Work program 8 species on the biology of funnelwort. Protecting human health in the Russian Federation

Includes calendar and thematic planning.

The source documents for drawing up the work program of the training course are:

Number of hours: per academic year - 68

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“Work program 8th type biology”

Municipal budgetary educational institution

secondary school in the village of Starokaipanovo municipal district

Tatyshlinsky district of the Republic of Bashkortostan

Work program of the subject

"Natural Science"

8th grade , VIII type.

Developed by: Nadershina L.M.-

biology and chemistry teacher

first qualification category

With. Starokaipanovo

Explanatory note

Document status

The source documents for drawing up the work program of the training course are:

sample program for special (correctional) general educational institutions of the VIII type, edited by V.V. Voronkova, “Programs for grades 5-9 of special (correctional) general educational institutions of the VIII type”: Collection 1, Moscow, Humanitarian Publishing Center “Vlados”, 2011. and approved by the Ministry of Education of the Russian Federation.

curriculum of the MBOU secondary school in the village of Starokaipanovo for the 2017-2018 academic year for students in the program of a special (correctional) general education institution of the VIII type (letter of the Ministry of Education of the Republic of Bashkortostan dated August 8, 2011 No. 16/10 206).

calendar academic schedule of the Municipal Budgetary Educational Institution Secondary School in the village of Starokaipanovo for the 2017-2018 academic year.

Regulations on the work program of the municipal budgetary educational institution secondary school in the village of Starokaipanovo.

To implement the program content, the following educational and methodological set is used: textbook by A.I. Nikishov, A.V. Teremov. Biology. Animals. 8th grade - Moscow “Enlightenment” 2009.

Number of hours: for the academic year - 68, including holidays (09/1/17, 02/23/18)

The work program is compiled taking into account the characteristics of this class, takes into account the characteristics of students’ cognitive activity, promotes mental development, and determines the optimal amount of knowledge and skills in biology. In order to maximize the corrective impact, the program includes educational and game material, correctional and developmental games and exercises aimed at increasing the intellectual level.

The goal of this program is to use the biology teaching process to improve the level of general development of students with disabilities and correct deficiencies in their cognitive activity and personal qualities.

The main objectives of the course are:

Communicating knowledge about the basic elements of living nature (the structure and life of animals);

Carrying through the entire course of environmental education (considering the surrounding nature as a set of conditions necessary for the life of all animals and plants), careful attitude towards nature;

Formation of a correct understanding of such natural phenomena as rain, snow, wind, fog, autumn, winter, summer, spring in the life of animals;

Initial acquaintance with some animals that can be kept at home or in a school nature corner;

Instilling skills that help maintain and improve health.

The basis for developing the structure of this educational program for this category of children is the Unified Concept of the Special Federal State Standard for Children with Disabilities. According to this concept, it is possible to identify the main interconnected content lines in teaching biology. This:

Mastering basic knowledge of biology.

Developing the ability to use knowledge of biology and formed ideas about the world for a meaningful and independent organization of a safe life in specific natural and climatic conditions.

Development of a taste for knowledge and the ability to creatively interact with the living world.

Introduction

Invertebrate animals:

Vertebrates

Amphibians

Reptiles

Mammals

Agricultural mammals

Introduction.

Diversity of the animal world. Animal habitats and their adaptation to living conditions. Vertebrates and invertebrates. Wild, farm and domestic animals. The importance of animals in the national economy. Animal protection

Invertebrate animals.

General characteristics of invertebrate animals: absence of a spine (internal skeleton).

Earthworms. Appearance of an earthworm, lifestyle, nutrition, breathing, method of movement. The role of the earthworm in soil formation.

Demonstration of a live worm or wet mount.

Insects.

Cabbage butterfly (and its caterpillar), codling moth, cockchafer, housefly. External structure, lifestyle, nutrition, breathing, method of movement. Reproduction. The harm caused by these insects (damage to plants and transfer of pathogenic bacteria). Measures to combat harmful insects.

Bees and silkworms are useful insects in human economic activity. External structure, lifestyle, nutrition. Way to travel. Reproduction. Bee family and its life. Silkworm breeding.

The importance of domesticated insects in the national economy and their care. Obtaining honey from bees and silk threads from silkworms.

Demonstration of live insects, as well as collections of insects that harm agricultural plants. Demonstration of films about insects.

Excursion into nature to observe insects.

Vertebrates.

General characteristics of vertebrates: the presence of a spine (internal skeleton).

Fish. General characteristics of fish. Habitat: water bodies. River fish (perch, pike, carp). Sea fish (cod, herring). External structure, nutrition, breathing, blood circulation, nervous system, sensory organs. Fish reproduction. Fishing, fish farming. Rational use and protection of fish.

Demonstration of live fish (in an aquarium), fish skeleton, films about fish.

Amphibians. General characteristics of amphibians. Habitat.

Frog. Habitat, way of life. External structure of the frog, method of movement.

Nutrition, breathing, blood circulation, nervous system, sensory organs. Frog reproduction.

Features of similarity with fish and differences from fish in structure, lifestyle and reproduction.

Toad. Features of external structure and lifestyle.

The importance and protection of amphibians.

Demonstration of a live frog or a wet preparation.

Reptiles. General signs of reptiles (movement - crawling on land). External structure, nutrition, breathing, blood circulation, nervous system, sensory organs. Reproduction of reptiles. Comparison of reptiles and amphibians by structure and lifestyle.

Demonstration of wet preparations.

The difference between a snake and a viper. Protection of reptiles.

Birds. General characteristics of birds: habitat, features of external and internal structure. Reproduction and development.

Bird feeding.

Birds feeding in the air (swallow, swift).

Birds of the forest: great spotted woodpecker, great tit. Birds of prey (owl, eagle).

Waterfowl (mallard duck, geese).

Birds that live near people's homes (pigeon, sparrow).

Features of the lifestyle of each ecological group of birds. The importance and protection of birds.

Chicken, goose, duck are domestic birds. The structure of a chicken egg. Raising chickens. Keeping, feeding and breeding chickens, geese, ducks on poultry farms. Poultry farming.

Demonstration of a bird skeleton, stuffed birds, wet preparation, model of egg structure, films about birds.

Excursion to the zoo or poultry farm.

Mammals or animals. Diversity of mammals. Adaptation to living conditions.

General characteristics of mammals, or animals: body hair, the birth of live young and feeding them with milk.

Internal structure of a mammal (using the example of a rabbit): digestive, respiratory, circulatory organs, nervous system.

Demonstration of a mammal skeleton, stuffed animals, wet preparations.

Rodents: mouse, squirrel, beaver. General signs of rodents. The appearance and distinctive features of each of these animals. Lifestyle, nutrition, reproduction. The importance of rodents in nature and human economic activity. Protection of squirrels and beavers.

Lagomorphs: white hare, brown hare, domestic rabbit. General characteristics of lagomorphs, similarities and differences between hares and rabbits. Lifestyle, nutrition and reproduction of hares and rabbits. The importance of hares and their protection.

The importance of rabbit breeding in the national economy.

Predatory animals: wolf, bear, tiger, lion, lynx. General signs of predatory animals. The appearance and distinctive features of each of these animals. Similarities and differences between some of them. Lifestyle, food acquisition, reproduction. Distribution of predatory animals. The importance of these animals and their protection. Domestic predators: cat, dog. Caring for them.

Fur-bearing animals of prey: marten, fox, sable, mink. Lifestyle, distribution and importance of fur-bearing animals. Breeding mink on fur farms.

Pinnipeds: seal, walrus, fur seal. General characteristics of pinnipeds. Distinctive features of these animals, distribution and significance. Protection of sea animals.

Cetaceans: whale, dolphin. General characteristics of cetaceans. External structure of a whale and dolphin. Food and movement. Feeding the young. Breath. The importance of these animals and their protection.

Herbivorous animals, wild and domestic. General characteristics of herbivorous animals. Wild herbivores (elk). Wild omnivores (wild pig). Characteristics of these animals, distribution, significance and protection. Agricultural herbivores: cow, sheep, camel, horse. Omnivorous farm animals - pig.

Cow. External building. Milk productivity of cows.

Feed for cows. Cow care. Modern livestock farms, their equipment and keeping cows in them.

Raising calves.

Sheep. Sheep distribution. Features of the external structure and nutrition of sheep.

The importance of sheep in the national economy. Some breeds of sheep. Sheep management: winter - on farms and summer - on pastures.

Year-round keeping of sheep on pastures. Equipment for sheep farms and pastures. Raising lambs.

Camel. Features of the external structure. Adaptation to arid living conditions. Features of camel nutrition. The importance of the camel in the human economy.

Reindeer. Structural features - adaptability to harsh northern living conditions. Nutritional features. The importance of reindeer in the national economy.

Pig. External structure of a pig: features of the body, head, legs, skin.

The importance of pig farming. Modern pig farms and their equipment. Housing of pigs. Caring for and feeding pigs. Raising piglets. Fattening pigs.

External structure of the horse: features of the body, head, legs, skin. Horse nutrition.

The importance of horses in the national economy. Saddle horses, draft horses and trotters.

Primates. General characteristics.

A general lesson based on the results of studying animals: general characteristics of the studied groups of animals, signs of similarities and differences. Protection of birds and mammals. Rare and endangered species. Distinguishing between wild and domestic animals. Protecting wild animals and caring for domestic ones.

Excursions to a zoo, nature reserve, fur farm, nursery or marine aquarium to observe the behavior of animals, their feeding and care.

Practical work on a training farm: participation in the care of the premises and animals, participation in the distribution of feed.

Forms of organization of the educational process– lesson, lesson – excursion, lesson – practical work.

Forms of educational activities– collective, group, individual.

Types and forms of control: current control is carried out in lessons in the form of oral questioning, independent work, practical work, written tests, and testing.

Training technologies:

Differentiated learning;

Student-centered learning.

Training and metodology complex

1. A.I. Nikishov, A.V. Teremov. Biology. Animals. 8th grade - Moscow “Enlightenment” 2009.

2. Voronkova V.V. Type VIII special (correctional) educational school programs. 5-9 grades Collection No. 1. M., Vlados, 2011

3. Universal teaching aid. A. Skvortsov. A. Nikishov, V. Rokhlov, A. Teremov. Biology. 6 – 11 grades. School course. – M.: AST-PRESS, 2000.

Basic requirements for students' knowledge and skills

Students should know:

distinctive features of solids, liquids and gases;

characteristic features of certain minerals, sandy and clay soils;

some properties of solid, liquid and gaseous bodies using the example of water, air, metals;

expansion when heated and contraction when cooled, the ability to conduct heat;

fluidity of water and air movement.

Students should be able to:

handle simple laboratory equipment;

determine the temperature of water and air;

carry out simple soil cultivation on the school site.

Criteria and norms for assessing students' knowledge

Mark "5" is set if:

the content of the material in the volume of the program and textbook is fully disclosed;

definitions are clearly and correctly given and the content of concepts is revealed, terms are used correctly;

Various skills were used for proof, conclusions were drawn from observations and experiments.

Mark "4" is set if:

Evaluation of subject results;

independent answer, with leading questions;

There were minor violations of the sequence of presentation, minor inaccuracies in the use of terms or in conclusions and generalizations from observations and experiments.

Mark "3" is set if:

Evaluation of subject results;

definitions of concepts are not clear enough;

conclusions and generalizations from observations and experiments were not used, errors were made in their presentation;

There were errors and inaccuracies in the use of terminology and in defining concepts.

Mark "2" is set if:

Evaluation of subject results;

answers to the teacher’s auxiliary questions are not given;

Gross mistakes were made in defining concepts and using terminology.

Assessment of practical skills.

Mark "5" is set if:

independently and consistently carried out the selection of equipment and facilities, as well as work on establishing experience;

Observations are described competently and conclusions are formulated in an accessible manner.

Mark "4" is set if:

the purpose of the experiment is correctly defined;

independently carried out work on the selection of equipment and objects when setting up the experiment (1-2 mistakes are allowed);

In general, observations are described competently and consistently, and the main conclusions are formulated.

Mark "3" is set if:

the purpose of the experiment is correctly defined, but the selection of equipment and objects, as well as the work on establishing the experiment, was carried out with the help of the teacher;

There were inaccuracies and errors in the implementation of the experiment, description of observations, and drawing conclusions.

Mark "2" is set if:

the purpose of the experience is not independently determined;

the necessary equipment is not prepared;

Significant mistakes were made when laying out the experiment and its design

Literature

Approximate program of special (correctional) general educational institutions of the VIII type, edited by V.V. Voronkova, “Programs for grades 5-9 of special (correctional) general educational institutions of the VIII type”: Collection 1, Moscow, Humanitarian Publishing Center “Vlados”, 2011.

Universal training manual. A. Skvortsov. A. Nikishov, V. Rokhlov, A. Teremov. Biology. 6 – 11 grades. School course. – M.: AST-PRESS, 2000

A.I. Nikishov, A.V. Teremov. Biology. Animals. 8th grade - Moscow “Enlightenment” 2009.

Calendar and thematic planning

Municipal budgetary educational institution

Vidnovskaya secondary school No. 2

I APPROVED

Director of MBOU Vidnovskaya

Secondary school No. 2

___________/T.A. Samokhina/

From "____" September 2012

WORKING PROGRAM OF THE TRAINING COURSE

"Biology"

8th grade

(basic level, homeschooling)

Compiled by:

Primary school teacher

MBOU Vidnovskaya Secondary School No. 2

Mareeva Olga Nikolaevna.

year 2012

Vidnoe

Biology.

6-9 CLASSES

EXPLANATORY NOTE

The work program was compiled on the basis of the biology program by V.V. Voronkova, T.M. Lifanova, S.A. Kustova for students in grades 6-9 of special (correctional) educational institutions of the VIII type, taking into account the characteristics of the cognitive activity of mentally retarded children.

This program is designed for 68 hours per year (2 hours per week). However, according to the home education curriculum, 1 hour per week is allocated for studying this subject (35 hours per year).

Biology as an academic subject in a correctional school of the VIII type includes sections: “Inanimate nature” (grade 6), “Plants, fungi, bacteria” (grade 7), “Animals” (grade 8) and “Human” (grade 9).

These sections provide for the study of basic information available to mentally retarded schoolchildren about living and inanimate nature, about the human body and the protection of its health.

Purpose This program is to use the biology teaching process to increase the level of general development of students with disabilities and correct the shortcomings of their cognitive activity and personal qualities.

The main objectives of teaching biology are:

Informing students of knowledge about the basic elements of inanimate and living nature;

Formation of a correct understanding of natural phenomena in the life of plants and animals;

Carrying out the entire course of environmental education and respect for nature;

Initial acquaintance with the techniques of growing certain plants and caring for them; with some animals that can be kept at home or in a school nature corner;

Instilling skills that contribute to the preservation and strengthening of human health.

This program involves conducting observations, organizing laboratory and practical work, demonstrating experiments and conducting excursions. All this will make it possible to more purposefully promote the development of curiosity and increase interest in the subject, as well as more effectively correct students: develop memory and observation, correct thinking and speech.

The basis for developing the structure of this educational program for this category of children is the Unified Concept of the Special Federal State Standard for Children with Disabilities. According to this concept, we can distinguishmain interconnected content lineswhen teaching biology. This:

1. Mastering basic knowledge of biology.
2. Developing the ability to use knowledge of biology and formed ideas about the world for a meaningful and independent organization of a safe life in specific natural and climatic conditions.
3. Development of a taste for knowledge and the ability to creatively interact with the living world.

In the section “Animals” (8th grade), students become familiar with the diversity of the animal world and the lifestyle of some animals; receive information about the external and internal structure of their body and the adaptability of animals to their living conditions.

Basic requirements for knowledge and skills of students:

As a result of studying a biology course in 8th grade, students

must know:

the main differences between animals and plants;

signs of similarities and differences between the studied groups of animals;

general characteristics characteristic of each of these groups of animals;

habitats, lifestyle and behavior of those animals that are familiar to students;

the names of some of the most typical representatives of the animal groups studied, especially those that are widespread in local conditions; the importance of the studied animals in nature, as well as in human economic activity;

basic requirements for caring for domestic and some farm animals (known to students).

Must be able to:

recognize studied animals (in illustrations, film clips, stuffed animals, living objects);

briefly talk about the main features of the structure and lifestyle of the animals studied;

establish relationships between animals and their habitat: adaptations to it, structural features of the body and behavior of animals;

carry out simple care for some farm animals or pets (birds, animals, fish) that children have at home;

talk about your pets (their breeds, behavior and habits).

The number of hours provided for by the curriculum is 70 hours in the academic year (2 hours per week), according to the annual calendar schedule - 60 hours in the 8th grade, taking into account national holidays and school health days (order of the educational institution No. 193 of 08/31/2011) ,including laboratory work - 2, practical work - 2, excursion – 1.

Forms of organizing the educational process –lesson, lesson - excursion, lesson - practical work.

Forms of educational activities –collective, group, individual.

Types and forms of control: current control is carried out in lessons in the form of oral questioning, independent work, practical work, written tests, testing; final control on the studied topic is carried out in the form of testing and programmed tasks.

Training technologies:

- differentiated learning;

Student-centered learning.

1. Introduction
2. Invertebrate animals

1. Vertebrates
2. Fish
3. Amphibians
4. Reptiles
5. Birds
6. Mammals

Introduction

Diversity of fauna. Vertebrates and invertebrates. Wild and domestic animals. The habitats of animals and their adaptability to living conditions (body shape, cover, method of movement, breathing, coloring: protective, warning). The importance of animals and their protection. Animals listed in the Red Book.

Invertebrate animals

General acquaintance

General signs of invertebrates (absence of a spine and internal skeleton). A variety of invertebrates: worms, jellyfish, crayfish, spiders, insects.

Worms

Appearance of an earthworm, lifestyle, nutrition, breathing habits, method of movement. The role of the earthworm in soil formation.

Demonstration living object or wet preparation.

Insects

A variety of insects (dragonflies, cockroaches, etc.). Differences in appearance, habitat, nutrition.

Butterflies. Features. Reproduction and development (eggs, caterpillar, pupa). Characteristics using the example of one of the butterflies. Peacock eye, mourning dress, admiral, etc. Their meaning. Codling moth, cabbage butterfly. Damage caused. Control measures.

Silkworm.Appearance, lifestyle, nutrition, mode of transportation, benefits, breeding.

Beetles. Features. Meaning in nature. Reproduction and development. Comparative characteristics (chafer beetle, Colorado potato beetle, ladybug or others - at the teacher’s choice).

Housefly. Characteristics. Harm. Control measures. Hygiene rules.

Honey bee.External building. Life of a bee family (family composition). Beekeeping (beekeeping). Use of beekeeping products (healing properties of honey, pollen, propolis).

Ants - forest orderlies. Appearance. Family composition. Features of life. Benefit. Rules of behavior in the forest. Protection of anthills.

Demonstration live insects, collections of insects - pests of agricultural plants, showing videos.

Practical work

Sketching insects in notebooks.

Excursion into nature to observe insects.

Vertebrates

General characteristics of vertebrates

The presence of a spine and internal skeleton. Classification of animals: fish, amphibians, reptiles, birds, mammals.

Fish

General characteristics of fish. Habitat.

River fish (freshwater): perch, pike, carp.

Sea fish: cod, herring or others native to the area.

External structure, lifestyle, nutrition (feeding characteristics of predatory fish), breathing, method of movement. Fish reproduction. Fish farming (fish breeding, its protection and rational use). Fishing. Rational use.

Home aquarium.Types of aquarium fish. Habitat (lighting, water temperature). Peculiarities of reproduction (viviparous). Nutrition. Feeding (types of food), care.

Demonstration live fish and observing them.

Excursion to the reservoir to observe fishing (depending on local conditions).

Amphibians

General characteristics of amphibians.

Frog. Habitat, way of life. External structure, method of movement. Nutrition, breathing, reproduction (development cycle). Acquaintance with the diversity of amphibians (toad, newt, salamander). Features of appearance and lifestyle. Meaning in nature. Similarities and differences between amphibians and fish. The benefits of amphibians and their protection.

Demonstration live frog or wet preparation.

Practical work

Sketching in notebooks. Drawing a table (similarities and differences).

Reptiles

General characteristics of reptiles. External structure, nutrition, breathing. Reproduction of reptiles (development cycle).

Lizard kicking. Habitats, lifestyle, nutritional habits.

Snakes. Distinctive features of animals. Comparative characteristics: viper, grass snake (habitat, nutrition, reproduction and development, distinctive features). Use of snake venom in medicine. First aid for snake bites.

Turtles, crocodiles.Distinctive features, habitat, nutrition, reproduction and development.

Comparative characteristics of reptiles and amphibians (in appearance, lifestyle, development cycle).

Demonstration live turtle or wet preparations of snakes. Screening of films and videos.

Practical work

Sketches in notebooks. Drawing a table.

Birds

Wild birds. General characteristics of birds: the presence of wings, down and feathers on the body. Peculiarities of reproduction: laying eggs and hatching chicks.

Diversity of birds, habitat, lifestyle, nutrition, adaptation to the environment. Migratory and non-migratory birds (wintering, sedentary).

Birds of the forest: great spotted woodpecker, tit.

Birds of prey: owl, eagle.

Birds feeding in the air: swallow, swift

Waterfowl:mallard duck, swan, pelican.

Birds living near human habitation:pigeon, crow, sparrow, wagtail or other local representatives of birds.

Features of the lifestyle of each group of birds. Nesting and caring for offspring. Bird conservation.

Birds in a living corner.Parrots, canaries, goldfinches. Caring for them.

Poultry. Chicken, goose, duck, turkey. Features of external structure, nutrition, reproduction and development. The structure of an egg (using the example of a chicken egg). Caring for poultry.

Demonstration chicken skeleton, stuffed birds.

Showing videos.

Excursion to observe the behavior of birds in nature (or an excursion to a poultry farm).

Practical work

1. Feeding wintering birds.

2. Observation and care of birds in a living area.

Mammal animals

General information. Diversity of mammals. General characteristics of mammals (birth of live young and feeding them with milk).

Classification of mammals: wild (rodents, lagomorphs, carnivores, fur-bearing animals, marine, primates) and agricultural.

Rodents. General characteristics of rodents: appearance, habitat, lifestyle, nutrition, reproduction.

Mouse (field and gray vole), squirrel, gopher, beaver. Distinctive features of each animal. The importance of rodents in nature and human economic activity. Benefits and harms caused by rodents. Protection of squirrels and beavers.

Lagomorphs. General characteristics: appearance, habitat, lifestyle, nutrition, significance in nature (brown hare, white hare).

Predatory animals. General signs of predatory animals. Appearance, distinctive features. Features of some of them. Lifestyle. Foraging for food. Similarities and differences.

Canids (canids): wolf, fox.

Bearish: bears (brown, white).

Felines: snow leopard, lynx, lion, tiger. Comparative characteristics.

Fur animals: sable, marten, mink, arctic fox. Fur-bearing animals in nature. Breeding on fur farms.

Ungulates ( artiodactyls, odd-toed ungulates) wild animals: boar, elk. General characteristics, appearance and distinctive features. Lifestyle, food, habitats. Animal protection.

Sea creatures.Pinnipeds: seal, walrus. General characteristics, appearance, habitat, nutrition, reproduction and development. Distinctive features, distribution and significance.

Cetaceans: whale, dolphin. Appearance, habitat, nutrition. Way to travel. Features of feeding babies. The meaning of cetaceans.

Protection of marine mammals. Marine animals listed in the Red Book (nerpa, spotted seal, etc.).

Primates. General characteristics. Familiarity with the distinctive features of different groups. Nutrition. Caring for offspring. Habitats.

Demonstration videos about the life of mammals.

Excursion to the zoo, local history museum (dolphinarium, marine aquarium).

Practical work

Sketches in notebooks.

Games (zoological lotto, etc.).

Agricultural mammals

Rabbit. Appearance and characteristic features of rabbits. Nutrition. Keeping rabbits. Breeding.

Cow. Distinctive features of the external structure. Nutritional features. Feed for cows. Milk productivity of cows. Feeding calves. Some local breeds. Modern farms: keeping cows, calves.

Sheep. Characteristic features of appearance. Sheep distribution. Nutrition. The ability to eat low-growing plants, as well as plants that have a bitter and salty taste. The importance of sheep in the country's economy. Some breeds of sheep. Keeping sheep in winter and summer.

Pig. External building. Features of appearance, skin (fat layer). Care and feeding (fattening). Pig farms.

Horse. Appearance, features. Care and feeding. Significance in the national economy. Riding horses, draft horses, trotters.

Reindeer. Appearance. Nutritional features. Adaptation to living conditions. Meaning. Reindeer husbandry.

Camel. Appearance. Nutritional features. Adaptation to living conditions. Meaning for a person.

Demonstration video films (for urban schools).

Excursions and practical work on caring for animals

Correspondence excursion to the zoo and fur farm

Practical work on a livestock farm: participation in the distribution of feed, cleaning the premises (for rural schools).

List of educational and methodological support.

1. Program for grades 5-9 for a special (correctional) general education school of the VIII type
2. A.I. Nikishov 8th grade textbook for special (correctional) general education school of the VIII type “Biology. Animals" M.: "Enlightenment" 2010
3. Author's program "Biology" 8th grade for special (correctional) educational institutions of the VIII type (V.V. Sivoglazov). Moscow "Humanitarian Publishing Center Vlados" 2000.
4. Biology. 7th grade: non-standard lessons and events (KVN, oral magazine, holidays, quizzes, riddles, crosswords, intellectual game tasks) / compiled by N.A. Kasatkina. – Volgograd: Teacher, 2007.
5. Universal training manual. A. Skvortsov. A. Nikishov, V. Rokhlov, A. Teremov. Biology. 6 – 11 grades. School course. – M.: AST-PRESS, 2000.
6. A.I. Bohun. A.V. Dolgova. Why, why and why? M., Pilgrim, 1997.

AGREED

Minutes of the ShMO meeting

science teachers

from " " August 2012 No. _____

Head of ShMO _________ /Zavorotko O.I../

AGREED

Deputy Director for HR: ______ /Smirnova T.Yu./

" " August 2012

CALENDAR AND THEMATIC PLANNING

8th grade

Municipal budgetary educational institution

basic secondary school in the village of Amgun

Solnechny municipal district

Khabarovsk Territory

Agreed I approve

Coordination Council Director of MBOU secondary school Amgun village

MBOU OOSH Amgun village ______________Gainislamova T.V.

Protocol No. from Order No. from

WORKING CURRICULUM

by academic subject

"BIOLOGY"

Implemented within

Federal State Educational Standard

for students with mental retardation

in accordance with the Adapted Basic Educational

general education program

students with mental retardation (option “C”)

for 8th grade

for the 2016-2017 academic year

Compiled by: Kiryushina N.V.

biology teacher

MBOU OOSH Amgun village

I . Explanatory note

The work program was developed in accordance with the Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in the Russian Federation”, based on the draft Federal Educational State Standard for children with mental retardation, on the basis of an approximate educational program, as well as using the “Program for 5 -9 classes of special (correctional) educational institutionsVIIItype":Collection 1, Moscow, Humanitarian Publishing Center “Vlados”, 2011. and approved by the Ministry of Education of the Russian Federation.

The work program in biology is focused on the textbook “Biology”, grade 8 for special (correctional) educational institutionsVIIIkind. A.I. Nikishov, A.V. Teremov.

The biology work program is intended for 8th grade students with mild mental retardation.

In order to maximize the corrective impact, the program includes educational and game material, correctional and developmental games and exercises aimed at increasing the intellectual level.

Purpose This program is to use the biology teaching process to increase the level of general development of students with disabilities and correct the shortcomings of their cognitive activity and personal qualities.

Taking into account the level of training of students in this class, the maincourse objective is:

Provide students with knowledge about the basic elements of living nature (the structure and life of animals);

Carrying through the entire course of environmental education (considering the surrounding nature as a set of conditions necessary for the life of all animals and plants), careful attitude towards nature;

Formation of a correct understanding of such natural phenomena as rain, snow, wind, fog, autumn, winter, summer, spring in the life of animals;

Initial acquaintance with some animals that can be kept at home or in a school nature corner;

Instilling skills that help maintain and improve health.

II . General characteristics of the academic subject, taking into account the peculiarities of its mastery by students

Biology as an academic subject in a correctional school of the VIII type includes sections: “Inanimate nature” (grade 6), “Plants, fungi, bacteria” (grade 7), “Animals” (grade 8) and “Human” (grade 9).

These sections provide for the study of basic information available to mentally retarded schoolchildren about living and inanimate nature, about the human body and the protection of its health.

In the section “Animals” (8th grade), students become familiar with the diversity of the animal world and the lifestyle of some animals; receive information about the external and internal structure of their body and the adaptability of animals to their living conditions.

The work program is compiled taking into account the characteristics of this class, takes into account the characteristics of students’ cognitive activity, promotes mental development, and determines the optimal amount of knowledge and skills in biology.

III . Place of the subject in the curriculum

The discipline “Biology” is included in the educational field “Biology” and is studied by schoolchildren with mental retardation from the 6th grade. In accordance with the adapted basic educational program of the school, the work program in biology in grade 8 is designed for 68 hours per year with 2 hours per week (34 school weeks).

IV . Results of mastering the subject

Requirements for the results of mastering a biology course include personal, meta-subject and subject results of mastering the subject.

Studying biology in 8th grade makes it possible to achieve the following personal results:

Knowledge of the basic principles and rules of attitude towards wildlife, the basics of a healthy lifestyle and health-saving technologies;

Implementation of healthy lifestyle guidelines;

Formation of cognitive interests and motives aimed at studying the animal world; intellectual skills (to prove, reason, analyze, compare, draw conclusions, etc.); aesthetic attitude towards living objects;

Formation of personal ideas about the value of nature, awareness of the significance and commonality of global problems of humanity;

Formation of a respectful attitude towards the history, culture, national characteristics and way of life of other peoples; tolerance and peacefulness;

Formation of an environmental culture based on recognition of the value of life in all its manifestations and the need for a responsible, careful attitude towards the environment;

Development of aesthetic consciousness through recognition of the beauty of the surrounding world.

Meta-subject results mastering grade 8 materialVIIItypes are:

Skillto Work with differentsources biologicalinformation: find biological information in various sources (textbook text, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;

Abilitychoose target and semantic settings in their actions and deeds in relation to living nature, their health and those of others;

Possession of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities;

The ability to choose goals and meaning in one’s actions and actions in relation to living nature, one’s own health and that of others;

The ability to organize educational cooperation and joint activities with a teacher and peers, to work individually and in a group: to find a common solution and resolve conflicts based on the coordination of positions and taking into account interests, to formulate, argue and defend one’s opinion.

The subject results of mastering biology in grade 8 are:

- identification of essential features of biological objects (distinctive features of living organisms;

- classification - determination of the belonging of biological objects to a certain systematic group;

- explanation of the role of biology in the practical activities of people; places and roles of man in nature; the role of animals in human life; the importance of biological diversity for the conservation of the biosphere;

- identification of animal organs on tables; on living objects and tables of different departments, classes, families of animals,comparison of biological objects and processes, the ability to draw conclusions and conclusions based on comparison;

In the value-orientation sphere.

Knowledge of the basic rules of behavior in nature and the basics of a healthy lifestyle;

Analysis and assessment of the consequences of human activity in nature, the influence of risk factors on human health. (elective course – plant ecology)

In the sphere of labor activity.

Knowledge of and compliance with the rules of work in the biology classroom;

Compliance with the rules of working with biological devices and tools

In the aesthetic sphere.

Mastering the ability to evaluate objects of living nature from an aesthetic point of view.

V . Material and technical support of the educational process

Mastering the academic subject “Biology” involves the use of demonstration and printed aids, technical teaching aids to create material and technical support for the process of learning, development and education of primary schoolchildren with mild mental retardation:

Demonstration and printed manuals:

Stands, posters;

Audiovisual aids;

Insect collections;

Skeletons of amphibians and mammals;

Models: hearts (mammals), brains (amphibians, reptiles, birds, mammals).

Technical training aids:

Desktop computer;

Multimedia projector;

Interactive board;

Multimedia (digital) educational resources corresponding to the content of the biology program.

The following tutorials are used to implement the software content:

Textbook A.I. Nikishov, A.V. Teremov. Biology. Animals. 8th grade - Moscow “Enlightenment” 2009.

V.V. Voronkova. Programs of special (correctional) educational institutionsVIIIkind. – M: Education, 2011.

Aksenova A.K., Antropov A.P., Bgazhnokova I.M. and others. Publication: Programs of special (correctional) educational institutions of the VIII type. 5-9 grades. Russian language. Mathematics. Story. Ethics. Natural history. Geography. Natural science. Visual activity. Housekeeping. Music. Physical Culture. – M.: Education, 2006.

Bodnaruk M. M., Kovylina N. V. Interesting materials and facts on general biology in questions and answers. Grades 5-11 - M.: Uchitel, 2007 - 174 p.

Bugay O. V., Mikityuk A. N. et al. Biology in definitions, tables and diagrams. 6-11 grades – Kharkov, Ranok, Kharkov, 2008 – 128 p.

Dudkina O. P. Biology. Grades 6-11: screening tests, multi-level assignments. – M: Teacher, 2010 – 255 p.

Lyashenko N.V. et al. Biology. Grades 6-11: secrets of the effectiveness of a modern lesson. – M.: Uchitel, 2010 – 189 p.

Stepanchuk N. A. Biology Teacher's Handbook: laws, rules, principles, biographies of scientists. – M.: Uchitel, 2010 – 167 p.

Educational resources on the Internet:

1. http://livingthings.narod.ru - “Illustrated encyclopedia “Living Things”.

2. www.zoo.h1.ru - “Animal World”.

3. http://www.povodok.ru - a site dedicated to interesting animals.

4. http://nature.ok.ru - “Rare and endangered animals of Russia.”

5. http://rbo.nm.ru/museum.html - site dedicated to earthworms.

6. http://www.aquaria.sait - site for aquarists.

7. http://www.geosites.com/reptilife - a site dedicated to reptiles.

8. http://birdnews.euro.ru - site for bird lovers.

9. http://www.km.ru/unep - site “Encyclopedia of Pets”.

10. http://charles-darwin.narod.ru - site dedicated to Charles Darwin.

11. http://www.dinos.ru - website “Development of Life on Earth”.

12. http://websib.ru/noos/ecology/ - Ecological links for schoolchildren.

13. informika.ru - electronic textbook "Biology" (ver. 2.0 - 2000) from the series "Educational encyclopedias".

15. www.zooland.ru – “Cyril and Methodius. Animal world".

16. www.zooclub.ru - “Zooclub. All about animals."

17. www.petslife.narod.ru - “Pets”.

18. www.bigcats.ru - “Big cats”.

19. www.insect.narod.ru - “Snakes and reptiles.”

20. www.zin.ru/animalia/coleopreta/rus - “Beetles”.

VI . Subject content

VI .1. Thematic plan

№ p/p

Name of sections

Total hours

Of them:

Note

Laboratory and practical (topic)

Test and diagnostic materials (topic)

Excursions

Introduction.

2

Invertebrate animals 8h

Worms

2

Laboratory work No. 1

Demonstration of a wet preparation of an earthworm.

Insects

6

Practical work No. 1

"Sketch of insects"

Test "Invertebrates".

Vertebrates 58 hours.

Fish

7

Practical work No. 2 "Sketch of fish"

Written work on options on the topic “Pisces”

Amphibians

3

Practical work No. 3 "Sketch: the development of a frog."

Reptiles

4

Practical work No. 4 “Sketch: the internal structure of reptiles”

Birds

12

Practical work No. 5

Laboratory work №2 Demonstration bird skeleton, stuffed birds.

Practical work No. 6 “Sketch of the structure of a bird’s egg”

Practical work No. 7 “Feeding wintering birds”

Excursion

Mammals

15

Laboratory work No. 3 Demonstration

Practical work No. 8 “Sketch of the structure of the heart of mammals”

Practical work No. 9 "Sketch of Predators"

Test "Mammals"

Agricultural mammals

13

Practical work No. 10

Excursions and practical work

4

Excursion "Observation of animals in nature"

Total 68 hours

VI. 2. Contents

Introduction (2 hours)

Diversity of the animal world. Animal habitats and their adaptation to living conditions. Vertebrates and invertebrates. Wild, farm and domestic animals. The importance of animals in the national economy. Animal protection

General characteristics of invertebrate animals: absence of a spine (internal skeleton).

Worms (2 hours)

Earthworms. Appearance of an earthworm, lifestyle, nutrition, breathing, method of movement. The role of the earthworm in soil formation.

Laboratory work No. 1 Live demonstrationworm or wet preparation.

Insects (6 hours)

Cabbage butterfly (and its caterpillar), codling moth, cockchafer, housefly. External structure, lifestyle, nutrition, breathing, method of movement. Reproduction. The harm caused by these insects (damage to plants and transfer of pathogenic bacteria). Measures to combat harmful insects.

Bees and silkworms are useful insects in human economic activity. External structure, lifestyle, nutrition. Way to travel. Reproduction. Bee family and its life. Silkworm breeding.

The importance of domesticated insects in the national economy and their care. Obtaining honey from bees and silk threads from silkworms.

Demonstrationlive insects, as well as collections of insects that harm agricultural plants. Demonstration of films about insects.

Practical work No. 1 "Sketch of insects"

Vertebrates (58 hours)

General characteristics of vertebrates: the presence of a spine (internal skeleton).

Pisces (7 hours)

General characteristics of fish. Habitat: water bodies. River fish (perch, pike, carp). Sea fish (cod, herring). External structure, nutrition, breathing, blood circulation, nervous system, sensory organs. Fish reproduction. Fishing, fish farming. Rational use and protection of fish.

Demonstrationlive fish (in an aquarium), fish skeleton, films about fish.

Practical work No. 2 "Sketch of fish."

Written work on options on the topic “Pisces”.

Amphibians (3 hours)

General characteristics of amphibians. Habitat.

Frog. Habitat, way of life. External structure of the frog, method of movement.

Nutrition, breathing, blood circulation, nervous system, sensory organs. Frog reproduction.

Features of similarity with fish and differences from fish in structure, lifestyle and reproduction.

Toad. Features of external structure and lifestyle.

The importance and protection of amphibians.

Demonstrationlive frog or wet preparation.

Practical work No. 3 “Sketch in a notebook of the development of a frog.”

Reptiles (4 hours)

General signs of reptiles (movement - crawling on land). External structure, nutrition, breathing, blood circulation, nervous system, sensory organs. Reproduction of reptiles. Comparison of reptiles and amphibians by structure and lifestyle.

Demonstrationwet preparations.

The difference between a snake and a viper. Protection of reptiles.

Practical work No. 4 "Sketch of reptiles."

Test “Amphibians and Reptiles”

Birds (12 hours)

General characteristics of birds: habitat, features of external and internal structure. Reproduction and development.

Bird feeding.

Birds feeding in the air (swallow, swift).

Birds of the forest: great spotted woodpecker, great tit. Birds of prey (owl, eagle).

Waterfowl (mallard duck, geese).

Birds that live near people's homes (pigeon, sparrow).

Features of the lifestyle of each ecological group of birds. The importance and protection of birds.

Chicken, goose, duck are domestic birds. The structure of a chicken egg. Raising chickens. Keeping, feeding and breeding chickens, geese, ducks on poultry farms. Poultry farming.

Laboratory work №2 Demonstrationbird skeleton, stuffed birds, wet preparation, model of egg structure, films about birds.

Practical work No. 5 "Sketch of the body structure of a bird."

Practical work No. 6 "Sketch of the structure of a bird's egg."

Practical work No. 7 “Feeding wintering birds”

Test work on the topic “Birds”

Excursion "Observation of bird behavior"

Mammals, or animals (15 hours)

Diversity of mammals. Adaptation to living conditions.

General characteristics of mammals, or animals: body hair, the birth of live young and feeding them with milk.

Internal structure of a mammal (using the example of a rabbit): digestive, respiratory, circulatory organs, nervous system.

Laboratory work No. 3 Demonstrationmammal skeleton, stuffed animals, wet preparations.

Practical work No. 8 “Sketch of the structure of the heart”

Rodents: mouse, squirrel, beaver. General signs of rodents. The appearance and distinctive features of each of these animals. Lifestyle, nutrition, reproduction. The importance of rodents in nature and human economic activity. Protection of squirrels and beavers.

Lagomorpha : white hare, brown hare, domestic rabbit. General characteristics of lagomorphs, similarities and differences between hares and rabbits. Lifestyle, nutrition and reproduction of hares and rabbits. The importance of hares and their protection.

The importance of rabbit breeding in the national economy.

Beasts of Prey : wolf, bear, tiger, lion, lynx. General signs of predatory animals. The appearance and distinctive features of each of these animals. Similarities and differences between some of them. Lifestyle, food acquisition, reproduction. Distribution of predatory animals. The importance of these animals and their protection. Domestic predators: cat, dog. Caring for them.

Practical work No. 9 "Sketch of Predators"

Fur-bearing animals of prey: marten, fox, sable, mink. Lifestyle, distribution and significance of fur-bearing animals. Breeding mink on fur farms.

Pinnipeds: seal, walrus, fur seal. General characteristics of pinnipeds. Distinctive features of these animals, distribution and significance. Protection of sea animals.

Cetaceans: whale, dolphin. General characteristics of cetaceans. External structure of a whale and dolphin. Food and movement. Feeding the young. Breath. The importance of these animals and their protection.

Agricultural mammals (13 hours)

Herbivores, wild and domestic . General characteristics of herbivorous animals. Wild herbivores (elk). Wild omnivores (wild pig). Characteristics of these animals, distribution, significance and protection. Agricultural herbivores: cow, sheep, camel, horse. Omnivorous farm animals - pig.

Cow. External building. Milk productivity of cows.

Feed for cows. Cow care. Modern livestock farms, their equipment and keeping cows in them. Raising calves.

Sheep. Sheep distribution. Features of the external structure and nutrition of sheep.

The importance of sheep in the national economy. Some breeds of sheep. Sheep management: winter - on farms and summer - on pastures.

Year-round keeping of sheep on pastures. Equipment for sheep farms and pastures. Raising lambs.

Camel. Features of the external structure. Adaptation to arid living conditions. Features of camel nutrition. The importance of the camel in the human economy.

Reindeer . Structural features - adaptability to harsh northern living conditions. Nutritional features. The importance of reindeer in the national economy.

Pig. External structure of a pig: features of the body, head, legs, skin.

The importance of pig farming. Modern pig farms and their equipment. Housing of pigs. Caring for and feeding pigs. Raising piglets. Fattening pigs.

External structure of the horse : features of the body, head, legs, skin. Horse nutrition.

The importance of horses in the national economy. Saddle horses, draft horses and trotters. Keeping horses. Raising foals.

Primates. General characteristics.

A general lesson based on the results of studying animals: general characteristics of the studied groups of animals, signs of similarities and differences. Protection of birds and mammals. Rare and endangered species. Distinguishing between wild and domestic animals. Protecting wild animals and caring for domestic ones.

Practical work No. 10 "Sketch of farm animals"

Excursions to a zoo, nature reserve, fur farm, nursery or marine aquarium to observe the behavior of animals, their feeding and care.

Practical work on a training farm: participation in the care of the premises and animals, participation in the distribution of feed.

Test "Diversity of the animal world"

Calendar-thematic planning in biology grade 8

p/p

Lesson topic

Target

Planned learning outcomes

Speech material

Number of hours

date

Subject

Personal

planned

actual

I quarter (18 hours)

Introduction (2 hours)

Diversity of the animal world.

To form a concept of the diversity of the animal world, to introduce some specific representatives of these groups found on the globe and belonging to the group of rare and endangered species.

The ability to name the kingdoms of living nature, give examples of representatives of the Animal Kingdom. Describe the relationships between animals in nature

Formation of intellectual skills: analyze textbook illustrations, draw conclusions about the role of animals in human life; the formation of cognitive interests and motives aimed at studying animals as part of nature.

Cheetah. Ostrich

1

The importance of animals and their protection.

Talk about the importance of animals in nature and for humans, introduce animals from the Red Book, identify animal protection measures

Characterize the relationships of animals in nature. Identify animal protection measures

To develop children’s mental activity, the ability to compare and relate; expand your horizons and vocabulary

1

Invertebrate animals (8 hours)

Worms (2 hours)

3

General characteristics of invertebrate animals

Earthworm.

Laboratory work No. 1

Demonstration of a wet mount of an earthworm

To familiarize students with the general characteristics of invertebrate animals,

features of the external and internal organization of the earthworm, as a representative of the annelid type.

Distinguish and identify types of worms in pictures, tables, and natural objects. Name the parts of a worm.

Formation of skills to solve problematic issues, compare, analyze, and speak publicly.

Formation of critical thinking

Worms. Earthworms. Leeches. Pipe makers

1

4

The ability to determine the conditions necessary for the development of worms.

Traits of adaptation

Develop the ability to highlight the main points, compare, and work independently with a textbook. Formation of critical thinking.

Worms. Roundworms

1

Insects (6 hours)

5

External structure and lifestyle of insects.

Give an idea of ​​the distinctive features of the external structure of insects; and their way of life.

Introduce representatives of this class.

Learn to recognize them and distinguish them from representatives of other classes.

Distinctive features of the external structure.

Recognize insects and distinguish them from representatives of other classes.

Explain their role in nature and human life.

Work on the development of thinking, attention, understanding of the material, the ability to comprehend the information received, the ability to make comparisons, i.e. the development of thinking based on visual, auditory and tactile perception.

Develop speech, enrich active vocabulary.

Spiracles

1

6

To acquaint students with the appearance features of the cabbage butterfly, codling moth and the harm caused to agriculture

The ability to determine the conditions necessary for the development of butterflies - cabbage moth and codling moth

Butterfly - cabbage moth Apple codling moth

1

7

Chafer. Housefly

Introduce students to the features of the appearance of the cockchafer and housefly

Identify the cockchafer and housefly in pictures, tables, and natural objects

Work on the development of thinking, attention, understanding of the material, the ability to comprehend the information received, the ability to make comparisons, i.e. the development of thinking based on visual, auditory and tactile perception

Chafer. Housefly

1

8

Honey bee

To acquaint students with the features of the appearance of the honey bee, to reveal the structural features of the honey bee in connection with the social way of life; its role in nature and human life.

Name the appearance features of the honey bee. Explain the role of insects in nature and human life

Development of mental operations; vocabulary activation

Roy. Beekeeping

1

9

Silkworm

Practical work No. 1 "Sketch of insects"

Introduce students to the appearance features of the silkworm

Formation of an idea about the features of the life activity of the silkworm, introduce the concepts of aromorphoses, show the relationships between organisms and environmental conditions.

Doll. Silkworm

1

10

Generalization and systematization of knowledge on the topic “Invertebrate animals”.

Test on the topic “Invertebrate animals”

Name the appearance features of insects.

Give examples of the organization of life of social insects

Develop logical thinking, the ability to compare, highlight the main thing

1

Vertebrates

Pisces (7 hours)

11

External structure and skeleton of the fish

Form

an idea of ​​the external structure and skeleton of fish

Determine the essence of the process of respiration, excretion, reproduction, and developmental features of fish

Develop the ability to analyze information and broaden students’ horizons

Fish skeleton. Slime.

1

12

Internal structure of fish

Form

performance

internal structure of fish.

Gills

1

13

Fish reproduction

Show the features of reproduction and development of fish, reveal various forms of caring for offspring as an adaptation to the survival of the species

Eggs. Larvae. Fry

1

14

River fish. Sea fish

Practical work No. 2 "Sketch of fish"

Clarify and expand children's understanding of river and sea fish

Characterize systematic groups of fish

Work on expanding children's vocabulary; formation of phrasal speech

Perch. Pike. Cod. Ocean herring. Flocks (shoals).

1

15

Fishing and fish farming

To introduce students to fishing and fish farming, to give an idea of ​​the importance of this branch of agriculture

Formation of students' knowledge about the importance of fish as a commercial object. Reveal the diversity of commercial fish

Fishing and fish farming. Trawl

1

16

Rational use and protection of fish

To create conditions for the formation of educational and cognitive competence in the course of expanding and consolidating knowledge on the topic “Fishes”, to introduce them to the rational use and protection of fish.

To form students’ knowledge about the biological foundations, achievements and objectives of fish farming, to consider the main measures for the protection of fish listed in the Red Book of the Khabarovsk Territory and the Russian Federation.

Contribute to the formation of skills in information and communication activities, using independent work with the textbook, additional information

Beluga. Sturgeon

1

17

Generalization and systematization of knowledge on the topic: “Fishes”.

Written work on options on the topic “Pisces”

1

II quarter (14 hours) Amphibians (3 hours)

18

General Characteristics of Amphibians.

Habitat and external structure of the frog.

Reveal the diversity of amphibians in connection with living conditions; identify common characteristics of amphibians

Formation of ideas about the habitat and external structure of amphibians using the example of a frog

Name the characteristic features of amphibians. To develop the ability to work with text and observe natural objects. Follow office rules

Development of mechanical memory based on exercises for memorizing words

Frogs. Toads. Tritons.

1

19

Internal structure of amphibians

Introduce students to the internal structure of amphibians

Describe the features of the internal structure of amphibians. Identify and classify representatives of amphibians using tables, photographs, drawings

Formation of skills to identify traits of organisms’ adaptability to their environment, establish cause-and-effect relationships between the structure and lifestyle of amphibians, analyze, and draw conclusions

Phyllobus is the smallest frog. Digestive organs, circulatory system, nervous system.

1

20

Reproduction and development of the frog.

Practical work No. 3 “Sketch in a notebook of the development of a frog”

Get acquainted with the reproduction and development of frogs

Establish the relationship between the structure and reproduction of amphibians and their habitat conditions

Develop thinking.

Eggs. Larvae. Fry

1

Reptiles (4 hours)

21

Habitat and external structure

Identify the characteristics characteristic of the class Reptiles; show the diversity of reptiles, the features of their structure associated with the terrestrial way of life; familiarize yourself with the features of a higher organization of reptiles compared to amphibians.

Name the characteristic features of reptiles.

To develop the ability to work with text and observe natural objects. Follow office rules

Formation of skills to identify features of organisms’ adaptability to their environment, establish cause-and-effect relationships between structure and lifestyle, analyze, and draw conclusions

Fast lizard. An ordinary one. Common viper.

1

22

Internal structure

Practical work No. 4 "Sketch of reptiles"

Introduce students to the internal structure of reptiles

Describe the features of the internal structure of reptiles. Identify and classify representatives of reptiles using tables, photographs, drawings

Atmospheric air. Three-chambered heart. Skeleton.

1

23

Reproduction and development of reptiles

Introduce students to the reproduction and development of reptiles

Establish the relationship between the structure and reproduction of reptiles and their habitat conditions

Develop thinking.

Learn to compare, generalize

Dense leathery shell.

1

24

Generalization and systematization of knowledge on the topic: “Amphibians and reptiles”Test “Amphibians and Reptiles”

To form in children ideas about Amphibians and Reptiles, their appearance and nutrition.

Identify and describe the essential characteristics of reptiles. Characterize the main features underlying the taxonomy of reptiles. Recognize reptiles in pictures. Give examples of the meaning of reptiles in nature

1

Birds (12 hours)

25

Features of the external structure of birds, the skeleton of birds.

Practical work No. 5 “Sketch of the body structure of a bird”

Reveal the structural and skeletal features of a bird related to flight and habitat.

Develop thinking.

Learn to compare, generalize

Nostrils. Large eyes. Flight feathers. Tail feathers

1

26

Skeletal features

Laboratory work №2 Demonstration bird skeleton, stuffed birds.

Show the features of the bird's skeleton associated with its aerial habitat and flight.

Identify and describe the essential characteristics of birds.

Study and compare the external structure of feathers and their meaning

Promote the development of logical thinking, the ability to compare, analyze, highlight cause and effect relationships in nature

Scull. Spine. Skeleton of limbs. High comb

1

27

Features of the internal structure

Introduce students to the internal structure of birds

Identify and describe the essential features of the internal structure of birds. Compare the structural features of birds and reptiles, draw conclusions about the progressive development of bird species

Esophagus. Lungs. Heart. Liver. Pancreas. Kidneys. Intestines. Stomach. Blood vessels. Trachea

1

28

Reproduction and development.

Practical work No. 6 "Sketch of the structure of a bird's egg"

Introduce students to the reproduction and development of birds

Identify and describe the general features of the structure of a bird's egg. Explain the processes of reproduction and development of birds

Develop and correct verbal and logical thinking through comparison, generalization, establishing cause-and-effect relationships, and performing practical work; develop coherent and monologue speech, enrich vocabulary

Germ

1

29

Birds feeding in the air.

Practical work No. 7 “Feeding wintering birds”

Introduce students to birds that feed in the air, give an idea of ​​why swallows and swifts spend whole days in the air.

Identify features of increasing complexity in the structure of birds. Compare and find features of difference and similarity in the structure and life of birds

Swallows. Swifts are insectivorous birds. Migratory birds. Barn swallows. City swallows

1

30

Birds of the forest

To form an idea of ​​forest birds, to teach how to distinguish forest birds from other ecological groups.

Recognize representatives of systematic groups of birds. Establish the relationship between the adaptation of birds to environmental conditions.

Great Spotted Woodpecker. Tits. Titmouse

1

31

Predator birds

Introduce students to birds of prey, teach them to distinguish birds of prey from other ecological groups.

Steppe eagle. gray owl

1

32

Birds of fresh water bodies and swamps

To form students’ understanding of the life of fresh water bodies, to introduce them to the diversity of birds in reservoirs and swamps.

Recognize representatives of systematic groups of birds. Establish the relationship between the adaptability of birds to environmental conditions

Develop students' cognitive interest; learn to work with additional literature, apply previously acquired knowledge in work, learn to reason and draw conclusions

Ducks are mallards. Gogol. Gray duck. Swimming membrane

1

III quarter (20 hours)

Birds (continued)

33

Birds living near human habitation

Continue to develop students’ knowledge about various ecological groups of birds; introduce the diversity, lifestyle and importance of birds living near human habitation

The ability to identify the main characteristics of birds, to describe the distinctive characteristics of bird families living near human habitation. Ability to recognize families in drawings

Correction and development of visual and auditory perception when listening to recordings of “bird voices” and viewing photographs of birds

Pigeons. Sparrows. Wagtails

1

34

Domestic chickens

Expand students' understanding of groups of birds based on familiarity with the chicken

The ability to identify the main characteristics of birds and describe the distinctive characteristics of domestic chickens. Ability to recognize families in drawings

Development of attention and thinking, taking into account the subjective experience of students;

development of coherent speech

Red jagged comb. Long sickle-shaped feathers

1

35

Domestic ducks and geese. Poultry farming.

Test work on the topic “Birds”

To form in children ideas about poultry (geese, ducks), their appearance, and nutrition. To develop students’ knowledge about poultry farming as an important branch of agriculture.

The ability to identify the main characteristics of birds, describe the distinctive characteristics of domestic ducks and geese. Ability to recognize families in drawings

To develop mental processes in children: attention, memory, thinking, speech. Contribute to the replenishment of passive and active vocabulary, the development of coherent speech, the articulatory apparatus when pronouncing vowel sounds

Poultry farming

1

36

Excursion № 1 "Observation of bird behavior."

The ability to identify the main characteristics of birds and describe the distinctive characteristics of families. Ability to recognize families in drawings

1

Mammals (15 hours)

37

External structure of mammals

Reveal the features of the external structure of mammals associated with their habitats.

Ability to identify the main features of the class Mammals, describe the distinctive features of the class

Practice the ability to recognize animals among other classes of chordates

Hairline. External auricle.

1

38

Features of the skeleton and nervous system.

Laboratory work No. 3 Demonstration mammal skeleton, stuffed

Introduce students to the features of the skeleton and nervous system

To develop knowledge about the structural features of the nervous system of mammals

Skull box. Jaws. Cervical, thoracic, lumbar vertebrae. Ribs. Sternum

1

39

Internal organs.

Practical work No. 8 “Sketch of the structure of the heart”

Introduce students to the features of the internal organs of mammals

Determine the essence of the process of respiration, excretion, reproduction, and developmental features of mammals

Great circle of blood circulation. Pulmonary circulation. Left atrium. Right atrium

1

40

Rodents. The importance of rodents in nature and in human life

To update students’ knowledge about the role of rodents in wildlife and human economic activity;

to facilitate students’ mastery of methods and means that will help them acquire knowledge about the characteristic features of rodents. Show their importance in nature and in human life. Introduce business activities.

Reveal the biological characteristics of rodents. Show their significance in nature, life and human economic activity

Develop the ability to work with literature and speak in front of an audience, increase the level of information culture

Weasel. Gopher. Muskrat

1

41

Lagomorpha

Introduce students to representatives of the lagomorph family,

their external structure, nutrition, structural features of the teeth,

reproduction and significance in nature and human life.

Introduce the animals of the order Lagomorpha, highlight the characteristic features of this order.

Show the significance in nature, life and human economic activity.

Develop the ability to observe, identify significant features, compare, develop skills in working with a textbook, oral speech

Belyak. Hare. Wild rabbit

1

42

Breeding domestic rabbits

Getting to know

main issues of rabbit breeding.

Introduce breeds of domestic rabbits and breeding domestic rabbits on rabbit farms

Rabbit farm

1

43

Predatory animals.

Practical work No. 9 "Sketch of Predators"

Form ideas about the characteristics of predators

Formation of students' understanding of the characteristics of predatory animals

animals. Introduce students to the types of predatory animals.

Promote the development of thought processes and coherent oral speech

Carnivores

1

44

Wild fur-bearing predatory animals. Breeding mink on fur farms

To form ideas about the characteristics of wild fur-bearing predatory animals. Introduce students to the features of mink breeding on fur farms

To acquaint students with the diversity of predatory mammals, their significance in nature and human life

Correct oral speech when working on a retelling, develop observation skills, identify significant features, compare, develop skills in working with a textbook, oral speech

Sable. Pine marten. European mink. American mink

1

45

Domestic predatory animals - cats, dogs

Expand your understanding of cats and dogs

Formation of students' understanding of the characteristics of cats and dogs. Introduce students to different breeds of cats and dogs

Develop the ability to observe, identify significant features, compare, develop skills in working with a textbook, oral speech

Giant Schnauzer. Doberman. Irish Setter. Newfoundland

1

46

Pinnipeds

Introduce students to representatives of the pinniped family.

Forming in students an idea of ​​the characteristics of the pinniped family, their external structure, nutrition, structural features of the teeth,

reproduction and significance in nature

Pinnipeds

1

47

Cetaceans

Study mammals belonging to cetaceans.

Clarify, expand and consolidate students’ knowledge about the external structure and lifestyle of cetaceans

Cetaceans

1

48

Artiodactyls

Give a general description of the order of artiodactyls, introduce them to their significance in nature and human life, the need for and measures for their protection

Introduce students to the characteristic features of the artiodactyl order. Reveal the significance of the artiodactyl order in nature and human life, the need to protect rare species of animals.

develop perception skills.

Artiodactyls

1

49

Odd-toed ungulates

Give a general description of the order of equids, introduce them to their significance in nature and human life, the need for and measures to protect them

To acquaint students with the characteristic features of the order of equids. To reveal the importance of the order of equids in nature and human life, the need to protect rare species of animals.

Odd-toed ungulates

1

50

Primates

Tell students about the structural features, appearance and lifestyle of primates

Introduce students to the characteristic features of the order of primates, features of appearance and lifestyle.

Primates

1

51

Generalization and systematization of knowledge on the topic “Mammals”Test "Mammals"

Summarize and systematize knowledge on the topic, draw conclusions, complete tasks for self-control

1

Farming Mammals (13 hours)

52

Introduce students to the agricultural mammal animal cow.

Introduce students to the agricultural mammal animal cow

Develop communication skills

1

IV quarter (16 hours)

53

Correction of voluntary attention. Correction of speech development.

Introduce students to keeping cows on farms

Correction of voluntary attention. Correction of speech development and thinking of children

Cowshed

1

54

Correction of voluntary attention. Correction of speech development.

Introduce students to raising calves

1

55

Introduce students to keeping sheep

1

56

Introduce students to keeping sheep and raising lambs. Teach children to compare caring for calves and lambs. Find commonalities and differences in their content.

Correction of speech, attention, and thinking of children.

Teach children to compare caring for calves and lambs. Find commonalities and differences in their content

Sheepfolds

1

57

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Familiarization with the importance of camel husbandry in the livestock farming system, continued development of biological literacy, the ability to distinguish between camel breeds

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Camel farming

1

58

Familiarization with the importance of reindeer husbandry in the livestock system, to continue the development of biological literacy.

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Reindeer husbandry

1

59

Familiarize yourself with the importance of pig farming in the livestock system, continue to develop biological literacy.

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Introduction to the importance of pig farming in the livestock system

Pig farming

1

60

Introduce students to keeping pigs on pig farms.

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Introduce students to keeping pigs on pig farms

Pig pens

1

61

Correct the attention of students with intellectual disabilities;

develop perception skills.

correct the educational and cognitive activity of children with intellectual disabilities, increase motivation for learning

Introduce students to raising piglets

Sow

1

62

To familiarize students with the distinctive features, external structure of the body, and the purpose of domestic horses

Introduce the importance of reindeer husbandry in the livestock system, continue to develop biological literacy

Develop auditory and visual perception, stability and switching of attention, the ability to highlight the main thing, express your thoughts logically correctly

Horseback riding

1

63

Develop auditory and visual perception, stability and switching of attention, the ability to highlight the main thing, express your thoughts logically correctly

Introduce students to keeping horses and raising foals

Groom. Stable

1

64

What have you learned about animals?

Practical work No. 10 "Sketch of farm animals"

Summarize students’ knowledge about the basic properties of a living organism, the structure and functioning of a cell, strengthen knowledge about the organs and organ systems of the animal body

Summarize and systematize knowledge on the topic, draw conclusions, complete tasks for self-control

1

Excursions and practical work (4 hours)

65

Observation of animals in nature (excursion)

Activate students' independent work skills in collecting the necessary information. Instill the ability to collect information from different sources, comprehend it and use it to complete the project.

The ability to identify the main characteristics of animals and describe the distinctive characteristics of families. Ability to recognize families in drawings

1

66

Quiz on the topic: “Agricultural mammals”

Continue to develop students' cognitive abilities and interest, and continue to develop their ability to express their thoughts; when answering, highlight the most important thing, extract information when listening to the text

1

67

“This fascinating animal world” presentation

1

68

Repetition and generalization of the topic: “Diversity of the animal world.”Test "Diversity of the animal world"

Summarize and systematize knowledge on the topic, draw conclusions, complete tasks for self-control

1

The program includes four sections:

• “Explanatory note”, which describes the contribution of the subject to achieving the goals of basic general education; the goals and main results of studying the subject of biology are formulated at several levels - personal, meta-subject and subject-specific, a general description of the course and its place in the approximate curriculum is given.
• “Main content”, where the content being studied is presented, combined into content blocks.
• “Thematic planning”, which provides a list of course topics and the number of teaching hours allocated to the study of each topic, presents a description of the main content of the topics and the main types of student activities (at the level of educational activities).
• “Educational, methodological and logistical support of the educational process,” which describes the necessary teaching aids and educational equipment that ensure the effectiveness of teaching biology in a modern school.

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Explanatory note

Document status

The work program is compiled on the basis of the Federal State Standard, the Model program in biology of secondary (complete) general education (basic level) and the program of secondary (complete) general education in biology for grades 10-11 (basic level) author V.V. Pasechnik,//Collection of normative documents. Biology / Comp. E.D. Dneprov, A. G., Arkadyev. M.: Bustard, 2006, - 172.,fully reflecting the content of the Model Program, with additions that do not exceed the requirements for the level of training of students.

The work program specifies the content of the subject topics of the educational standard, provides the distribution of training hours by sections of the course and the sequence of studying topics and sections of the academic subject, taking into account interdisciplinary and intrasubject connections, the logic of the educational process, and the age characteristics of students.

The work program performs two main functions:

Information and methodologicalthe function allows all participants in the educational process to get an idea of ​​the goals, content, general strategy of teaching, educating and developing students using the means of a given academic subject;

Organizational planningThe function involves highlighting the stages of training, structuring the educational material, determining its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.

General characteristics of the subject

The biology course at the level of secondary (complete) general education at the basic level is aimed at developing in students knowledge about living nature, its distinctive features - level organization and evolution, therefore the program includes information about general biological patterns that manifest themselves at different levels of organization of living nature. The basis for selecting content at a basic level is a culturally appropriate approach, according to which students must master knowledge and skills that are significant for the formation of a general culture, determining adequate human behavior in the environment, and those that are in demand in life and practical activities. In this regard, at the basic level, the program pays special attention to the content that underlies the formation of the modern natural science picture of the world, value orientations, and the implementation of the humanization of biological education. The basis for structuring the content of a biology course in high school at a basic level is made up of leading ideas - the distinctive features of living nature, its level organization and evolution. In accordance with them, the content lines of the course are highlighted: Biology as a science. Methods of scientific knowledge; Cell; Organism; View; Ecosystems.

The work program provides for a reserve of free educational time (10 hours) for generalizing and systematizing knowledge on the main topics of the course, wider use, along with the lesson, of various forms of organizing the educational process (excursions, laboratory and practical work, seminars) and the introduction of modern pedagogical technologies .

Goals

The study of biology at the level of secondary (complete) general education in high school at a basic level is aimed at achieving the following goals:

Mastering knowledgeabout biological systems (cell, organism, species, ecosystem); history of the development of modern ideas about living nature; outstanding discoveries in biological science; the role of biological science in the formation of the modern natural science picture of the world; methods of scientific knowledge;

Mastery of skillsjustify the place and role of biological knowledge in the practical activities of people and the development of modern technologies; conduct observations of ecosystems in order to describe them and identify natural and anthropogenic changes; find and analyze information about living objects;

Development cognitive interests, intellectual and creative abilities in the process of studying the outstanding achievements of biology that have become part of human culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information;

Upbringing conviction in the possibility of knowing living nature, the need to take care of the natural environment, and one’s own health; respect for the opponent’s opinion when discussing biological problems;

Using acquired knowledge and skills in everyday life For assessing the consequences of their activities in relation to the environment, the health of other people and their own health; justification and compliance with disease prevention measures, rules of behavior in nature.

Features of the work program

Due to the educational institution component, the number of hours in:

Section “Cage” at 9 o’clock;

Section “Organism” for 29 hours.

This increase in hours is due to the fact that every year students choose to take an exam in biology for the course of secondary (complete) general education.

The implementation period of the work program is one year.

General educational abilities, skills and methods of activity

The work program provides for the development of general educational skills and abilities in students, universal methods of activity and key competencies. In this direction, the priorities for the academic subject “Biology” at the level of secondary (complete) general education at the basic level are: comparison of objects, analysis, evaluation, search for information in various sources.

Requirements for the level of training of graduates

As a result of studying biology at a basic level, the student must

know/understand

Basic provisionsbiological theories (cellular, evolutionary theory of Charles Darwin); the doctrine of V.I. Vernadsky about the biosphere; the essence of G. Mendel's laws, patterns of variability;

Structure of biological objects:cells; genes and chromosomes; species and ecosystems (structure);

The essence of biological processes:reproduction, fertilization, the action of artificial and natural selection, the formation of fitness, the formation of species, the circulation of substances and energy conversion in ecosystems and the biosphere;

Contributions of outstanding scientistsin the development of biological science;

Biological terminology and symbolism;

be able to

Explain: the role of biology in the formation of a scientific worldview; the contribution of biological theories to the formation of the modern natural science picture of the world; the unity of living and inanimate nature, the kinship of living organisms; negative impact of alcohol, nicotine, narcotic substances on the development of the human embryo; the influence of mutagens on the human body, environmental factors on organisms; relationships between organisms and the environment; causes of evolution, variability of species, developmental disorders of organisms, hereditary diseases, mutations, stability and change of ecosystems; the need to preserve species diversity;

Decide elementary biological tasks; draw up elementary patterns of crossing and patterns of transfer of substances and energy in ecosystems (food chains);

Describe individuals of species according to morphological criteria;

Reveal adaptations of organisms to their environment, sources of mutagens in the environment (indirectly), anthropogenic changes in the ecosystems of their area;

Compare : biological objects (chemical composition of bodies of living and inanimate nature, embryos of humans and other mammals, natural ecosystems and agroecosystems of their area), processes (natural and artificial selection, sexual and asexual reproduction) and draw conclusions based on comparison;

Analyze and evaluatevarious hypotheses of the essence of life, the origin of life and man, global environmental problems and ways to solve them, the consequences of one’s own activities in the environment;

Study changes in ecosystems using biological models;

Find information about biological objects in various sources (educational texts, reference books, popular science publications, computer databases, Internet resources) and critically evaluate it;

use acquired knowledge and skills in practical activities and everyday life For:

compliance with measures to prevent poisoning, viral and other diseases, stress, bad habits (smoking, alcoholism, drug addiction); rules of behavior in the natural environment;

providing first aid for colds and other diseases, food poisoning;

assessment of the ethical aspects of some research in the field of biotechnology (cloning, artificial insemination).

Learning outcomes

The results of the “Biology” course are given in the “Requirements for the level of graduate training” section, which fully complies with the standard. Requirements at the basic level are aimed at the implementation of activity-based, practice-oriented and personality-oriented approaches: students’ mastery of intellectual and practical activities; mastering knowledge and skills that are in demand in everyday life, allowing one to navigate the world around them, and that are significant for preserving the environment and one’s own health.

The “Be able” section includes requirements based on more complex types of activities, including creative ones: explain, describe, identify, compare, solve problems, analyze and evaluate, study, find and critically evaluate information about biological objects.

The heading “Use acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the educational process and are aimed at solving various life problems.

Place of the subject in the basic curriculum

70 hours are allocated for studying the biology course in the 10th grade (2 hours per week).

Information about the CMD used:

General biology. Grades 10-11: textbook for general education institutions. A.A. Kamenskaya, E.A. Kriksunov, V.V. Beekeeper - M Bustard 2014,

as well as teaching aids for teachers:

Programs for general education institutions. Natural history, 5th grade. Biology, 6-1 1st grades. - M.: Bustard, 2005. - 138 p.;

Collection of normative documents. Biology / Comp. E.D. Dneprov, A. G., Arkadyev. - M. Bustard, 2006;

T.A. Kozlova. Thematic and lesson planning in biology. To the textbook by A.A. Kamenskaya, E.A. Kriksunov, V.V. Beekeeper “General biology. 10-11 grades"

additional literature for teachers:

Kozlova TA... Kuchmenko V.S., Biology in tables, grades 6-11, Reference manual. - M.: Bustard, 2014;

Frosin V.N., Sivoglazov V.I. Preparing for the unified state exam. General biology. - M.: Bustard, 2014.

Anastasova L.P. General biology. Didactic materials. - M.: Ventana-Graf, 2014. - 240s;

I.R. Mukhamedzhanov. Tests, tests, quizzes on general biology. 10-11 grades. – M.,: “Vako”, 2014.

Collections of Unified State Exam tests.

The work program does not exclude the possibility of using other literature within the framework of the requirements of the State Standard for Biology.

MULTIMEDIA - biology course support

Laboratory workshop. Biology grades 6-11 (educational electronic publication), Republican Multimedia Center, 2014

Biology 9th grade. General patterns. Multimedia supplement to the textbook by N.I. Sonin (electronic educational publication), Bustard, Physikon, 2014

Preparation for the Unified State Exam in biology. Electronic educational publication, Bustard, Physikon, 2014

Biology lessons from Cyril and Methodius. 10-11 grades. 2014.

Unified State Exam. Tutor 2014 in biology of Cyril and Methodius.

1C: Tutor. Biology. 2014.

Biology 10-11 grade. Interactive course for schoolchildren. 2014.

Electronic lessons and tests. Biology at school. 2014

Internet site addresses.

“Unified Collection of Digital Educational Resources” (a set of digital resources for textbooks from the line of V.V. Pasechnik) (http://school-collection.edu.ru/ ),

http://fcior.edu.ru/ ).

Main content (68 hours)

Biology as a science. Methods of cognition (4 hours)

The object of studying biology is living nature. Distinctive features of living nature: level organization and evolution. Basic levels of organization of living nature.Biological systems . Modern natural science picture of the world. The role of biological theories, ideas, hypotheses in the formation of the modern natural science picture of the world. Methods of knowledge of living nature.

Demonstrations

Biological systems. Levels of organization of living nature. Methods of knowledge of living nature.

Cage (17 h)

Development of knowledge about the cell (R. Hooke, R. Virchow, K. Baer, ​​M. Schleiden and T. Schwann). Cell theory. The role of cell theory in the development of the modern natural science picture of the world.

Chemical composition of the cell. The role of inorganic and organic substances in the cell and human body.

Cell structure. The main parts and organelles of the cell, their functions; prenuclear and nuclear cells. Viruses. Measures to prevent the spread of viral diseases. Prevention of AIDS.Structure and functions of chromosomes. DNA is the carrier of hereditary information.Duplication of a DNA molecule in a cell.The importance of the constancy of the number and shape of chromosomes in cells. Gene. Genetic code.The role of genes in protein biosynthesis.

Demonstrations

The structure of a protein molecule. The structure of the DNA molecule. The structure of the RNA molecule. Cell structure. The structure of prokaryotic and eukaryotic cells. The structure of the virus. Chromosomes. Characteristics of the gene. DNA molecule duplication

Observation of plant and animal cells under a microscope on finished micropreparations and their description.

Comparison of the structure of plant and animal cells.

Preparation and description of micropreparations of plant cells.

Body (47 h)

The body is a single whole.Diversity of organisms.

Metabolism and energy conversion are a property of living organisms.Features of metabolism in plants, animals, bacteria.

Reproduction is a property of organisms. Cell division is the basis for growth, development and reproduction of organisms. Sexual and asexual reproduction.

Fertilization, its meaning. Artificial pollination in plants and fertilization in animals.

Individual development of the organism (ontogenesis). Causes of developmental disorders of organisms. Individual human development. Reproductive health. Consequences of the influence of alcohol, nicotine, and drugs on the development of the human embryo.

Heredity and variability are properties of organisms. Genetics is the science of the patterns of heredity and variability. G. Mendel is the founder of genetics. Genetic terminology and symbolism. Patterns of inheritance established by G. Mendel.Chromosomal theory of heredity.Modern ideas about the gene and genome.

Hereditary and non-hereditary variability. The influence of mutagens on the human body. The importance of genetics for medicine and breeding. Inheritance of traits in humans.Sex chromosomes. Sex-linked inheritance.Hereditary human diseases, their causes and prevention.

Genetics is the theoretical basis of selection. Selection.The doctrine of N.I. Vavilov about the centers of diversity and origin of cultivated plants.Main methods of selection: hybridization, artificial selection.

Biotechnology, its achievements, development prospects. Ethical aspects of the development of some research in biotechnology (human cloning).

Demonstrations

Diversity of organisms. Metabolism and energy conversion in the cell. Photosynthesis.

Cell division (mitosis, meiosis). Methods of asexual reproduction. Sex cells. Fertilization in plants and animals. Individual development of the body. Monohybrid crossing. Dihybrid crossing. Chromosome crossing. Incomplete dominance. Chained inheritance. Sex-linked inheritance. Hereditary human diseases. The influence of alcoholism, drug addiction, smoking on heredity. Mutations. Modification variability. Centers of diversity and origin of cultivated plants Artificial selection.

Hybridization. Biotechnology Research

Laboratory and practical work

Identification of signs of similarity between human embryos and other mammals as evidence of their relationship

Drawing up simple crossing schemes

Solving elementary genetic problems

Identification of sources of mutagens in the environment (indirectly) and assessment of the possible consequences of their influence on the body

Analysis and assessment of ethical aspects of the development of some research in biotechnology

List of laboratory and practical works.

Educational and thematic planning

Calendar and thematic planning

Criteria and norms for assessing knowledge, skills and abilities

students

Evaluation of students' oral response

Mark "5"is set in case:

1. Knowledge, understanding, and depth of student assimilation of the entire volume of program material.
2. The ability to highlight the main points in the studied material, generalize on the basis of facts and examples, draw conclusions, establish interdisciplinary and intradisciplinary connections, creatively apply the acquired knowledge in an unfamiliar situation.
3. The absence of errors and shortcomings when reproducing the studied material, when giving oral answers, eliminating individual inaccuracies with the help of additional questions from the teacher, maintaining the culture of oral speech.
Mark "4":

1. Knowledge of all studied program material.
2. The ability to highlight the main points in the studied material, generalize on the basis of facts and examples, draw conclusions, establish intra-subject connections, and apply the acquired knowledge in practice.
3. Minor (not gross) errors and shortcomings when reproducing the studied material, observing the basic rules of the culture of oral speech.
Mark "3"(level of ideas combined with elements of scientific concepts):
1. Knowledge and assimilation of the material at the level of the minimum requirements of the program, difficulty in reproducing independently, the need for little assistance from the teacher.
2. Ability to work at the reproduction level, difficulties in answering modified questions.
3. The presence of a gross error, several minor ones when reproducing the studied material, a slight non-compliance with the basic rules of the culture of oral speech.

Mark "2":
1. Knowledge and mastery of the material at a level below the minimum requirements of the program, separate ideas about the material studied.
2. Lack of skills to work at the reproduction level, difficulties in answering standard questions.
3. The presence of several gross errors, a large number of non-blunders when reproducing the studied material, significant non-compliance with the basic rules of the culture of oral speech.

Evaluation of practical (laboratory) work

Mark "5"is given if the student:
1. Correctly determined the purpose of the experiment.
2. Completed the work in full in compliance with the required sequence of experiments and measurements.
3. Independently and rationally selected and prepared the necessary equipment for the experiment, conducted all experiments under conditions and modes that ensured obtaining results and conclusions with the greatest accuracy.
4. Scientifically competent, logically described observations and formulated conclusions from experience. In the submitted report, he correctly and accurately completed all entries, tables, figures, graphs, calculations and drew conclusions.
5. Demonstrates organizational and labor skills (keeps the workplace clean and the table tidy, uses consumables sparingly).
6. The experiment is carried out according to plan, taking into account safety precautions and rules for working with materials and equipment.
Mark "4"is given if the student:
1. The experiment was carried out under conditions that did not provide sufficient measurement accuracy.
2. Or two or three mistakes were made.
3. Or no more than one minor error and one omission.
4. Or the experiment was not completed completely.
5. Or he made inaccuracies in the description of observations from experience, drawing incomplete conclusions.
Mark "3"is given if the student:
1. Correctly identified the purpose of the experiment; performs at least half of the work correctly, but the volume of the completed part is such that it allows one to obtain correct results and conclusions on the main, fundamentally important tasks of the work.
2. Or the selection of equipment, objects, materials, as well as work at the beginning of the experiment was carried out with the help of a teacher; or during the experiment and measurements, errors were made in describing observations and drawing conclusions.
3. The experiment was carried out under irrational conditions, which led to results obtained with greater error; or a total of no more than two errors were made in the report (in unit records, measurements, calculations, graphs, tables, diagrams, etc.) of a non-essential nature for this work, but which influenced the result of the execution.
4. Makes a gross mistake during the experiment (in the explanation, in the design of the work, in observing safety rules when working with materials and equipment), which is corrected at the request of the teacher.
Mark "2"is given if the student:
1. Did not independently determine the purpose of the experiment; did not complete the work completely, did not prepare the necessary equipment and the volume of the completed part of the work does not allow us to draw correct conclusions.
2. Or experiments, measurements, calculations, observations were carried out incorrectly.
3. Or during the work and in the report, all the shortcomings noted in the requirements for a “3” rating were discovered.
4. Makes two (or more) gross mistakes during the experiment, in the explanation, in the design of the work, in observing safety rules when working with substances and equipment, which he cannot correct even at the request of the teacher.

Evaluation of independent written and test work.

Mark "5"is given if the student:
1. Completed the work without errors or omissions.
2. Made no more than one mistake.
Mark "4"is given if the student completed the work in full, but admitted in it:
1. No more than one minor error and one omission.
2. Or no more than two shortcomings.
Mark "3"is given if the student completed at least 2/3 of the work correctly or admitted:
1. No more than two gross errors.
2. Or no more than one gross and one minor error and one omission.
3. Or no more than two or three minor mistakes.
4. Or one minor mistake and three shortcomings.
5. Or if there are no errors, but there are four or five shortcomings.
Mark "2"is given if the student:
1. Made a number of errors and omissions that exceeded the norm for which a “3” rating could be given.
2. Or if you completed less than half of the work correctly.

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Rostov region, Belokalitvinsky district, Vinogradny village
Municipal budgetary educational institution
Secondary school No. 15.
"I affirm"
Director of MBOU Secondary School No. 15
Order dated _ 2016 No.___ _
__________/Ermakova E.A./
ADAPTED WORK PROGRAM
Putyagin Alexander (home-based education)
in BIOLOGY.
Level of general education (grade) basic general 8
Number of hours 34 hours +34 for self-study.
Teacher Prosvirina N.A.
The program was developed on the basis of: the biology program by V.V. Voronkova, T.M. Lifanova, S.A. Kustova for students of grade 69
special (correctional) educational institutions of the VIII type

Vinogradny village
20162017 academic year year.

1. Explanatory note.
The work program for biology in grade 8 is compiled on the basis of an approximate program of special (correctional)
general educational institutions of the VIII type, edited by V.V. Voronkova, “Programs for 59 special (correctional) classes
general educational institutions of the VIII type": Collection 1, Moscow, Humanitarian Publishing Center "Vlados", 2012. and admitted
Ministry of Education of the Russian Federation.
This work program is developed on the basis of the following documents:
1. Law of the Russian Federation “On Education”;
2. Model regulations on a special (correctional) educational institution for students, pupils with
3.
developmental deviations, Decree of the Government of the Russian Federation of March 10. 2000 No. 212., 12/23/2002, No. 919
.Federal list of textbooks recommended (approved) for use in the educational process in educational
institutions implementing general education programs for the 2016-2017 academic year
Author's program edited by V.V. Voronkova. M.: Humanit. ed. center "Vlados", 2012
4.
5. Curriculum of MBOU Secondary School No. 15 for the 2016-20167 academic year
6.
7.
8. A unified concept of a special Federal State Standard for children with disabilities,
. Annual work schedule of MBOU Secondary School No. 15 for the 2016-2017 academic year.
Lesson schedules for 2016-2017 school year. year.
2009
The work program for biology in the 8th grade is compiled taking into account the characteristics of the cognitive activity of students in this class,
promotes their mental development.
The unified concept of the special Federal State Standard for children with disabilities is the basis for the structure of this
educational program.
The purpose of this program is to use the biology teaching process to enhance the overall development of students with
limited health capabilities and correction of deficiencies in their cognitive activity and personal qualities.
The main objectives of teaching biology are:
providing students with knowledge about the basic elements of inanimate and living nature;
developing a correct understanding of natural phenomena in the life of plants and animals;
carrying out the entire course of environmental education and respect for nature;

initial familiarization with the techniques of growing certain plants and caring for them; with some animals
can be kept at home or in a school corner of nature;
instilling skills that contribute to the preservation and strengthening of human health.
This program involves conducting observations, organizing laboratory and practical work, demonstrating experiments and
conducting excursions. All this will make it possible to more specifically promote the development of curiosity and increase
interest in the subject, as well as more effectively correct students: develop memory and observation skills, correct
thinking and speech.
The basis for developing the structure of this educational program for this category of children is the Unified Concept
special federal state standard for children with disabilities. According to this concept, we can identify the main
interconnected content lines in teaching biology. This:
 Mastery of basic knowledge in biology.
 Developing the ability to use knowledge of biology and formed ideas about the world for meaningful and
independent organization of safe life in specific natural and climatic conditions.
 Development of a taste for knowledge and the ability to creatively interact with the living world.
2. General characteristics.
Biology as an academic subject is of great importance for the comprehensive development of students with reduced motivation for knowledge.
Studying biology broadens children's horizons about the world around them, allows them to see phenomena and processes in interconnection, improves
socialization and adaptation to society, accumulation of life experience.
In 8th grade, students get acquainted with the diversity of flora and fauna, study the features of growing some
plants, lifestyle of the most common animals; receive information about their structure, adaptability to conditions
growth and life.
Requirements for the level of preparation of students in biology
Students should know:
The main differences between animals and plants (13).
Signs of similarities and differences between the studied groups of animals (1).
General characteristics characteristic of each of these groups of animals (1).
Habitats, lifestyle and behavior of these animals (1), which are familiar to students.
The names of some of the most typical representatives of the animal groups studied, especially those that are widespread in
local conditions; the significance of the studied animals in nature and human economic activity (13).

Basic requirements for caring for domestic and some farm animals (known to students)
Students should be able to:
Recognize studied animals (in illustrations, film clips, stuffed animals, living objects) – (13).
3. Place of the subject in the curriculum.
The number of hours provided for by the curriculum is 70 hours per academic year (2 hours per week), according to the annual calendar schedule,
school curriculum - 34 hours (1 hour per week), including 2 laboratory works, 2 practical works, 1 excursion.
Forms of organizing the educational process - lesson, lesson - excursion, lesson - practical work.
Forms of educational activity – collective, group, individual.

1. Contents and main sections of the biology program in 8th grade.
Introduction
Diversity of fauna. Vertebrates and invertebrates. Wild and domestic animals. Animal habitats and
their adaptability to living conditions (body shape, cover, method of movement, breathing, coloring: protective, warning).
The importance of animals and their protection. Animals listed in the Red Book.
Invertebrate animals
General acquaintance General characteristics of invertebrates (absence of a spine and internal skeleton). Diversity of invertebrates:
worms, jellyfish, crayfish, spiders, insects.
Worms Appearance of an earthworm, lifestyle, nutrition, breathing habits, method of movement. The role of the earthworm in
soil formation.
Demonstration of a living object or wet preparation.
Insects A variety of insects (dragonflies, cockroaches, etc.). Differences in appearance, habitat, nutrition. Butterflies.
Features. Reproduction and development (eggs, caterpillar, pupa). Characteristics using the example of one of the butterflies. Peacock eye,
mourning maid, admiral, etc. Their meaning. Apple codling moth, codling moth. Damage caused. Control measures. Silkworm.
Appearance, lifestyle, nutrition, mode of transportation, benefits, breeding. Beetles. Features. Meaning in nature.
Reproduction and development. Comparative characteristics (chafer beetle, Colorado potato beetle, ladybug or others - optional

teachers). Housefly. Characteristics. Harm. Control measures. Hygiene rules. Honey bee. External building.
Life of a bee family (family composition). Beekeeping (beekeeping). Use of bee products (healing properties of honey,
pollen, propolis).Ants are forest orderlies. Appearance. Family composition. Features of life. Benefit. Rules of behavior in the forest. Security
anthills.
Demonstration of live insects, collections of insects - pests of agricultural plants, screening of videos.
Practical work: Sketching insects in notebooks.
Excursion into nature to observe insects.
Vertebrates
The presence of a spine and internal skeleton. Classification of animals: fish, amphibians,
reptiles, birds, mammals.
Pisces General characteristics of fish. Habitat. River fish (freshwater): perch, pike, carp. Sea fish: cod, herring or others,
living in a given area. External structure, lifestyle, nutrition (feeding characteristics of predatory fish), breathing, method
movement. Fish reproduction. Fish farming (fish breeding, its protection and rational use). Fishing. Rational
use.Home aquarium. Types of aquarium fish. Habitat (lighting, water temperature). Features of reproduction
(viviparous). Nutrition. Feeding (types of food), care.
Demonstration of live fish and observation of them. Excursion to a pond to observe fishing (depending on local
conditions).
Amphibians General characteristics of amphibians.
Frog. Habitat, way of life. External structure, method of movement. Eating, breathing, reproduction (cycle
development).Acquaintance with the diversity of amphibians (toad, newt, salamander). Features of appearance and lifestyle. Value in
nature. Similarities and differences between amphibians and fish. The benefits of amphibians and their protection. Demonstration of a live frog or wet
drug.

Practical work Sketching in notebooks. Drawing a table (similarities and differences).
Reptiles General characteristics of reptiles. External structure, nutrition, breathing. Reproduction of reptiles (cycle
development).
The lizard is quick. Habitats, lifestyle, feeding habits. Snakes. Distinctive features of animals. Comparative
characteristics: viper, grass snake (habitat, nutrition, reproduction and development, distinctive features). Use of snake venom in
medicine. First aid for snake bites. Turtles, crocodiles. Distinctive features, habitat, nutrition, reproduction and
development. Comparative characteristics of reptiles and amphibians (in appearance, lifestyle, development cycle).
Demonstration of a live turtle or wet preparations of snakes. Showing films and videos.
Practical work Sketches in notebooks. Drawing a table.
Birds Wild birds. General characteristics of birds: the presence of wings, down and feathers on the body. Features of reproduction: laying eggs and
breeding chicks. Diversity of birds, habitat, lifestyle, nutrition, adaptation to the environment. Migratory birds and
non-migratory (wintering, sedentary). Birds of the forest: great spotted woodpecker, tit. Birds of prey: owl, eagle. Birds feeding in
air: swallow, swift. Waterfowl: mallard duck, swan, pelican. Birds that live near human habitation: pigeon,
crow, sparrow, wagtail or other local representatives of birds. Features of the lifestyle of each group of birds. Nesting and
caring for offspring. Bird conservation. Birds in a living corner. Parrots, canaries, goldfinches. Caring for them. Poultry. Chicken, goose,
duck, turkey. Features of external structure, nutrition, reproduction and development. The structure of an egg (using the example of a chicken egg). Care
poultry. Maintenance, feeding, breeding. The importance of poultry farming.
Demonstration of a chicken skeleton, stuffed birds. Listening to bird voices. Showing videos.
An excursion to observe the behavior of birds in nature (or an excursion to a poultry farm).
Practical work 1. Feeding wintering birds. 2. Observation and care of birds in a living area.
Mammals General information. Diversity of mammals. General characteristics of mammals (birth
live young and feeding them milk). Classification of mammals: wild (rodents, lagomorphs, carnivores,
fur-bearing animals, marine, primates) and agricultural. Rodents. General characteristics of rodents: appearance, habitat, image

life, nutrition, reproduction. Mouse (field and gray vole), squirrel, gopher, beaver. Distinctive features of each animal.
The importance of rodents in nature and human economic activity. Benefits and harms caused by rodents. Protection of squirrels and beavers.
Lagomorphs. General characteristics: appearance, habitat, lifestyle, nutrition, significance in nature (brown hare, white hare).
Predatory animals. General signs of predatory animals. Appearance, distinctive features. Features of some of them. Lifestyle.
Foraging for food. Similarities and differences. Canids (canids): wolf, fox. Bearish: bears (brown, white). Felines: snow leopard,
lynx, lion, tiger. Comparative characteristics. Fur-bearing animals: sable, marten, mink, arctic fox. Fur-bearing animals in nature. Breeding for
fur farms. Ungulates (artiodactyls, equids) wild animals: wild boar, elk. General signs, appearance and
distinctive features. Lifestyle, food, habitats. Animal protection. Sea creatures. Pinnipeds: seal, walrus.
General characteristics, appearance, habitat, nutrition, reproduction and development. Distinctive features, distribution and
meaning. Cetaceans: whale, dolphin. Appearance, habitat, nutrition. Way to travel. Features of feeding
cubs. The meaning of cetaceans. Protection of marine mammals. Marine animals listed in the Red Book (seal, spotted
seal, etc.). Primates. General characteristics. Familiarity with the distinctive features of different groups. Nutrition. Care
offspring. Habitats.
Demonstration of videos about the life of mammals.
Excursion to the zoo, local history museum (dolphinarium, marine aquarium).
Practical work Sketches in notebooks. Games (zoological lotto, etc.).
Rabbit. Appearance and characteristic features of rabbits. Nutrition. Keeping rabbits.
Breeding. Cow. Distinctive features of the external structure. Nutritional features. Feed for cows. Milk productivity
cows Feeding calves. Some local breeds. Modern farms: keeping cows, calves. Sheep. Characteristics
appearance. Sheep distribution. Nutrition. The ability to eat low-growing plants, as well as plants that have bitter and
salty taste. The importance of sheep in the country's economy. Some breeds of sheep. Keeping sheep in winter and summer. Pig. External
structure. Features of appearance, skin (fat layer). Care and feeding (fattening). Pig farms.
Horse. Appearance, features. Care and feeding. Significance in the national economy. Riding horses, draft horses, trotters Northern
deer. Camel.

Name of sections and topics of the lesson
p f Kolvo
hours
Characteristics
ka species
activities
Content.
№
p/p

system,
fish reproduction and development
8.
1
1
9
10

River fish.
Sea fish.

11 General lesson on the topic “Pisces”
12
Amphibians 4 hours)
General characteristics of amphibians. Habitat and
external structure of amphibians
13 Internal structure of amphibians

14
Reptiles (6 hours)
external structure
15 Internal structure
Reproduction and development
16 General lesson on the topic “Amphibians and
reptiles"
1
5
.
1
1
2
2
.
1
1
2
9
.
1
1
6
.
1
2
1
3
.
1
2
2
0
.
1
2
2
7
2
2
2
2
2
2
2
2
size"
Workbook
p.12 No. 1
– get to know the animals
according to the picture.
Know: Types of marine fish
traits and lifestyle of fish
Workbook
p.12 No. 1
3 gr. - find out
animals by
picture.
Know: Types of marine fish
Be able to: Write a short story about common
traits and lifestyle of fish

Know: distinctive features of a frog,
external structure, how it winters.
Know:
General characteristics of vertebrates
Know:
General characteristics of vertebrates
Compilation
diagrams
"Comparison
animals by
size"
based on text
answer the questions
Compilation
diagrams
"Comparison
animals by
size"
based on text
answer the questions
get to know the animals
according to the picture.

Birds (10 hours)
internal structure.
Skeletal features
Reproduction and development
Birds of the forest. Predator birds
19 Birds of fresh water bodies and swamps

Domestic chickens
Domestic ducks and geese
20
Development of poultry farming
21 General lesson on the topic “Birds”
22
Mammals (16 hours)

23 Features of the skeleton and nervous system
Internal structure
24

.
1
2
1
0
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0
1
1
7
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0
1
2
4
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0
1
3
1
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1
7
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0
2
1
4
.
0
2

2
1
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0
2
2
2
2
2
1
2
2
2
2
Know:
General characteristics of birds.
Compilation
diagrams
"Comparison
animals by
size"

meaning in nature
get to know the animals
according to the picture.
Know the typical representatives of birds in general
characteristics, habitats and lifestyle,
meaning in nature
get to know the animals
according to the picture.
Compilation
diagrams
"Comparison
animals by
based on text
answer the questions


Know the names of typical representatives
mammals, general features, places
a habitat
based on text
Know the names of typical representatives

25
Lagomorpha
Breeding domestic rabbits
26 Beasts of Prey
Wild fur-bearing predatory animals
Domestic predatory animals
27 Sea animals. Pinnipeds
Cetaceans
28

Primates

29 General lesson on the topic “Mammals”
30
Agricultural mammals
(12 hours)
Cow. Keeping cows on farms. Growing
calves
31 Sheep, features of external structure and nutrition.
The importance of sheep in the national economy

Camels. Reindeer
8
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0
2

7
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0
3
1
4
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0
3
9
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0
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1
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8
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0
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2
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2
2
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2
2
answer questions about mammals, general signs, places
habitats and lifestyle, meaning in nature
get to know the animals
according to the picture. With
based on text
answer the questions
get to know the animals
according to the picture. With
based on text
answer the questions
get to know the animals
according to the picture.
based on text
answer the questions
based on text
answer the questions
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature
Know the names of typical representatives
predators, general characteristics, habitats and
lifestyle, meaning in nature
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature
Homemade
animals.
independent
work p.43 No. 3
get to know the animals
according to the picture.
Homemade
animals.
independent
work p.43 No. 3
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature

32 Domestic pigs. Keeping pigs on
pig farms
3
3

34
Domestic horses. Keeping horses and
raising foals
1
6
.
0
5
2
3
.
0
5
3
0
.
0
5
2
2
2
get to know the animals
according to the picture.
Homemade
animals.
independent
work p.43 No. 3
based on text
answer the questions
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature
Know the names of typical representatives
mammals, general features, places
habitats and lifestyle, meaning in nature

Know: habitat, sizes, methods
movement

3
4
Insects (8 hours)
8
General signs of insects. External structure and image
life
Cabbage Butterfly
Apple moth
Chafer
Housefly
Honey bee
Silkworm
General lesson on the topic “Insects”
Know:
nutrition
Know:
Body parts and organs of insects, their meaning,
nutrition, movement, distinctive features
one species from another, control measures
Know:
Types of bees queen drone worker bee
3 gr. - find the answer in
text.
1.2 gr. –
compilation
story according to plan
independent
filling
tables.
compilation
tableschains
"Harmful
insects".
2 gr. - find the answer in
text.
1.3 gr. –
compilation
story according to plan
Vertebrates
Pisces (8 hours)
General characteristics of vertebrates.
External structure and skeleton
General characteristics of fish. Internal and external structure
fish. Respiratory and circulatory organs, nervous system
system,
fish reproduction and development

River fish.
Sea fish.
Fishing and fishing.
Protection and increase of fish resources
General lesson on the topic “Pisces”
8

Compilation
diagrams
"Comparison
animals by
size"
Workbook
p.12 No. 1
– get to know the animals
according to the picture.
Workbook
p.12 No. 1
3 gr. - find out
animals by
picture.
Know:
General characteristics of vertebrates
Know: Types of marine fish
Be able to: Write a short story about common
traits and lifestyle of fish
Know: Types of marine fish
Be able to: Write a short story about common
traits and lifestyle of fish

4
6
10
5
6
7

Amphibians 4 hours)
General characteristics of amphibians. Habitat and external
amphibian structure
Internal structure of amphibians
Reproduction and development of the frog
Reptiles (6 hours)
General characteristics of reptiles. Habitat and
external structure
Internal structure
Reproduction and development
General lesson on the topic “Amphibians and
reptiles"

Birds (10 hours)
General characteristics of birds. Features of external and
internal structure.
Skeletal features
Reproduction and development
Birds of the forest. Predator birds
Birds of fresh water bodies and swamps
Birds living near human habitation
Domestic chickens
Domestic ducks and geese
Development of poultry farming
General lesson on the topic “Birds”
8
Mammals (16 hours)
General characteristics of mammals. External structure
16
Compilation
diagrams
"Comparison
animals by
size"
based on text
answer the questions
Compilation
diagrams
"Comparison
animals by
size"
based on text
answer the questions
recognize animals by
picture.
Compilation
diagrams
"Comparison
animals by
size"
recognize animals by
picture.
recognize animals by
picture.
Compilation
diagrams
"Comparison
animals by
Know: general characteristics of amphibians, species
animals, modes of transportation
Know: distinctive features of a frog, external
structure, how it winters.
Know:
General characteristics of vertebrates
Know:
General characteristics of vertebrates
Know:
General characteristics of birds.
Know the typical representatives of birds in general

in nature
Know the typical representatives of birds in general
signs, habitats and lifestyle, meaning
in nature
Know the names of typical representatives

and lifestyle, meaning in nature

12
based on text
answer the questions

recognize animals by
picture. with support
reply to text
questions

Homemade
animals.
independent
work p.43 No. 3
based on text
answer the questions
Know the names of typical representatives
mammals, general characteristics, habitats
and lifestyle, meaning in nature
Features of the skeleton and nervous system
Internal structure
Rodents and their importance in nature and human life
Lagomorpha
Breeding domestic rabbits
Beasts of Prey
Wild fur-bearing predatory animals
Domestic predatory animals
Sea creatures. Pinnipeds
Cetaceans

Artiodactyls. Odd-toed ungulates
Primates
General lesson on the topic “Mammals”
Agricultural mammals
(12 hours)
Cow. Keeping cows on farms. Raising calves
Sheep, features of external structure and nutrition. Meaning
sheep in the national economy
Keeping sheep and raising lambs
Camels. Reindeer
Domestic pigs. Keeping pigs in pig farms
farms
Raising piglets. Significance of Pig Farming

Final intermediate certification..
Domestic horses. Horse keeping and breeding
foals
9. Sivoglazov). Moscow "Humanitarian Publishing Center Vlados" 2000.
3. Biology. 7th grade: non-standard lessons and events (KVN, oral magazine, holidays, quizzes, riddles, crosswords,
intellectual game tasks) / compiled by N.A. Kasatkina. – Volgograd: Teacher, 2007.
4. Universal teaching aid. A. Skvortsov. A. Nikishov, V. Rokhlov, A. Teremov. Biology. 6 – 11 grades. School course. –
M.: ASTPRESS, 2000.
5. A.I. Bohun. A.V. Dolgova. Why, why and why? M., Pilgrim, 1997.

4.Basic requirements for the knowledge and skills of students:
As a result of studying a biology course in 8th grade, students
must know:
the main differences between animals and plants;
signs of similarities and differences between the studied groups of animals;
general characteristics characteristic of each of these groups of animals;
habitats, lifestyle and behavior of those animals that are familiar to students;
names of some of the most typical representatives of the animal groups studied, especially those that are widespread in local
conditions; the importance of the studied animals in nature, as well as in human economic activity;
basic requirements for caring for domestic and some farm animals (known to students).
Must be able to:
establish relationships between animals and their habitat: adaptations to it, structural features of the body and behavior
animals;
carry out simple care for some farm animals or domestic animals (birds, animals, fish),
available to children at home;

talk about your pets (their breeds, behavior and habits).
CRITERIA AND NORMS FOR ASSESSING STUDENTS' KNOWLEDGE AND SKILLS.



Mark "5":
the content of the material is fully disclosed in the scope of the program and textbook;
definitions are clearly and correctly given and the content of concepts is revealed, scientific terms are used correctly;
various skills and conclusions from observations and experiments are used for proof;
independent answer
Mark "4":
the content of the material is revealed, the concept is correctly defined and scientific terms are used, the answer is independent,
definitions of concepts are incomplete, minor violations of the sequence of presentation were made, minor inaccuracies in
the use of scientific terms or in conclusions, but generalizations from observations and experiments.
Mark "3":
the main content of the educational material has been mastered, but is presented in fragments;
The definition of the concept is not always consistent and not clear enough:
conclusions and generalizations from observations and experiments were not used, errors were made in their presentation;
There were errors and inaccuracies in the use of scientific terminology and definition of the concept.
Mark “2” the main content of the educational material is not disclosed: answers to the teacher’s auxiliary questions are not given;


Gross mistakes were made in defining concepts and using terminology.
Assessment of students' practical skills
Assessment of skills to carry out experiments
Mark "5":
the purpose of the experiment is correctly defined;
independently and consistently carried out the selection of equipment and facilities, as well as work on establishing experience;
Observations are described scientifically, competently, logically and conclusions from experience are formulated.
Mark "4":
the purpose of the experiment is correctly defined; independently carried out work on the selection of equipment and objects when laying out the experiment



allowed:
12 errors, in general, the observations were described competently and logically, and the main conclusions from the experience were formulated;
There are inaccuracies in the description of observations, and the conclusions are incomplete.


Mark "3":
the purpose of the experiment was correctly determined, the selection of equipment and objects, as well as work on establishing the experiment were carried out with the help
teachers:

There were inaccuracies and errors in the recording of the experiment, description of observations, and drawing conclusions.
 Mark “2”: the purpose of the experiment has not been determined independently, the necessary equipment has not been prepared

Significant mistakes were made when setting up the experiment and its design.
Assessment of observation skills The teacher should consider:
correctness of implementation;
ability to identify essential features; logic and scientific literacy in the presentation of observation results and in drawing conclusions
Mark "5":
The observation was carried out correctly according to the instructions, essential features were identified, and the results were presented in a logical, scientifically competent manner.
observations and conclusions.
Mark "4":
observation was carried out correctly according to the assignment while identifying essential features of the observed object (process) were named
minor.


there was negligence in recording observations and conclusions
Mark "3":
there were inaccuracies, 12 errors in conducting observations on the instructions of the teacher;
When identifying essential features of the observed object (process), only a few were highlighted, errors were made (12) in
drawing up observations and conclusions.
Mark "2:"
mistakes were made (34) in conducting observations on the instructions of the teacher;
the signs of the observed object (process) were incorrectly identified, errors were made (34) in the preparation of observations and conclusions.



Right answers

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20
B C B B B A A A C A B C C S A S A A C B
Choose one correct answer.
1. Wildlife includes:
A Earth, stones, buildings, rivers, seas
B Bacteria, fungi, plants, animals, people
2.What very important organ of a flowering plant is located in the soil?
A Stem
B Sheet
C Root
3. The inflorescence umbrella has:
A Lilac
B Dill
C Plantain
4. The inflorescence of the spike has:
A Dill
B Rye
C Clover
5. Juicy fruits have:
A Rye, wheat, oak, peas
B Cherry, watermelon, peach, cucumber
6. Dicotyledonous plants include:
A Beans, peas
B Wheat, oats, corn
7. What gas do green plants produce?
A Oxygen
B Nitrogen
C Carbon dioxide

8. It serves as a support for leaves and buds and brings them to the light, this is:
A Stem
B Sheet
C Root
9. In the very center of the stem (tree trunk) there is loose and soft:
A Wood
B Cambium
C Core
10. Mosses are attached to the soil by thread-like outgrowths, which are called:
A Rhizoids
B Roots
C Mycelium
11. Mosses reproduce:
A Seeds
B Disputes
12. Gymnosperms include:
A Ferns
B Mosses
C Conifers
13. Coniferous plants are:
A Birch
B Oak
C Pine
14. Cereal crops include:
A Tomatoes, potatoes
B Onion, garlic
C Wheat, barley, rye
15. The nightshade family includes:
A Tomatoes, potatoes, eggplant
B Onion, garlic
C Wheat, barley, rye
16.What is the most popular nightshade food plant in Russia, introduced by Peter I:
A Tomato
B Eggplant
C Potatoes

17. The Rosaceae family includes:
A Rosehip, apricot, peach, cherry
B Onion, garlic
C Wheat, barley, rye
18. Under favorable conditions, bacteria reproduce by cell division. The mother cell is divided into:
A Two daughter cells
B Three daughter cells
C Four daughter cells
19. Bacteria that harm human health are called:
A Lactic acid bacteria
B Intestinal bacteria
With pathogenic bacteria

20. What is the name of the science of living nature:
A Geography
B Biology
S. History.