The earth is inhabited by a variety of living beings, similar friend on a friend. Despite the different structure and special way of life, they are united by the properties of living organisms. These properties distinguish living matter (all living beings of the planet), from inanimate nature (mountains, rivers, stones).
Properties
The differences between living nature and inanimate matter are described in detail in the table of properties of a living organism.
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sign |
Description |
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Cell structure |
Living beings are made up of cells - the building blocks of life. It is the unit of all living things. Life is impossible outside the cell |
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The energy needed to sustain life is extracted from food. Plants are autotrophs and use sunlight as food. carbon dioxide, water with minerals. The process of creating nutrients within the body using light is called photosynthesis. The rest of the creatures feed on ready-made substances, i.e. eat other creatures, and are called heterotrophs |
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Metabolism |
The scientific name is metabolism. This is the process of extracting useful, nutritious, vital substances from food coming from external environment. Complex substances break down into simpler ones, from which each cell forms the substances necessary for the body, and also extracts energy and heat. |
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It is part of the metabolism. Organisms take in oxygen from the air and release carbon dioxide. Oxygen oxidizes, i.e. combines with other substances, and participates in complex biochemical reactions |
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Organisms are constantly growing. In multicellular organisms, this occurs due to cell division. |
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Irritability |
The ability to respond to manifestations of the external environment. For example, flowers close when there is a lack of sunlight, and a person withdraws his hand when in contact with a hot object. |
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reproduction |
Organisms reproduce creatures similar to themselves. This is a complex process that can proceed in different ways depending on the complexity of the organization of the organism. For example, single-celled creatures divide, plants reproduce by seeds or parts of the body, for the reproduction of mammals, two individuals are needed - male and female. |
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This natural process is the logical end of life. All living things, regardless of lifespan, die and decompose, giving food to other organisms. |
Rice. 1. Cellular structure of organisms.
Living organisms do not live apart from inanimate nature, but actively interact with it. Water and oxygen - belong to inanimate matter, but at the same time are vital substances for living organisms. The interaction of animate and inanimate nature through metabolism is called the circulation of substances.
Biodiversity
The general properties of living things are inherent in both unicellular organisms, consisting of only one cell, and complexly organized animals, such as humans. All biodiversity for ease of study subdivided into five kingdoms:
- viruses;
- bacteria;
- plants;
- mushrooms;
- animals.
Rice. 2. Kingdoms of wildlife.
Many scientists consider viruses to be inanimate nature. They are on the border of the transition of substances into a living form and have the properties of living and inanimate matter. For example, they are capable of reproduction, but they do not grow and do not feed.
Bacteria differ from other single-celled organisms (plants and animals) in the absence of a nucleus - the part of the cell that stores hereditary information. Such primitive organisms reproduce by division and have all the signs of life.
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Plants, fungi and animals are eukaryotes. Their cells have a well-formed nucleus. Plants differ from fungi in that they have leaves and are capable of photosynthesis. Mushrooms are not animals, because. have a special structure and are not capable of active movement.
The animal kingdom is very vast and covers many creatures from unicellular protozoa (amoeba) to mammals (elephant, cat, squirrel), which include humans.
Rice. 3. Variety of animals.
All living organisms have the same chemical composition, because are made up of the same elements. Carbon, oxygen, nitrogen, hydrogen are essential for life.
What have we learned?
From the 5th grade biology lesson, we learned about the basic properties of living matter, as well as about the diversity of life on Earth. The main signs of living things are reproduction, respiration, nutrition, growth. The basis of all living beings is the cell. All the diversity of wildlife is represented by five kingdoms - viruses, bacteria, plants, fungi, animals. Viruses are a transitional form from inanimate to living matter.
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Hello again!
Congratulations on the start of the new school year! The fifth grade is a new step towards independence: new teachers, subjects, interests. More lessons mean more homework. happy to help again.
We are in 5th grade. One of the new lessons Biology! My son really liked the subject, he came from school, gesticulates, explains, says - do not stop. Business!)
And why did I look into the notebook?! I felt that happiness is deceptive. The heading is highlighted and underlined, carefully crafted:
Biology - The science of living organisms!
So that! :))
The first homework we have is to write the signs of living organisms. I am happy to publish!
The main features of living organisms
- Breath
- Nutrition
- Movement
- Growth (increase in body size)
- Development (acquisition of new properties)
- Reproduction (reproduction of their own kind: acorn-oak, egg-chicken)
- Aging and Dying
- Excretion (carry out metabolism: plants absorb carbon dioxide, release oxygen, animals - vice versa)
- Cellular structure (may consist of one or many cells, have organs)
- Irritability (response to changes in environment: tree leaves fall, hibernation)
When we talk about ot-li-chi-yah of living and non-living nature, it’s useful to imagine a stone and a cat or a dog-ba-ku. From-li-chia is, and they are obvious. How are they defined by science?
TO especially-ben-no-stay of living she from-but-sits the following-du-u-u-ing-su-practical-ti-che-ski to all living or-ga-niz-mum pro-processes: pi-ta-nie, dy-ha- nie, you-de-le-ning, diversification, mobility, diversification, adaptability, growth and development.
Unconditionally, a stone can be movable if it is thrown, it can multiply if it is broken, it can even grow if it has cr -has-become-a-che-nature and is on-going in a saturated co-left race (Fig. 1).
Rice. 1. Actions with a stone
To do this, you need an external influence, while the stone is unlikely to start to pi-t-to, to annoy and sigh from such injustice . In the especially-ben-no-ties of life-in-go and non-life-in-go on-ho-dyat from-ra-the-same-property of life-in-go, someone is already with nothing re-re-pu-ta-eat. What are these properties?
1. In or-ga-niz-maxes and their cells contain the same chi-mi-che-elements as in the bodies of inanimate nature. But in the cells of living beings there is also or-ga-ni-che-things, someone-rye-lu-chi-whether such a name, because for the first time you were de-le-na from living beings, from or-ga-lower- mov. These are proteins, fats, carbohydrates and nuc-le-and-new acids. These substances give rise to uplifting structures (Fig. 2).
Rice. 2. DNA molecule
But just being in a cage, or-ga-ni-che-s-studies provide-ne-chi-va-yut manifestations of life. What is the most important role in life-not-de-I-tel-no-sti or-ga-niz-mov from-to-dit-sya, first of all, nuk-le-and-no- vym sour-lo-there and white-kam. They provide-pe-chi-va-yut sa-mo-re-gu-la-tion of all pro-sessions in or-ga-niz-me, its sa-mo-vos-pro-from-ve-de -nie, and hence, life itself.
For-remember: proteins, fats, coal-le-water-dy and nuc-le-and-no-acids-lo-you - the main new components-po-nen-you alive .
2. The basis of the new structural-tour and function-qi-o-nal-unit almost all living or-ga-niz-mov yav-la-et-sya cell. Almost, because on Earth, vi-ru-sy feel beautifully, some of them represent a non-cellular life form. In org-ha-bottom-maxes, in some there are a lot of cells - many-go-cle-accurate, from the cells form-mi-ru-yut-sya fabrics, fabrics form-ra- zu-ut organ-ga-ny, some-rye, in turn, unite in the system of organ-ga-nov (Fig. 3).
Rice. 3. Combining cells into an organ system
Such an ordering of the structure and functions of the or-ga-niz-mov provides-ne-chi-va-et stability and normal-small pro-te- ka-tion of life.
3. Metabolism- this is a combination of all chi-mi-che-re-ac-tions, all pre-perfections of substances, stepping into or-ga-nism from the external environment in the process of pi-ta-nia and breathing-ha-nia. Bla-go-yes-rya about-me-well things so-storage-nya-is-s-up-rya-to-chen-ness of pro-processes of life-not-de-I-tel-no- sti and integrity of the sa-mo-or-ga-niz-ma, under-der-zh-va-et-sya-sto-yan-stvo of the internal environment in the cell and in or-ga-niz-me as a whole. That is, the exchange of substances and energy provides-pe-chi-va-et in a hundred-yang connection of the or-ga-niz-ma with the environment and support of his life (Fig. 4).
Rice. 4. Communication of the organism with the environment
4. Multiple. The living is always coming from the living. That is why the question “What happened before: ku-ri-tsa or an egg?” for general bio-logia neva-wives. In the end, ku-ri-tsa still re-pro-from-to-dit ku-ri-tsu, and man-lo-vek re-pro-from-to-dit che-lo-ve- ka. In this way, life can be considered as a re-pro-of-ve-de-ing to oneself like creatures or self-vos-pro-from-ve-de- (Fig. 5). And this is a very important property of life, something that ensures the continuity of the existence of life.
Rice. 5. Reproduction
5. If you hit a stone, it does not re-ve-tit and in no way from-re-a-gi-ru-et. With a dog, this trick will not work: the predator will respond to aggression against aggression. Because living beings are active, but re-a-gi-ru-yut on the actions of the factors of the external environment, manifesting, in such a way -zom, irritability. Namely, the difference (Fig. 6) poses-in-la-et or-ga-niz-mam ori-en-ti-ro-va-sya in the environment and , next-to-va-tel-but, you-live in from-me-n-th-s-th-x conditions-vi-yah. Even races, some-rye, it would seem, are we-she-we-in-motion-no-sti, can re-a-gi-ro-vat on from me-not- niya. Many ways to spread leaves in a hundred-ro-well of the sun in order to get more light, and some, to- an example of mi-mo-for shame-li-wai, your-ra-chi-va-yut leaves, if you touch them. This is also a manifestation of raz-dra-zhi-mo-sti.
Rice. 6. Irritability
6. Fitness. If you pay attention to the appearance of the zhi-ra-fa, you can see that it is ideal, but adapted to the nyu in the conditions of the af-ri-kan-sky sa-van-ny. The long neck helps him get food where no one can get it, long legs - run quickly and away from the predator -ni-kov (Fig. 7).
Rice. 7 Giraffe Fitness
But in Ark-ti-ke, the giraffe does not live, but white honey-ve-di feels beautiful there (Fig. 8).
Rice. 8 Polar Bear Fitness
7. With-spo-sub-whether-wa-sya or-ha-down-we can million-li-o-us years, and this is na-zy-va-et-sya evolution. Evolution is another important property of life.
8. Live or-ga-bottom-we with those-che-no-eat time-me-no from me-nya-yut-sya, most often it is necessary-ra-ti-mo. These from-me-not-niya on-zy-va-yut time-wee-ti-eat.
Development, as a right-vi-lo, co-leader-yes-is-with growth, an increase in body weight or its size, is connected -but with the appearance of new cells.
Evolution-lu-tion is also development, but not one-but-from-del-no-go or-ga-niz-ma, but of the whole living world as a whole. The development usually goes from simple to complex and to more with the ability of org-ga-niz-ma to the obi-ta environment niya. So provide-pe-chi-va-et-sya that many-o-ra-zie living creatures, we can observe someone this year.
We examined the differences between animate nature and inanimate nature, getting to know the general properties of living orga-niz-movs. Next time, we'll talk about the many-th-of-a-things of living beings on our planet and about the levels of or-ga-ni-za -tion of life.
Bibliography
- Pasechnik V.V. Biology. Bacteria, fungi, plants. 6 cells - M.: Bustard, 2011 - 304 p.
- Bakhchieva O.A., Klyuchnikova N.M., Pyatunina S.K. and others. Natural History 5. - M .: Educational literature, 2012
- Eskov K.Yu. et al. Natural History 5 ed. Vakhrusheva A.A. - M.: Balass, 2013
- Pleshakov A.A., Sonin N.I. Biology. Introduction to biology. 5 cells - M.: Bustard, 2013.
- Internet portal "Tepka.ru" ()
- Internet portal "Uchitelbiologii.ru" ()
- Internet portal "Tepka.ru" ()
Homework
- What processes are inherent in all living organisms?
- What is metabolism and what does it contribute to?
- What is the relationship between development and evolution?
Khodchenkova Galina Mikhailov, biology teacher, Zharkovskaya secondary school No. 1, Tver region
Biology lesson in grade 5
on the topic: "Signs of living organisms"
The purpose of the lesson: generalize and deepen knowledge about wildlife; form the concept of signs of living organisms.
Lesson objectives:
Educational:
to deepen and expand knowledge about the signs - the properties of living organisms;
continue work on the formation of biological terms.
Developing:
develop independent activity;
the ability to quickly navigate the flow of information: find the right, comprehend and apply the information received;
to teach to identify and justify the most important properties of living organisms.
Educational:
formation of the ability to work in a team;
respect the opinion of their comrades, be able to clearly and logically state their point of view and argue it.
Planned educational outcomes:
personal: explain characteristics living organisms;
metasubject: be able to work with various sources
information; the ability to highlight the main thing in the text
subject: identify the characteristics of living organisms
formulate the concept of "reproduction", "individual development", "irritability"
Equipment: educational presentation, exercise book No. 1, information sheets (handout)
During the classes:
Class organization
Greeting the teacher and students, checking the readiness of students for the lesson.
Summing up the studied section "Introduction"
Teacher: guys, we have finished our acquaintance with the first section of the textbook "Introduction", to which 3 lessons have been devoted. Before moving on to the next section, let's summarize a little.
In previous lessons, we talked about the uniqueness of our planet - planet Earth, in comparison with other planets solar system.
Let's remember what is its uniqueness? ( slide2)
(there is life, it is inhabited by various living organisms)
What shell of the earth do they form? (biosphere) (slide 3)
What is the science that studies living organisms called? (biology)
- Which of the living organisms is the link between the earth and space? (plants). Prove it! ( slide3-4)
Working on new material
Update,motivation(on the formulation of the topic and objectives of the lesson)
Teacher: living organisms vary in shape, size, appearance, lifestyle. However, there are signs inherent in all organisms that distinguish them from bodies of inanimate nature. ( slide5)
List the features of living organisms that you know about.
(nutrition, breathing, locomotion...).
Teacher: look at the slide, what signs of living organisms did you not name?
(slide 6)
- Why do you think there are still blank lines?
(there are other signs)
- It is about them and will be discussed in our lesson.
Teacher: guys, formulate the topic and task of the lesson (recording the topic of the lesson in notebooks)
Teacher: we have the opportunity to expand our knowledge, to learn more about the signs of living organisms.
Where and how to find out! ( slide 7)
3.2. Independent work study in pairs.
1. textbook - p.14
2. information sheets ( additional material)
3. exercise book No. 1, p. 15 “We work with text”, task No. 1
4. Musicalexercise for the eyes (slide 8-9)
5. The stage of primary consolidation of new knowledge (checking the acquired knowledge, discussing the completed task)
Teacher: Guys, what other important features of living organisms have you learned about?
What arguments did the exercise book give, proving that the car is an inanimate object?
Teacher: How do you imagine such signs of living things as a cellular structure? (individual development, reproduction, irritability).
(discussion)
Because these concepts are complicated for fifth graders, during the discussion (for a better perception of biological concepts) slides 10-26 are used
5. Application of new knowledge(slide 27)
5.1. Filling in the table "The main features of living organisms V"
signs
(with subsequent verification)
1. textbook- p.14 (read)
2. exercise book №1, p.31 “Compare and generalize”
5.1. Summing up the work(self-assessment)
Teacher: rate yourself for your work.
Criteria:
If there are no mistakes when doing the work, the lesson was learned “excellently”
Minor mistakes were made, the lesson was learned “well” Mistakes were made, the lesson was learned “satisfactorily”, it is necessary to finalize
7. Information about homework, grading(slide 28)
Creative task (optional)- Photo essay "Signs of living organisms"
Drawing up questions - tasks on the topic "Signs of living organisms »
8. Reflection (slide29)
Finish the sentence:
In class, I worked...
I found out...I succeeded...I got in trouble...My mood...Thank you for your attention! See you soon!(slide30)
Bibliography
1. Sukhorukova L. N., Kuchmenko V. S., Kolesnikova I. Ya. Biology. Living organism. Grades 5-6: textbook for educational institutions. - M.: Education, 2012.-14s 2. Sukhorukova L.N., Kuchmenko V.S., Dmitrieva E.A. Biology. Living organism. Notebook-simulator. Part 1. - M .: Education, 2012. - 15.31 p. 3. Sukhorukova L.N., Kuchmenko V.S., Dmitrieva E.A. Biology. Living organism. lesson guidelines. M.: Enlightenment, 2012.-15.31 p.
Internet resources
1. tulips , 2. reaction of seedlings to light 3. bashful mimosa
The lesson was developed in accordance with the Federal State Educational Standard in 2015. The lesson is intended for the 5th grade in biology. Educational-methodical complex "Spheres" in biology for the basic school "Biology. Living organism". Authors: Sukhorukova L.N., Kuchmenko V.S.
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The lesson was developed in accordance with the Federal State Educational Standard by a biology teacher
MOU "Mednovskaya secondary school" Larionova I.M. in 2015.
The lesson is intended for the 5th grade on the line of L.N. Sukhorukova, V.S. Kuchmenko,
AND I. Kolesnikov "Biology. Living organism"
Biology lesson in grade 5
Lesson type: assimilation of new knowledge in the context of the implementation of the Federal State Educational Standard.
Lesson form: study lesson.
Method: combined, group work.
Learning model:basic (grade 5 - 1 hour per week).
Lesson Objectives:
Educational:
- form initial ideas about the kingdoms of wildlife, their distinctive features;
- deepen the insights gained in primary school, about the signs characteristic of living organisms;
- to form the ability to analyze, compare, recognize representatives of the studied kingdoms in tables, drawings, photographs, and other demonstration material.
Developing:
Identification of essential features of representatives of the kingdoms of wildlife. Educators: develop the ability to consciously work on the goal; bring up careful attitude to optical instruments and equipment, accuracy.
Cognitive UUD:the ability to highlight the main thing in the text, to structure educational material, correctly formulate questions, work with various sources of information, prepare messages and presentations, present the results of the work to the class. Personal UUD: the ability to assess the level of danger of a situation for health, understanding the importance of maintaining health.
Regulatory UUD: ability to organize the implementation of tasks of the teacher. Developing Self-Assessment and Introspection Skills
Communicative UUD:Ability to work in creative teams
Equipment:
- multimedia projector;
- Working with the CER Biology Lessons of Cyril and Methodius
- Electronic presentation
- Flash animations
Lesson structure:
- organizational stage.
- Knowledge update.
- Statement of the educational task.
- Assimilation of new knowledge and primary consolidation.
- Phys. minute.
- Consolidation of the studied material.
- Reflection of activity (summarizing the lesson).
- Information about homework (commenting), grading for the lesson.
Lesson stage | Teacher activity | Student activities | Planned results of UUD | Evaluation of student performance |
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1. Organizing time, motivation to learning activities (4 minutes) | Good afternoon guys. Let's look at each other and smile. They say that a smile is the kiss of the soul. Stand up straight and nice. The bell has already rung. Sit quietly and inaudibly And let's start the lesson. Take your seats. I am glad that you are in a good mood, and I hope that we will work very amicably and actively today. I don't even doubt that. | Greets, checks readiness for the lesson, wishes success. Inclusion in the business rhythm. | The students got up, got ready for work, checked the presence of a textbook, notebooks on the tables, workbook, diary, stationery. | Personal: Regulatory UUD:ability to organize the implementation of tasks of the teacher. The goal is to create a friendly atmosphere, motivation to study, and create a situation of success. | Oral teacher assessment |
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2. Update knowledge, communication of the topic and objectives of the lesson (6 minutes) | Today we will start our lesson with riddles. little boy In a gray coat Drifting around the yard Collects crumbs. (Sparrow) small, distant Passed through the earth Found the red cap. (Mushroom) Green, not a meadow, henbane, not snow, Curly, not a person. (Birch). Combine all these words with one common term. Who is this? Students are organisms. Are living organisms different from non-living things? Pupils - certain signs. Can you tell me these signs? Pupils name familiar signs. The topic of the lesson. Lesson topic: Signs of living organisms. The kingdoms of wildlife | Puts forward a problem, reports the topic of the lesson. | When solving a problem, make assumptions about the topic of the lesson. | Personal Regulatory UUD: Ability to organize the implementation of tasks of the teacher. Communicative UUD:ability to perceive information by ear, answer questions from the teacher | Oral teacher assessment |
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3. Setting a learning goal (4 minute) | - So, what is the topic of our today's lesson? See textbook on page 14. - Open your notebooks, write down the date and the topic of the lesson. Goal setting Based on the topic of the lesson, formulate its main goal by answering the question: What should we study today in the lesson?
That's right, at the end of this tutorial we should:
| Discussing the difficulties (why the difficulties arose, what we do not yet know). Planned results | Students write down the number, the topic of the lesson. Students specify the purpose of the lesson | Regulatory UUD: independent formulation of goals and objectives, planning, forecasting PURPOSE - to create a problem situation, to predict future activities. | Oral evaluation of the teacher, evaluation of the project individually. |
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4. Assimilation of new knowledge 4 minutes 4.1. Planning 4.2. Discovery of new knowledge | organisms Signs of the Kingdom Problem statement by the teacher. Prove that a car is an inanimate object? Find and describe the main features of living organisms Checking the answer to the question drawn up by the scheme.
Defined new concepts on the topic of the lesson Cell structure, individual development, reproduction, irritability All living organisms are divided into kingdoms: bacteria Mushrooms Plants Animals Students work in a group | An individual task is given, limiting the time for its implementation Problem solving. An individual task is given to the couples, limiting the time for its implementation. An individual task is given to groups, limiting the time for its implementation. | Work with the textbook. Students read paragraph No. 3 of the textbook - an article on p. 14 “The most important signs of living organisms” and fill out the diagram in their notebooks. Fill in the second column of the table, remembering the elementary school material. Each group receives a task about a certain kingdom, using the information from the textbook, determines the features characteristic of this kingdom and writes them down in a general scheme. | Personal : The ability to observe discipline in the classroom, to respect the teacher and classmates. Regulatory UUD: Communicative UUD: Cognitive UUD: the ability to structure the educational material, highlight the main thing in it. | Oral teacher assessment |
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4.3. Primary consolidation of knowledge. 4.4. Checking the work done. | Group 1 - Microbiologists-researchers of bacteria: reveal the characteristic features of representatives of the kingdom of bacteria and fill in the diagram; Group 2 - Mycologists– mushroom researchers:reveal the characteristic features of representatives of the kingdom of fungi and fill out the diagram. Group 3 - Botanists– plant researchers: reveal the characteristic features of representatives of the plant kingdom and fill in the diagram. Group 4 - Zoologists- animal researchers: reveal the characteristic features of the representatives of the animal kingdom and fill in the diagram. Group 1 - Microbiologists Bacteria: 3.5 million small sizes In all living environments Group 2 - Mycologists Mushrooms: motionless Constantly growing Feed on prepared organic matter Group 3 - Botanists Plants: motionless Grow all your life Create organic matter from inorganic substances. Group 4 - Zoologists Animals: Growth is limited Move in space Organs function without replacement. They feed on prepared organic matter. | An individual task is given to groups, limiting the time for its implementation | Students perform tasks in groups, prepare a summary of the material, draw conclusions about the work done. | Personal: The ability to observe discipline in the classroom, respectfully treat the teacher and classmates. Regulatory UUD: Ability to organize the implementation of teacher tasks, draw conclusions based on the results of work Communicative UUD:the ability to perceive information by ear, answer questions from the teacher. Cognitive UUD:the ability to structure the educational material, to highlight the main thing in it. | Oral teacher assessment |
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5. Physical education (pause of relaxation) 1 minute | We became students We follow the regime ourselves: In the morning when we woke up Smiled, stretched. For health, mood We do exercises: Hands up and hands down Raised on toes. Then sat down, then bent down And they smiled again. And then we washed dressed neatly, Breakfast was not in a hurry To school, to knowledge, striving. | ||||||||||||||||
6. Consolidation of the studied material Purpose of the stage: self-assessment by students of the results of their educational activities | Practicing training activities Choose the correct statements
Mutual verification. Answers: 1,2,4,5,6,9. | The teacher shows flash animations. Gives out a test. | Students work individually. Self-test. | Personal : The ability to observe discipline in the classroom, to respect the teacher and classmates. the need for fair evaluation of one's own work and the work of classmates Regulatory UUD: Ability to organize the implementation of teacher tasks, draw conclusions based on the results of work Communicative UUD:ability to perceive information by ear. Cognitive UUD: the ability to structure the educational material, highlight the main thing in it. Acquisition of basic skills in working with devices. | Oral teacher assessment |
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7. Reflection of activity 3 minutes The purpose of the stage: students' awareness of their educational activities, self-assessment of the results of their activities and the whole class. | Based on the results of the lesson, fill in the table, and evaluate the level of your work in the lesson using the scale, put a cross at the level you have reached | Students complete the table and scale | Personal UUD: Self-assessment based on success Adequate understanding of the reasons for success / failure in educational activities Communicative UUD:Ability to express your thoughts Cognitive UUD: Reflection. Monitoring and evaluation of the process and results of activities | ||||||||||||||
8. Valuation activities | assignments for each section. | Students fill out a sheet of individual achievements (LID) with tasks. | |||||||||||||||
9. Information about homework (commenting), grading for the lesson. | §3. Choice of individual task: a) prepare a presentation "In the kingdom of mushrooms"; b) oral communication "Bacteria in the life of animals"4 c) a message about my favorite plant; d) what kind of animal would I like to be? | ||||||||||||||||
Literature and Internet resources:
1. Biology. Bacteria, fungi, plants. Grade 6: Thematic and lesson planning for the textbook by V.V. Pasechnik
2“Biology. Bacteria, fungi, plants ": A guide for the teacher / N.V. Dubinina, V.V. Pasechnik.-M: Bustard, 2002.
3. Ponamareva I.N., Solomin V.P., Sidelnikova G.D. General methodology for teaching biology. - M.: Academy, 2002.
4. Kalinova G.S.. Didactic cards. Plants. Bacteria. Mushrooms. Lichens. 6 cells - M .: School-Press, 2001
5 Biology lessons with ICT Grade 6 S.N. Lebedev.
6. Elena Mikhailovna Benuzh. Biology tests. 6th grade
Internet resources:
http://vospitatel.com.ua/zaniatia/zagadki/zagadki-o-gribah.htm
WWW. Wikipedia.org - Wikipedia, the free encyclopedia
Multimedia Learning Tools
1. Big Encyclopedia of Cyril and Methodius. LLC "Cyril and Methodius", 2006.
2. Electronic atlas for the student "botany. 6-7 grade" - "New disk", 2004.
3. Biology lessons "Cyril and Methodius", 6-7 cells. - LLC "Cyril and Methodius", 2001.
4. Library of electronic visual aids "Biology. 6-9 cells. "- LLC" Cyril and Methodius", 2002
List of individual achievements
when studying the topic: “Signs of living organisms. Kingdoms of wildlife»
Define concepts for the lesson.
Describe main characteristics of living organisms.
Disclose characteristic features of representatives of the kingdoms of wildlife.
Recognize representatives of the kingdoms on tables, drawings, photographs, and other demonstration material.
Reflection
I found it difficult
I can praise myself
What else do I want to know
Information sheet |