Narcotic substances: their diversity, origin, impact on the human body.
2. Significance of the narcological service, its organization.
3. Departments of the drug dispensary, their purpose and equipment.
4. The situation with the distribution of drugs in the Russian Federation, Ivanovo region, o. Shuya and Shuya district.
5. Preventive work.
6. Requirements for employees of the drug dispensary: job responsibilities, level of education and qualifications, personal qualities.
IV. Shuisky regional dermatovenerologic dispensary.
1. The concept of venereal diseases.
2. Characteristics of the most common sexually transmitted diseases.
3. Medical and social problems associated with sexually transmitted diseases.
4. Departments of the dermatovenerological dispensary, their purpose and equipment.
5. Situation with the spread of venereal diseases in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
6. Preventive work.
7. Requirements for employees of the dermatovenerological dispensary: job responsibilities, level of education and qualifications, personal qualities.
Agricultural direction
I. Zonal veterinary laboratory.
1. Historical reference.
2. Appointment of the laboratory.
3. The main departments of the laboratory, their tasks and equipment.
4. The situation with the spread of animal diseases in the Russian Federation, Ivanovo region, o. Shuya and Shuya district.
5. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
6. Requirements for employees of the veterinary laboratory: job responsibilities, level of education and qualifications, personal qualities.
II. Veterinary laboratory in the central market.
1. Appointment of the laboratory, equipment.
2. Main directions and scope of research.
3. The situation with the state of agricultural products supplied to the central market.
4. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
5. Requirements for employees of the veterinary laboratory: job responsibilities, level of education and qualifications, personal qualities.
III. Veterinary station for the fight against animal diseases.
1. Purpose of the station, its structure and equipment.
2. The most common animal diseases, the volume of veterinary care.
3. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
4. Requirements for employees of the veterinary station: job responsibilities, level of education and qualifications, personal qualities.
IV. Greenhouse facilities of AOZT "Shuyskoye".
1. Production direction of the economy.
2. Biological features of cultivated crops.
3. Technological cycle of growing various crops.
4. Features of varieties used for protected ground.
5. Profitability of the economy, development prospects.
6. Requirements for greenhouse workers: job responsibilities, level of education and qualifications, personal qualities.
v. Oil extraction plant.
1. History of the plant.
2. Raw materials, products, sales market.
3. Technological cycle.
4. Main workshops, their purpose and equipment.
5. Economic and environmental problems of the plant, development prospects.
6. Number of employees, staffing, job responsibilities, personal qualities.
Ecological direction
I. Ecology Committee.
1. The history of the creation of the committee, regulations underlying its activities.
2. Purpose, tasks, structure of the committee.
3. Staff, professions. Financing.
4. Environmental problems of the city: gas pollution, garbage, landscaping.
II. City head water intake facilities.
1. The history of the creation of urban head water intake structures.
2. Technological cleaning cycle river water supplied to the city water supply network:
- water intake
– system of mechanical and chemical cleaning water, equipment, value,
– chemical and bacteriological analysis of water, laboratory equipment,
– catchment basin, its area, arrangement.
3. Environmental and economic problems of water intake facilities, ways to solve them.
4. Service personnel: education, job responsibilities, personal qualities.
III. City treatment facilities.
1. The history of the creation of urban treatment facilities.
2. Technological process wastewater treatment: stages, physico-chemical and biological bases, equipment.
3. Analysis of the quality of water discharged into the river. Tezu.
4. Chemical laboratory equipment.
5. Economic problems of existing urban treatment facilities and prospects for their development.
6. Service personnel: education, job responsibilities, personal qualities.
IV. City dumps and landfill for solid household waste(MSW).
1. The problem of garbage in the city and the prospects for its solution.
2. Landfill for solid waste in the area of the village of Kochnevo:
– choice of location, equipment,
– operation of the landfill,
- land reclamation.
3. Economic problems associated with the operation of the solid waste landfill.
v. Aquatic and coastal plants of the Teza River.
1. Feature aquatic environment habitat.
2. Species composition of aquatic and coastal plants.
3. Adaptive morphological, anatomical and biological features of aquatic and coastal plants.
4. The role of aquatic and coastal plants in the natural community.
5. Plants are bioindicators of water quality.
6. Practical use of aquatic and coastal plants.
VI. Rodnikovsky Botanical Garden Dr. Saleev.
1. The purpose and history of the creation of the garden.
2. Departments of the garden.
3. Species and varietal diversity plants.
4. Types of decorative compositions.
5. Directions of the garden, development prospects.
VII. Anthill as a model of ecological relations.
1. Location, size, shape of the anthill, its design, building material.
2. Characteristics of the soil: structure, density, humidity, temperature, mechanical composition, pH.
3. Intraspecific relationships: the relationship between the external structure and behavior of ants and the nature of their activities.
4. Direction and length of ant paths, diet of ants.
5. Conclusions.
“Nature excites and captivates inquisitive minds either by the beauty and variety of its forms, or by their grandeur, or by the extraordinary strength, mystery and strict completeness of its phenomena. This is a wonderful, meaningful book that is open to us and in which we can all read, but at the same time it is a dark mine that hides the richest treasures in its depths.”
Professor V.O. Kovalevsky
AT modern concept Biological education indicates the need to update its content, which requires the improvement of the entire education system: the use of modern pedagogical technologies, forms, methods and means of increasing the cognitive activity of students, their independence in acquiring knowledge, and increasing the role of experimental methods.
Promising means of increasing the cognitive activity of students include summer homework assignments that are mandatory.
Why do we think summer homework is necessary? There are few excursions on school days, due to the decrease in hours for teaching biology, the number of practical work Therefore, students do not get enough visual acquaintance with the living conditions of plants and animals in nature. It is distressing that students cannot determine the systematic affiliation of this or that living organism, they do not know how to navigate in nature, understand the phenomena of its life, it remains alien to them. Students bring herbarium collections with incorrectly defined names of well-known tree forms (birch, linden, maple), it makes you think.
During summer holidays when everything around comes to life, the guys are left to their own devices. The task of the teacher is to help students use the summer holidays for direct acquaintance with the life of plants and animals, with various forms of living communities in nature. In contact with living organisms, children check and consolidate the knowledge gained at school. The educational and upbringing significance of summer work, which demonstrates the independent, research activities of schoolchildren, becomes undoubted.
What could summer homework be like? In practice, you often come across a situation where, as a summer job, the teacher is given the task of collecting 10 of some plants or insects. In our opinion, summer work should not consist in the mechanical collection of plants and insects, assembling collections. The task of collecting a collection of lichens and determining the state of atmospheric air by lichens will not arouse interest among sixth grade students, because. this is unfamiliar material.
Summer assignments should be exploratory in nature, requiring detailed briefing and independent preparation of students for setting up experiments. To do this, we recommend that students read about a plant or animal, draw up a research plan. For example, after studying the topic of insects, students are offered the following task: Catch a smooth and water scorpion and place it in an aquarium. Consider the features of the external structure. Make sketches. Determine what lifestyle features cause differences in structure. Find out if bed bugs can fly and how they get out of the water. Find out what the smooth and water scorpion eat. Do they compete for prey. What are the features of their nutrition under water. See if bed bugs need atmospheric air to breathe or if they breathe like fish.
Summer tasks should be clearly formulated and focused on resolving or confirming a specific biological issue, developing ideas about living objects, life processes in the body, and the relationship of plants and animals with the environment. In addition, it is necessary to develop a system of tasks for the entire course of biology.
The distribution of summer assignments throughout the year as the program progresses is justified if they become a system of work, and students know that the teacher will definitely ask about the completion of these assignments. If you are just starting to introduce summer tasks, it is more appropriate to distribute them among students (taking into account their wishes) by the end of the school year and post the list in the biology room, which will allow the parents of the children to get acquainted with the content of the tasks and assist in their implementation.
Each student performs two tasks: one - to conduct an experiment, the other - to compile a collection. For example: Analyze the daily activity of cabbage white butterflies. Watch the beginning of summer for the time of greatest activity and the end of the summer of butterflies. Complete the task within 7 days, record the results for each day in the observation diary, determine the average time for the daily activity of cabbage.
What helps the student to do the work? The teacher's help consists in determining the direction of observations and instructing in the choice of methodology.
Students must first have the skills to:
- records of observations;
- processing experiments;
- mounting collections;
- herbarization of plants;
- production of zoological and ecological collections.
I pay great attention to this component in the lessons and in extracurricular work.
How is accounting carried out and where are the results of summer homework used? The success of the summer work is facilitated not only by their interesting content in the form of a research task on a known material that does not require detailed instructions, but also by the organization of accounting and the use of these works. The work is considered to be excellent for evaluation if presented natural material and recording observations. Summer assignments show how much students have mastered the completed program and what skills they have acquired in recognizing living objects in nature. After the acceptance of works, an exhibition is organized, where especially successful works are celebrated, which stimulates even better execution of summer works.
In MOU Gymnasium No. 4 there is a permanent exhibition on the ground floor based on materials from summer assignments, stands are being set up, for example, a photo exhibition “Summer Meetings” (observation of insects by a student of 7 “A” class Klimentieva A.).
Properly performed work is not only a rich handout, but also valuable aids for demonstration in the classroom, which enlivens the lesson, arouses the undoubted interest of students, and is of an educational nature.
Thus, properly organized summer work increases students' interest in wildlife, helps to consolidate knowledge of biology and provides very valuable illustrative material for the lesson.
Summer work is the door through which students enter wonderful world nature, each time making small discoveries.
List of used literature:
- Anashkina E.N. What is the cuckoo singing about? We watch birds. - Yaroslavl: Academy of Development: Academy Holding, 2004.
- Verzilin N.M. Fundamentals of methods of teaching botany. M.: Publishing House of the Academy of Pedagogical Sciences of the RSFSR, 1955
- Zaitseva E.Yu., Skvortsov P.M. School park. Biology. Animals. 7-8 cells – M.: Bustard, 1998.
- Nikishov A.I. Biology: Animals: Grade 7: School workshop. - M .: Humanitarian ed. center VLADOS, 2001.
Summer assignments in invertebrate biology (Grade 7)
- Collect information on the prevalence of leeches in the water bodies of the Orenburg region. Mark the reservoirs most populated by leeches. Follow the breeding of leeches in the pond, care for offspring. Observe the appearance of young leeches, their behavior
- Collect several different mollusks on aquatic plants of the coastal part of the reservoir. Determine their names. Place the collected snails in the aquarium. Watch how they move. Compare the structure of their tentacles. Track which mollusks rise to the surface of the water, and which ones stay at the bottom. Find out how the snails you have collected react to various stimuli: touch, light. If eggs are laid on the walls of the aquarium, then follow the development of snails.
- Observation of barley and toothless. Take some live clams and empty shells. Determine which of them are barley and which are toothless. Touch the twig to one of the siphons or the barley leg. Observe how the animal reacts to the action of that stimulus. Dip one of the pearls in heated water, and then take it out and examine the body of the mollusk, gills and other organs. Place 3-4 large barley or toothless in an aquarium with aquatic plants and 2-3 small carp. See if small brownish specks appear on their fins, gills, body surface. These are the larvae of perlovits - glochidia. Notice how many there are. Set on what day after the start of observation you noticed them. Keep an eye on the behavior of infected fish and the development of glochidia.
- Explore local waterways. Establish in what places there are daphnia, cyclops. Watch how the number of these animals changes during the summer. Learn how to artificially breed Daphnia.
- Keep an eye on crayfish. To do this, find out if crayfish live in local water bodies. Determine which crayfish are found in your ponds. Transfer the caught crayfish to water bodies where they are now absent, but used to live. During the summer, observe if the crayfish have taken root in the pond
- Catch a silver spider and plant it in a small jar with a few sprigs of elodea. See how he swims, what limbs work with it. Pay attention to the spider's abdomen when immersed in water. Explain what is happening to him and why it matters, why the spider is called silverfish. Track by the clock how long the spider can stay under water without atmospheric air. Place a few spiders in a small aquarium and let the insect larvae in there, watch how the spider hunts and what it does when it has washed its prey.
- Catch a smooth and water scorpion and place in the aquarium. Consider the features of the external structure. Make sketches. Determine what lifestyle features cause differences in structure. Find out if bed bugs can fly and how they get out of the water. Find out what the smooth and water scorpion eat. Do they compete for prey. What are the features of their nutrition under water. See if bed bugs need atmospheric air to breathe or if they breathe like fish.
- Check water bodies in your area for dragonfly larvae. Describe the nature of water bodies and note the timing of the mass departure of dragonflies of various families. Near water bodies, catch adult dragonflies with an air net, mark the place and time of collection.
- Describe the water bodies in your area, note the features of the bottom, aquatic vegetation, flow. Collect caddisfly covers in various reservoirs, establish differences in species composition depending on the habitat.
- Place the snails in glass jars with a 5 cm layer of moistened soil. Give various plants as food. Establish, leaves, which plants she prefers to eat. Make a herbarium of these plants. Observe how a snail will behave in a dry habitat if you transplant it, for example, into a jar without soil. Make a conclusion about the requirements of the snail to environmental conditions. What environmental factors will be vital for it, what are secondary
- Under the bark of old stumps, look for a fast-running brown centipede. Plant it in a glass jar. Carefully consider the details of its structure, sketch. Watch her limbs work as she moves. Determine the structure of the limbs. Feed her spiders, beetles, small insects. Feed should be given in the evening. To observe the feeding habits of centipedes during the day, you need to let them starve for a day and then you can determine what kind of prey they prefer, how they kill it.
- Watch the life of the anthill and the breeding of ants.
- Study the daily activity of meadow insects. To do this, you need to start work at sunrise and continue until 24:00. Note the time of the appearance of the first insects, their mass appearance, decrease in numbers and cessation of activity. Specifically define the object of observation. Make observations in sunny and cloudy weather.
- Conduct seasonal observations of insects - the inhabitants of the grassy cover. It is necessary to determine the time of the first appearance, mass development and disappearance of the most noticeable insects. Record the results in your diary
- Study the insect fauna of the meadow. During the summer, observe the species composition of insects in the upland and water meadows. Describe the nature of the herbaceous vegetation of the meadows where you are observing. Compare species diversity of insects. Distinguish between beneficial and harmful insects. Record the results in a diary.
- The cockchafer is a serious pest of forest nurseries. Conduct the following research: a) mark the beginning of the summer of May beetles (month, day, time of day); b) determine the sex of the first flying beetles; mark the time of the beginning of the summer of beetles of the opposite sex; c) determine the time of the mass flight of May beetles; d) track what the beetles eat, at what hours of the day. Determine the nature of leaf damage by beetles, collect herbarium samples of damaged leaves; e) determine the degree of damage to the leaves of different plant species on a five-point scale; f) find out where, at what hours of the day and for how long the beetles are at rest; g) establish when the female beetles begin to burrow into the ground to lay eggs, in what soil they burrow; h) determine at what depth the beetle lays eggs, in what quantity.
- Catch ground beetles under stones and boards. Place the captured animals in the jar. Watch their daily activity. Feed a variety of foods. Find out what type of food is preferred. Watch out for the larvae; what they eat, how they move, when they turn into pupae.
- Observations are carried out in nature or in a cage. Count how many aphids a ladybug or beetle kills in 10-15 minutes. Having collected several adult larvae and fed them with aphids, one can observe the appearance of colorfully colored pupae. Later, beetles emerge in the cage. Write a report on the work.
- Collect beetles with bright warning coloration, submit watercolor drawings of insects or photographs.
- Outline specific measures to combat flies. Find out which Velcro - sweet or plain - attracts more flies. Taking into account the number of flies stuck every evening, it is possible to determine in which places they stay in greater numbers, where the fight against them will be more effective and necessary.
- Study the daily activity of pollinating insects. Start work at sunrise and finish at 24:00. On a flowering meadow, observe the appearance of the first insects, their massive summer, decrease in numbers and disappearance. Mark the clock time for each group of insects separately. Observation conduct for comparison in different weather. Collect pollinating insects for collection, dry plants. The daily activity of individual pollinator species can be clearly seen on the graph.
- Study the most important garden pests. Collect pests of the garden, garden and traces of their activities. Make a collection of garden pests, vegetable gardens, collect and dry damage. Make a written report.
- Analyze the daily activity of cabbage white butterflies. Watch the beginning of summer for the time of greatest activity and the end of the summer of butterflies. Complete the task within 7 days, record the results for each day in the observation diary, determine the average time for the daily activity of cabbage.
- Accounting for infestation of vegetable gardens with pests. Explore 6-7 individual vegetable gardens. In each garden, an inspection is made from the roots to the top of the cabbage plants from the middle and edges of the beds. On the prepared forms, laying of eggs, larvae and adult stages of pests with symbols of the degree of infection are taken into account. Accounting time: when planting seedlings in the ground; summer months; harvest.
Summer assignments in botany (grades 6-7)
- Introduction to the culture of wild strawberries
- Introduction to the culture of wild wild plants
- Selection for seeds of the best plants
- Sowing apple seeds
- Compilation of a collection of seedlings of cultivated plants
- Determination of the number of weeds
- Root development
- The effect of fertilizer on the yield of cabbage
- The effect of top dressing on the yield of cabbage
- Effect of soil moisture on cabbage yield
- Determination of soil fertility
- Effect of mulching on beet yield
- The effect of light on cabbage yield
- Effect of light on greenery and growth
- Effect of leaf shading on their size
- Collection “Leaf Development”
- Collection “Leaf metamorphoses”
- plant growth rate
- Obtaining elevated potato tubers
- The effect of hilling potatoes on obtaining more tubers
- bulb development
- Development of plants from roots
- plant formation
- Collection of saw cuts woody plants
- Methods for propagating potatoes
- Propagation of potatoes by seeds
- Reproduction of strawberries with a mustache
- Propagation of currants by layering
- plant grafting
- Artificial pollination of plants
- Extension of flowering time
- flower clock
- Floral calendar
- Insect pollination of flowers
- Collection “Methods of Vegetative Propagation”
- Collection “Wind pollinated plants”
- Collection “Insect pollinated plants”
- Collection “Distribution of fruits and seeds”
- Comparison of the development of two plants
- Determination of the effect of day length on plant development
- Vernalization of potato tubers
- Influence of living conditions on the term and development of plants
- Receipt high yield strawberries
- Comparison of tomato varieties
- Getting Cabbage Seeds
- Selection of apple seedlings
- The effect of bacterial fertilizers on the yield of legumes
- Planting spore and gymnosperms
- Transplant early flowering spring plants
- Blooming Conveyor
Summer, oh summer! Every student's dream! Holidays for three months! No need to get up early, and most importantly go to school, learn lessons, prepare for something. Freedom!
Yes, the holidays have begun! And, as a rule, during this period, the level of educational knowledge, skills and abilities of schoolchildren decreases. Although teachers set a summer assignment (mostly of practical content), the annual theoretical training is sharply reduced in three months. And the task, as a rule, is done and drawn up in the last week (if not on the last day!).
Biological project "Playing, remember!" allows the student to start short classes during the summer period (excluding weekends and holidays). For example, the class calendar for 2014. in green classes in botany are highlighted, orange - in zoology.
We tried to develop and select previously studied materials so that repetition does not turn into a boring process, and the student is interested. To do this (not intrusively), simple tasks are included in game form, but encouraging to "dig" in the corners of your memory. The selection of material includes 17 lessons for the course "Kingdom of Plants" and 16 for the course "Kingdom of Animals". These are cognitive questions, biological puzzles, biological puzzles, small crossword puzzles and tests. Biological included board games, aimed at repeating the external and internal structure flora and fauna. Much attention is paid to the main representatives of these two kingdoms. By completing these tasks, the student will not only repeat the studied material, but also get acquainted with interesting facts, which will significantly expand the horizons on a previously studied topic.
Classes in the section "Kingdom of Plants"
Classes in the section "Kingdom of Animals"
Biological project "Playing, remember!" in our opinion, it has a huge theoretical and practical potential not only for the period of summer school holidays. It can also be successfully used by the teacher throughout the school year. The value of the project lies in its mobility. A creatively working teacher, using his accumulated experience, has the opportunity to create his own (unique) project.
As I believe, in the summer, control over the child falls on the parents. Therefore, first of all, now I turn to you - parents! So that the work gives not only pleasure to the child, but also to you, and also gives a tangible result, let me offer a few tips.
- The work should be systematic, so I propose to make your own convenient (specifically for you) schedule-calendar (its version is attached). This will make it easier to navigate. An option is possible - first to complete work on botany, and then on zoology, or vice versa.
- Opening hours are not limited (both during the day and in duration).
- Performing work in any sequence (complete freedom of action for the child!)
- When completing a task, the child has the right to use any educational, additional, reference literature(up to the biology notebook).
- Evaluation of work by agreement with the child: this can be an assessment, credit, point system or other forms of encouragement.
And the last. Checking the completed task should be offered to the executed template with answers. Why? The child will once again “go over” at work and mark his own inaccuracies(I don't like the word "mistakes"). But again, this is up to you.
We really hope that our project “Playing, we remember!” will bring your child not only a tangible result, but also increase the time of communication with people close to him. We think it's important for you too!
We all have forgotten the popular saying of our ancestors: "Repetition is the mother of learning!". Inclusion in work program lessons on the topic “Repetition of what has been learned”, is currently the dream of a teacher, and not only a biologist.
biology teacher MBOU secondary school №8
The system of summer assignments in biology
(from work experience).
The city of Essentuki is located in a specially protected ecological resort region of the Caucasian Mineralnye Vody. This imposes certain restrictions on the collection wild plants, visits to individual habitats of plants and animals. But in the summer, during the holidays, schoolchildren go to different districts of the Stavropol Territory, regions of Russia and abroad, and it becomes possible to create the necessary teaching and visual aids, especially since our school does not have an educational and experimental site. At present, we have the opportunity to purchase many manuals in finished form, but, firstly, they are quite expensive, and secondly, they do not always meet all needs. necessary requirements. This is how the system for preparing summer assignments developed. The delivery and defense of the completed work takes place in the first lessons at the beginning of the school year, which makes it possible for students to receive good marks just starting to study. Part of the summer assignments is carried out in the form of projects by those students who attend the summer school environmental camp. It should be noted that not all students take their summer assignments seriously, some even forget about them. But most of the guys, as a rule, are conscientious about the completion of the summer assignment, and for many years we have been using these works in the classroom as demo material, manuals for carrying out laboratory and practical work . Of the best works, an exhibition is usually organized, which arouses great interest of all students and stimulates the performance of work in the future.
When organizing summer tasks, we set certain goals and objectives:
Introduction to flora and fauna native land;
· development of skills in collecting and herbarization of plants;
· development of skills for the production of various educational and visual aids necessary to replenish the school biology classroom;
practical application of knowledge gained in the academic year;
conducting observations of the life of plants and animals, confirming the facts and patterns studied in the lessons.
With the successful completion of these tasks, an interest arises and develops in subject which contributes to the conscious and lasting assimilation of the basics of biology.
Summer assignments can be done individually or in a group. They are adjusted according to the degree of complexity, taking into account the individuality of the student, his abilities and opportunities, voluntariness. The teacher needs to help the student choose the right topic for the assignment, give appropriate instruction, and show the best work done in past years. Summer assignments can be classified by the age of the children, by topic, by the place of residence of students in the summer. Some tasks are distributed during the school year, as the observed processes occur in autumn, winter or spring. Tasks are accepted, depending on the content, in the form of properly designed herbariums, collections, photographs, electronic presentations, etc. The rules for staying in nature, collecting material, the need to study protected species, excluding their accidental destruction, as well as the impossibility of causing harm or pain to any living object.
It is difficult to list in one article all the possible summer assignments that are distributed to students. But in September it turns out that the guys even found what was not entrusted. These are photographs of insects during the collection of nectar, fossil shells in the coastal section of the river, a photograph of a dry river that a child can step over in summer, or a view from above on his native land from the height of the cable car, seafood brought from the Black Sea coast, crafts from natural material made by hand.
We gladly and gratefully accept all the material that the guys collect, help to identify and systematize it.
Of course, organizing and checking summer assignments requires a lot of work, time, and patience from the teacher, especially since it falls on such a busy time as the end and beginning of the year. But the result, the benefits of which are undeniable, is worth the time and effort spent.
Among our graduates there are those who have decided on their choice of profession, thanks to the completion of summer assignments.