Work program in biology at the level of basic general education (FSES). Federal State Educational Standards in Biology Programs of basic general education biology Federal State Educational Standards

The program was developed on the basis of the Federal component of the state standard of general education and the biology program for grades 6–9 by a team of authors led by I.N. Ponomareva.

Explanatory note

Working programm designed in accordance with the following documents.

Law of the Russian Federation “On Education” No. 309-FZ dated December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO dated December 19, 2005 (Article No. 9).
Federal component of the State Standard of Basic General Education (Collection of normative documents. Biology / Compiled by E.D. Dneprov, A.G. Arkadyev. - M.: Bustard, 2006).
The concept of modernization of Russian education for the period until 2010 (Order of the Government of the Russian Federation No. 1756-r dated December 29, 2001).
Approximate program in biology of basic general education
Program of the team of authors under the leadership of I.N. Ponomareva (Biology in primary school. Programs. - M.: Ventana-Graf, 2005).
Federal basic syllabus(Order of the Ministry of Defense of the Russian Federation No. 1312 dated 03/09/2004)
Regional Basic Curriculum for educational institutions implementing general education programs (Order of the Education Committee of the Murmansk Region No. 811 of June 30, 2006).

The program provides for the implementation of textbooks recommended for use in the educational process at educational institutions that implement educational programs of general education and have state accreditation in the 2008/2009 academic year (order of the Ministry of Education and Science of Russia dated December 13, 2007 No. 349):

I.N. Ponomareva, O.A. Kornilov. Biology: Plants. Bacteria. Mushrooms. Lichens. 6th grade. - M.: Ventana-Graf, 2006.

V.M. Konstantinov, V.G. Babenko. Biology: Animals. 7th grade. - M.: Ventana-Graf, 2007.

A.G. Dragomilov, R.D. Mash. Biology: Human. 8th grade. - M.: Ventana-Graf, 2004.

I.N. Ponomareva, O.A. Kornilov. Fundamentals of general biology. 9th grade. - M.: Ventana-Graf, 2007.

The educational process is built using teaching materials, ed. I.N. Ponomareva:

I.N. Ponomareva. Workbook. 6th grade. Part 1, 2. - M.: Ventana-Graf, 2006.

S.V. Sumatokhin. Workbook. 7th grade. Part 1, 2. - M.: Ventana-Graf, 2007.

R.D. Mash. Workbook. 8th grade. Part 1, 2. - M.: Ventana-Graf, 2007.

T.A. Kozlova. Workbook. 9th grade. - M.: Ventana-Graf, 2009.

The relevance of program development lies in the need to bring the content of education in accordance with age characteristics adolescence, when the child is striving for real practical activity, knowledge of the world, self-knowledge and self-determination. The program is focused on the active aspect of biological education, which allows you to increase the motivation of learning and realize the child’s abilities, capabilities, needs and interests to the greatest extent.

The program takes 272 hours to complete. : 6th grade - 68 hours (2 hours per week), 7th grade - 68 hours (2 hours per week), 8th grade - 68 hours (2 hours per week), 9th grade - 68 hours (2 hours per week).

Purpose of the program – mastering the minimum content of the basic educational programs of basic general education in biology, achieving the requirements for the level of training of secondary school graduates, provided for by the federal component of the State Standard of Basic General Education

Program objectives.

mastering knowledge

mastery of skills

development cognitive interests, intellectual and creative abilities

upbringing

use of acquired knowledge and skills in Everyday life

Achieving goals and objectives is facilitated by the features of the biology program in primary schools, developed by a team of authors under the editorship of. I.N. Ponomareva:

increasing the volume of environmental content due to some reduction in anatomical and morphological material;
increasing attention to biological diversity as an exceptional value organic world; to studying the living nature of Russia and caring for it;
increased attention to the ideas of the evolution of the organic world, the interrelations and dependencies in the structure and vital activity of biological systems at different levels of organization; to ideas about sustainable development nature and society;
expanding the list of practical work and excursions into nature, with a focus on active and independent knowledge of natural phenomena and developing practical and creative skills in students.

This work program has a number of features, related to the conditions of implementation. In grade 6, the topics “Conditions for seed germination” and “The meaning of seeds” are combined. In 7th grade, due to reserve time, the number of hours in some topics rich in new terms and concepts has been increased. Reserve time is used to summarize and repeat the studied material. In 7th grade these are the topics: “Class Reptiles or Reptiles” (4+1), “Class Birds” (6+2), “Class Mammals or Animals” (8+3). The topic, Development of the animal world on Earth, is shortened from 4 to 3 hours, since the material is considered in high school.

In the 9th grade, due to the reduction of the topic, Ontogenesis, by 1 hour, (5-1) / thematic control of the last lesson is combined with the subsequent one /, the time for studying the topic, Fundamentals of the doctrine of heredity and variability, has been increased. The time for studying the topic, Doctrine of Evolution, (11-2) has been reduced, because The material is partially familiar to students in grades 6, 7, 8. 2 hours are divided into topics, Fundamentals of the doctrine of heredity and variability, (+1), Conclusion, (+1). Topic, Fundamentals of the study of heredity and variability, 13 hours (11+2) / the increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; difficulties encountered when preparing and solving problems/; ,Conclusion,2 hours (1+1), because one hour is not enough to summarize, repeat, consolidate and control the entire course, Fundamentals general biology,

The time for summing up the year in all classes has been increased (6th grade - 2 hours; 7th grade - 2 hours; 8th grade - 2 hours; 9th grade - 2 hours). In all classes, short-term (10-15 minutes) work is carried out to generalize knowledge. In lesson planning, they are noted before studying the subsequent topic. In 6th grade there are 3 of them; in 7th grade - 3; in 9th grade - 3. A longer thematic control is also provided (20-25 minutes). In the 7th grade - 5 works, in the 8th grade - 7, in the 9th grade - 1. Volume works, rich in multi-level tasks, are given 35-45 minutes. In the 6th grade there are 4 such works; in 7th grade - 5; in 8th grade - 3; in 9th grade - 4. They are taught as a separate lesson and are displayed in lesson planning.

The results are summed up by the implementation annual work in all classes.

The practical part involves laboratory work, practical work, and excursions.

To implement this training program, the following are used: methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The predominant methods of monitoring knowledge and skills are practical work, seminars, multi-level tests, testing, and tests.

The result of mastering the program will be the achievement of the requirements for the level of training of graduates provided for by the standard. As a result of studying biology, the student must know/understandsigns of biological objects: living organisms; genes and chromosomes; cells and organisms of plants, animals, fungi and bacteria; populations; ecosystems and agroecosystems; biosphere; plants, animals and mushrooms of your region;

essence of biological processes: metabolism and energy transformations, nutrition, respiration, excretion, transport of substances, growth, development, reproduction, heredity and variability, regulation of the body's vital functions, irritability, circulation of substances and energy transformations in ecosystems;

characteristics of the human body, its structure, vital activity, higher nervous activity and behavior;

explain:

environment

study biological objects and processes:

recognize and describe:

identify

different types

compare

determine

analyze and evaluate

conduct an independent search for biological information: find distinctive features of the main systematic groups in the text of the textbook; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using IT);
use acquired knowledge and skills in practical activities and everyday life for:

compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses; prevention of injuries, stress, HIV infection, bad habits (smoking, alcoholism, drug addiction); prevention of disorders of posture, vision, hearing; infectious and colds;

providing first aid for poisoning by poisonous mushrooms, plants, animal bites; for colds, burns, frostbite, injuries, rescuing a drowning person;

rational organization of work and rest, compliance with rules of conduct in the environment;

growing, propagating and caring for cultivated plants and domestic animals;

conducting observations of the state of one’s own body.

THEMATIC PLANNING OF THE COURSE “BIOLOGY. 6TH GRADE"

№	Name of section, topic	Number of hours
№	Name of section, topic	Total	l/work	excursion
6th grade. Biology: Plants. Bacteria. Mushrooms. Lichens
1	Introduction	1
2	General introduction to plants	6	2	1
3	Cellular structure of plants	5	2
4	Organs of flowering plants	17	8	1
5	Basic life processes of plants	11	2
6	The main divisions of the plant kingdom	10	5
7	Historical development diversity of the earth's flora	4
8	Kingdom Bacteria	3	1
9	Kingdom of Mushrooms. Lichens	3	1
10	Natural communities	6		2
11	Conclusion	2
	Total	68	21	4
7th grade. Biology: Animals
1	Introduction	1
2	General information about the animal world	2		1
3	Animal body structure	3
4	Subkingdom Protozoa, or Unicellular	4	2
5	Subkingdom Multicellular animals. Type Coelenterates	2
6	Types: Flatworms, Roundworms, Annelids	6	2
7	Type Shellfish	4	3	1
8	Phylum Arthropod	7	2
9	Phylum Chordata. Subtype Skullless	1
10	Subtype Cranial. Superclass Pisces	5	2
11	Class Amphibians, or Amphibians	4	3
12	Class Reptiles or Reptiles	5	1	1
13	Bird class	8	3	1
14	Class Mammals or Animals	11	2	1
15	Development of the animal world on Earth	3
16	Conclusion	2
	Total	68	20	5
8th grade. Biology: Human
1	Introduction	1
2	The human body: an overview	5	2
3	Musculoskeletal system	8	2
4	Blood. Circulation	9	1
5	Respiratory system	5	2
6	Digestive system	6	2
7	Metabolism and energy. Vitamins	3
8	urinary system	2
9	Leather	3
10	Endocrine system	2
11	Nervous system	5
12	Sense organs. Analyzers	5
13	Behavior and psyche	7
14	Individual development of the body	5
15	Conclusion	2
	Total	68	9
9th grade. Basics of general biology
1	Introduction to the basics of general biology	3		1
2	Basics of the doctrine of the cell	10	1
3	Reproduction and individual development of organisms (ontogenesis)	4	1
4	Fundamentals of the doctrine of heredity and variability	13	5
5	Basics of selection of plants, animals and microorganisms	5
6	Origin of life and development of the organic world	5		1
7	The Doctrine of Evolution	9	1
8	Origin of man (anthropogenesis)	6
9	Basics of ecology	11		1
10	Conclusion	2
	Total	68	8	3

Explanatory note

General characteristics of the program

An approximate biology program for a basic school is compiled on the basis of the fundamental core of the content of general education and the requirements for the results of basic general education, presented in the federal state educational standard of general education of the second generation. It also takes into account the main ideas and provisions of the program for the development and formation of universal educational activities for general education, and maintains continuity with the exemplary programs of primary general education.

The program is basic, i.e. determines the minimum amount of content of a biology course for a basic school that must be presented in any work or author’s program.

The approximate program is a guideline for drawing up working and author's programs; it determines the invariant (mandatory) part of the educational course, outside of which there remains the possibility of the author's choice of a variable component of the educational content. Authors curricula and textbooks can offer their own approach to structuring educational material, determining the sequence of its study, expanding the volume (detail) of content, as well as ways to form a system of knowledge, skills and methods of activity, development, education and socialization of students. Working, author's programs, compiled on the basis of an example program, can be used in educational institutions different profiles and different specializations.

The sample program includes four sections: an explanatory note with requirements for learning outcomes; course content with a list of sections indicating the minimum number of hours allocated for their study, the minimum list of laboratory and practical work, excursions; approximate thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.

The sample program for a primary school provides for the development of all basic activities of students presented in programs for primary general education. However, the content of exemplary programs for primary schools has features determined, firstly, by the subject content of the general secondary education system; secondly, the psychological and age characteristics of the students.

Each academic subject or set of educational subjects is a reflection of scientific knowledge about the corresponding area of the surrounding reality. Therefore, if in primary school educational activities related to the formation of the skills to learn, adapt in a team, learn to read, write and count come first, then in secondary school students master the elements of scientific knowledge and educational activities that underlie the formation of cognitive, communicative , value-oriented, aesthetic, technical and technological, physical culture, formed in the process of studying a set of educational subjects.

At the same time, universal educational actions are formed as a result of the interaction of all educational subjects and their cycles, in each of which certain types of activities predominate, and, accordingly, certain educational actions: in the subjects of the natural and mathematical cycle, the leading role is played by cognitive activity, and, accordingly, cognitive educational actions; in subjects of the communicative cycle - communicative activities and corresponding educational activities, etc.

In this regard, in the sample programs for basic schools, different types of activities prevail in different educational courses at the level of goals, requirements for learning outcomes and the main types of student activities.

The main feature of adolescence is the beginning of the transition from childhood to adulthood. At the age of 11 to 14-15 years, the development of the cognitive sphere occurs, educational activities acquire the features of self-development and self-education, students begin to master theoretical, formal, and reflective thinking. The formation of universal educational activities that ensure the formation of civic identity, communicative, cognitive, and effective personality qualities comes to the fore among adolescents. At the stage of basic general secondary education, students are involved in project and research activities, the basis of which is such educational activities as the ability to see problems, pose questions, classify, observe, conduct experiments, draw conclusions and conclusions, explain, prove, defend their ideas, give definitions to concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, differentiation, classification, observation, skills and abilities of conducting experiments, the ability to draw conclusions and conclusions, structuring material, etc. These skills lead to the formation of cognitive needs and development cognitive abilities.

Taking into account the above, as well as the provision that educational results at the subject level should be subject to assessment during the final certification of graduates, in the approximate thematic planning, subject goals and planned learning outcomes are specified to the level of educational actions that students master in the process of mastering subject content. At the same time, for each academic subject the leading activity remains a certain type of activity (cognitive, communicative, etc.). In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student educational activity at the level of educational actions include the ability to characterize, explain, classify, master methods of scientific knowledge, etc.; in subjects where the leading role belongs communicative activities(Russian and foreign languages), other types of educational activities predominate, such as the ability to fully and accurately express one’s thoughts, argue one’s point of view, work in a group, present and report orally and in writing, engage in dialogue, etc.

Thus, the sample program indicates the goal setting of subject courses at different levels: at the level of meta-subject, subject and personal goals; at the level of meta-subject, subject and personal educational results (requirements); at the level of educational activities.

Requirements for learning outcomes

The activities of an educational institution of general education in teaching biology should be aimed at achieving the following for students: 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;

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

Meta-subject results mastering the biology program by basic school graduates are:

1) mastery of the components of research and project activities, including the ability to see a problem, pose questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure material, explain, prove, defend your ideas;

2) the ability to work with different sources of biological information: find biological information in various sources (textbook text, popular science literature, biological dictionaries and reference books), analyze and evaluate information, convert information from one form to another;

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

4) the ability to adequately use verbal means for discussion and argumentation of one’s position, compare different points of view, argue one’s point of view, defend one’s position.

Subject results mastering the biology program by basic school graduates are:

1. In the cognitive (intellectual) sphere:

identification of essential features of biological objects (distinctive features of living organisms; cells and organisms of plants, animals, fungi and bacteria; the human body; species, ecosystems; biosphere) and processes (metabolism and energy conversion, nutrition, respiration, excretion, transport of substances, growth , development, reproduction, regulation of the body’s vital functions; circulation of substances and energy conversion in ecosystems);
providing evidence (argumentation) of the relationship between humans and mammals; relationships between humans and the environment; dependence of human health on the state of the environment; the need to protect the environment; compliance with measures to prevent diseases caused by plants, animals, bacteria, fungi and viruses, injuries, stress, HIV infection, bad habits, poor posture, vision, hearing, infectious and colds;

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; kinship, common origin and evolution of plants and animals (using the example of a comparison of individual groups): the roles of various organisms in human life; the importance of biological diversity for the conservation of the biosphere;

mechanisms of heredity and variability, manifestations of hereditary diseases in humans, speciation and fitness; distinguishing on tables the parts and organelles of cells, organs and human organ systems; on living objects and tables of organs of a flowering plant, organs and organ systems of animals, plants of different departments, animals of certain types and classes; the most common plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;

Comparison of biological objects and processes, the ability to draw conclusions and conclusions based on comparison;

Identification of variability of organisms; adaptations of organisms to their environment; types of interaction between different species in an ecosystem; relationships between the structural features of cells, tissues, organs, organ systems and their functions;

Mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.

2. In the value-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.

3. In the field of labor activity:

knowledge and compliance with the rules of work in the biology classroom;
compliance with the rules of working with biological devices and instruments (dissecting needles, scalpels, magnifying glasses, microscopes).

4. In the field of physical activity:

Mastering first aid techniques for poisoning with poisonous mushrooms, plants, and animal bites; for colds, burns, frostbite, injuries, rescuing a drowning person; rational organization of work and rest, cultivation and propagation of cultivated plants and domestic animals, care for them; conducting observations of the state of one’s own body.

5. In the aesthetic sphere:

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

Main content

Alive organisms

Biology as a science. The role of biology in the practical activities of people. Diversity of organisms. Distinctive features of representatives of different kingdoms of living nature. Methods for studying living organisms: observation, measurement, experiment. Cellular structure of organisms.

Rules for working in the biology classroom, with biological devices and instruments.

Bacteria. Diversity of bacteria. The role of bacteria in nature and human life. Bacteria are pathogens. Measures to prevent diseases caused by bacteria.

Mushrooms. The diversity of mushrooms, their role in nature and human life. Edible and poisonous. Providing first aid techniques for mushroom poisoning.

Lichens. The role of lichens in nature and human life.

Viruses are non-cellular forms. Diseases caused by viruses. Disease prevention measures.

Plants. Cells, tissues and organs of plants. Life processes: metabolism and energy conversion, nutrition, photosynthesis, respiration, removal of metabolic products, transport of substances. Regulation of vital processes. Movements. Growth, development and reproduction. Diversity of plants, principles of their classification. Algae, mosses, ferns, gymnosperms and angiosperms. The importance of plants in nature and human life. The most important agricultural crops. Poisonous plants. Protection of rare and endangered plant species. Main plant communities. Increasing complexity of plants in the process of evolution.

Animals. The structure of animals. Life processes and their regulation in animals.

Reproduction, growth and development. Behavior. Irritability. Reflexes. Instincts. The diversity (types, classes of chordates) of animals, their role in nature and human life. Farm and domestic animals. Prevention of diseases caused by animals. Increasing complexity of animals in the process of evolution. Adaptations to various habitats. Protection of rare and endangered species of animals.

The design of magnifying devices and rules for working with them.

Preparation of microspecimens of onion scale skin.

Study of the organs of a flowering plant.

Study of the structure of a vertebrate animal.

Movement of water and minerals in the plant.

Study of the structure of seeds of monocotyledonous and dicotyledonous plants.

Study of the structure of algae.

Study of the structure of mosses (on local species).

Study of the structure of fern (horsetail).

Study of the structure of angiosperms.

Study of the structure of mold fungi.

Vegetative propagation of indoor plants.

Study of single-celled animals.

Studying the external structure of an earthworm, observing its movement and reactions to irritations.

Study of the structure of mollusks from wet preparations.

Study of the diversity of arthropods in collections.

Study of the structure of fish.

Study of the structure of birds.

Study of the structure of a chicken egg.

Study of the structure of mammals.

Excursions

Diversity and role of arthropods in nature.

Variety of birds and mammals.

Man and his health

Man and the environment. Natural and social environment of man. Protecting the human environment.

General information about the human body. The place of man in the system of the organic world. Similarities and differences between humans and animals. The structure of the human body: cells, tissues, organs, organ systems. Methods for studying the human body.

Support and movement. Musculoskeletal system. Prevention of injuries. The importance of physical exercise and work culture for the formation of the skeleton and muscles. First aid for injuries of the musculoskeletal system.

Transport of substances. The internal environment of the body, the meaning of its constancy. Circulatory and lymphatic systems. Blood. Blood groups. Lymph. Blood transfusion. Immunity. Antibodies. Allergic reactions. Preventive vaccinations. Healing serums. The structure and work of the heart. Blood pressure and pulse. First aid techniques for bleeding.

Breath. Respiratory system. The structure of the respiratory organs. Regulation of breathing. Gas exchange in the lungs and tissues. Respiratory hygiene. Respiratory diseases and their prevention. First aid techniques for carbon monoxide poisoning, rescuing a drowning person. Infectious diseases and measures for their prevention. The harm of smoking.

Nutrition. Digestion. Digestive system. Disorders of the digestive system and their prevention.

Metabolism and energy conversion in the body. Plastic and energy metabolism. Exchange of water, mineral salts, proteins, carbohydrates and fats. Vitamins. Balanced diet. Norms and diet.

Covers of the body. Structure and functions of the skin. The role of the skin in thermoregulation. Skin, hair, nail care. First aid techniques for injuries, burns, frostbite and their prevention. Hardening the body.

Selection. Structure and functions of the excretory system. Diseases of the urinary system and their prevention.

Reproduction and development. Gonads and germ cells. Puberty. Sexually transmitted infections and their prevention. HIV infection and its prevention. Hereditary diseases. Medical genetic counseling. Fertilization, intrauterine development. Pregnancy. The harmful effects of smoking, alcohol, and drugs on the development of the body. Childbirth. Development after birth.

Sense organs. Structure and functions of the organs of vision and hearing. Visual and hearing impairments, their prevention. Vestibular apparatus. Muscle and skin sensation. Smell. Taste.

Neurohumoral regulation of vital processes of the body. Nervous system. Reflex and reflex arc. Endocrine system. Hormones, mechanisms of their action on cells. Disturbances of the nervous and endocrine systems and their prevention.

Human behavior and psyche. Unconditioned reflexes and instincts. Conditioned reflexes. Features of human behavior. Speech. Thinking. Attention. Memory. Emotions and feelings. Dream. Temperament and character. Abilities and talent. Interpersonal relationships. The role of training and education in the development of human behavior and psyche.

Healthy lifestyle. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: auto-training, hardening, physical activity. The effect of physical exercise on organs and organ systems. Risk factors: stress, physical inactivity, overwork, hypothermia. Harmful and good habits, their impact on health.

Laboratory and practical work\ Structure of cells and tissues.

Structure and functions of the spinal cord and brain.

Determination of the harmony of physical development. Detection of postural disorders and the presence of flat feet.

Microscopic structure of human and frog blood.

Counting pulse in different conditions and measuring blood pressure.

Breathing movements. Measurement of vital capacity of the lungs.

Structure and function of the organ of vision.

Excursion

Human Origins.

General biological patterns

Distinctive characteristics of living organisms.

Features of the chemical composition of living organisms: inorganic and organic substances, their role in the body.

Cellular structure of organisms. Cell structure: cell membrane, plasma membrane, cytoplasm, plastids, mitochondria, vacuoles. Chromosomes. Diversity of cells.

Metabolism and energy conversion are a characteristic of living organisms. The role of nutrition, respiration, transport of substances, removal of metabolic products in the life of the cell and organism.

Growth and development of organisms. Reproduction. Asexual and sexual reproduction. Sex cells. Fertilization.

Heredity and variability are properties of organisms. Hereditary and non-hereditary variability.

System and evolution of the organic world. Species is the basic systematic unit. Signs of the species. Charles Darwin is the founder of the doctrine of evolution. Driving types of evolution: hereditary variability, struggle for existence, natural selection. Results of evolution: diversity of species, adaptability of organisms to their environment.

Relationships between organisms and the environment. The environment is a source of substances, energy and information. The influence of environmental factors on organisms. Ecosystem organization of living nature. Ecosystem. Interactions of different species in an ecosystem (competition, predation, symbiosis, parasitism). Food connections in the ecosystem. Cycle of substances and energy transformations. The biosphere is a global ecosystem. V.I. Vernadsky is the founder of the doctrine of the biosphere. Boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere. Environmental problems. Consequences of human activities in ecosystems.

Laboratory and practical work

Study of cells and tissues of plants and animals on finished micropreparations and their description.

Revealing the variability of organisms.

Identification of adaptations in organisms to their environment (using specific examples).

Excursion

Study and describe the ecosystem of your area.

Approximate thematic planning

Option I

Approximate topics covering (included in) this section of the program program	Main content by topic	Characteristics of the main types of student activities (at the level of educational activities)
SECTION 1. LIVING ORGANISMS (115) 1
Introduction (1)	Biology as a science. The role of biology in the practical activities of people. Methods of biological science. Rules for working in the biology classroom, rules for working with biological devices and tools.	Explain the role of biology in the practical activities of people. Follow the rules for working with biological instruments and instruments, the rules for working in the biology classroom.
The cell is the basis of the structure and functioning of organisms (4)	Methods for studying cells. Structure and chemical composition of the cell. Cell vital processes (nutrition, respiration, transport of substances, excretion).	Identify the essential structural features and essential vital functions of the cell. Distinguish the parts and organelles of cells on tables and microslides. Observe the parts and organelles of a cell under a microscope and describe them.
Life processes of organisms (9)	Metabolism. Nutrition. Methods of feeding organisms. Plant nutrition. Photosynthesis. The adaptability of plants to use the energy of light, water, and carbon dioxide. The meaning of photosynthesis. Fertilizers. Nutrition of bacteria, fungi, animals. Breathing, its role in the life of organisms. The movement of substances in organisms, its significance. Movement of substances in a plant. Movement of substances in the animal's body. Blood, its meaning. Animal circulatory system. The release of metabolic products from the body, its significance.	Identify the essential features of biological processes (metabolism, nutrition, respiration, excretion, transport of substances). Compare vital processes in different organisms, draw conclusions based on comparison. Conduct biological experiments to study the vital processes of organisms and explain their results. Identify the relationships between the structural features of cells, tissues, organs, organ systems and their functions.
Reproduction, growth and development of organisms (4)	Reproduction, its role in the continuity of generations, the dispersal of organisms. Asexual and sexual reproduction. Growth and development of organisms	Identify essential features of biological processes: growth, development, reproduction. Compare asexual and sexual reproduction, growth and development organisms. Conduct observations of the growth and development of organisms.
Regulation of vital processes of organisms (4)	Regulation in plants. Neurohumoral regulation in animals. Behavior of organisms. The importance of regulating the vital processes of the body.	Identify the essential features of the processes regulating the body’s vital functions. Observe and describe the behavior of animals.
Diversity of organisms, their classification (3)	Classification of organisms. View. Distinctive features of representatives of different kingdoms of living nature.	Identify essential features of the species and representatives of different kingdoms of nature. Determine whether biological objects belong to a certain systematic group (classify). Explain the importance of biological diversity for conservation stability of the biosphere. Compare representatives of individual groups of plants and animals, draw conclusions and conclusions based on comparison.
Bacteria. Mushrooms. Lichens. Viruses (6)	Bacteria, structural features and vital functions. Diversity of bacteria. Mushrooms, structural features and vital functions. Variety of mushrooms. Lichens. The role of bacteria, fungi, lichens in nature and human life. Viruses are non-cellular forms.	Identify the essential features of the structure and vital activity of bacteria, fungi, and lichens. Explain the role of bacteria, fungi and lichens in nature and human life. Distinguish between edible and poisonous mushrooms on living objects and tables. Learn first aid techniques for poisoning with poisonous mushrooms. Provide evidence (argumentation) of the need to comply with measures to prevent diseases caused by bacteria, fungi, and viruses.
Diversity of flora (34)	Algae - unicellular and multicellular. Structure, life activity, reproduction. The role of algae in nature, human use. Rhiniophytes. Appearance of tissues. Mosses, structure and life activity. The role of mosses in nature, economic importance. Ferns, structure and activity. Manifold	Distinguish on living objects and tables the organs of a flowering plant, plants of different departments, the most common plants, plants dangerous to humans. Compare representatives of different groups of plants, draw conclusions based on comparison. Explain the role of various plants in human life. Master the techniques of working with identifiers, providing first aid in case of poisoning by poisonous plants, growing and propagating
	ferns, their role in nature. Seed plants. Features of the structure, life activity and diversity of gymnosperms. The role of gymnosperms in nature, human use. Angiosperms, structural features, life activity, diversity. Classes of angiosperms. The most important agricultural crops.	research of cultivated plants. Evaluate representatives of the plant world from an aesthetic point of view. Peculiarities of structure and life activity, diversity of reptiles. Birds. Features of structure and life activity. Variety of birds. Poultry farming. Milk feeding. Features of structure and life activity. Diversity of mammals. Caring for offspring. Animal husbandry. Role in nature, practical significance and protection of vertebrates.	Distinguish between living objects and tables the organs and organ systems of animals; animals of different types and classes, the most common domestic animals, animals dangerous to humans. Compare representatives of different groups of animals, draw conclusions based on comparison. Learn first aid techniques for animal bites, raising and breeding domestic animals. Evaluate representatives of the animal world from an aesthetic point of view. Provide evidence of the need to comply with measures to prevent diseases caused by animals. Find information about animals in popular scientific literature, biological dictionaries and reference books, analyze and evaluate it, translate it from one form to another.
Evolution of plants and animals (4)	Stages of evolution of the organic world. Evolution of plants: from unicellular algae to angiosperms. Stages of animal development: from unicellular to multicellular, from invertebrates to vertebrates.	Provide evidence (argumentation) of the relationship, common origin and evolution of plants and animals (using the example of a comparison of individual systematic groups). Evaluate the purpose and meaning of your actions in relation to objects of living nature.
SECTION 2. PERSON AND HIS HEALTH (50)
Man and environment(1)	Natural and social environment of man. Protecting the human environment.	Provide evidence (argumentation) of the relationship between humans and the environment, the dependence of human health on the state of the environment, the need to protect the human environment. Explain the place and role of man in nature.
General information about the human body (5)	The place of man in the system of the organic world. Similarities and differences between humans and animals. The structure of the human body: cells, tissues, organs, organ systems. Methods for studying the human body. Biological nature and social essence of man.	Provide evidence (argument) of a person’s relationship with mammals. Identify the essential features of the human body, features its biological nature and social essence; cells, tissues, organs and human organ systems. Compare cells and tissues of the human body, draw conclusions basis of comparison. Distinguish between human organs and organ systems on the tables. Observe and describe cells and tissues on finished microslides.
Support and movement (3)	Musculoskeletal system. Prevention of injuries. The importance of physical exercise and work culture for the formation of the skeleton and muscles. First aid for injuries of the musculoskeletal system.	Identify the essential features of the human musculoskeletal system. Identify the effect of physical exercise on the development of skeleton and muscles; relationships between the structure and functions of cells, tissues and organs of the musculoskeletal system. Provide evidence (argumentation) of the need to comply with measures to prevent injuries, poor posture and the development of flat feet. Based on observation, determine the harmony of physical development, poor posture and the presence of flat feet. Learn first aid techniques for injuries to the musculoskeletal system.
Transport of substances (2)	The internal environment of the body, the meaning of its constancy. Circulatory and lymphatic systems. Composition and functions of blood. Blood groups. Lymph. Blood transfusion. Immunity. Antibodies. Allergic reactions. Preventive vaccinations. Healing serums. The structure and work of the heart. Blood pressure and pulse. First aid techniques for bleeding.	Identify essential features of transport of substances in the body; processes of blood coagulation and transfusion, immunity, vaccination and the action of therapeutic serums. Identify the relationships between the structural features of blood cells and their functions. Observe and describe blood cells on finished microslides. Provide evidence (argumentation) of the need to comply with measures to prevent cardiovascular diseases. Distinguish between the organs of the circulatory and lymphatic systems on the tables. Master the techniques of measuring pulse, blood pressure, and providing first aid for bleeding.
Breathing (2)	Breath. Respiratory system. The structure of the respiratory organs. Regulation of breathing. Gas exchange in the lungs and tissues. Respiratory hygiene. Respiratory diseases and their prevention. Infectious diseases and measures for their prevention. The harm of smoking. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.	Identify the essential features of the processes of respiration and gas exchange. Compare gas exchange in the lungs and tissues, draw conclusions based on comparison. Provide evidence (argumentation) of the need to comply with measures to prevent pulmonary diseases and combat smoking. Identify the organs of the respiratory system on the tables. Find information about infectious diseases in educational and popular scientific literature, arrange it in the form of abstracts and reports. Master the techniques of determining the vital capacity of the lungs; providing first aid for carbon monoxide poisoning, rescuing a drowning person, and colds.
Food (3)	Nutrition. Digestion. Digestive system. Disorders of the digestive system and their prevention.	Identify the essential features of the processes of nutrition and digestion. Identify the organs of the digestive system on tables and models. Provide evidence (argumentation) of the need to comply with measures to prevent disorders of the digestive system.
Metabolism and energy conversion in the body (3)	Plastic and energy metabolism. Exchange of water, mineral salts, proteins, carbohydrates and fats. Vitamins. Rational nutrition. Norms and diet.	Identify the essential features of metabolism and energy transformations in the human body. Provide evidence (argumentation) of the need to comply with measures to prevent metabolic disorders in the body and the development of vitamin deficiencies.
Body coverings (2)	Structure and functions of the skin. The role of the skin in thermoregulation. Skin, hair, nail care. First aid techniques for injuries, burns, frostbite and their prevention. Hardening the body.	Identify essential features of the body's integument and thermoregulation. Provide evidence (argumentation) of the need to harden the body, care for skin, hair, and nails. Master first aid techniques for heat and sunstroke, burns, frostbite, and injuries.
Selection (2)	Selection. Structure and functions of the urinary-digestive system. Excretory organs. Diseases of the urinary system and their prevention.	Identify the essential features of the process of removing metabolic products from the body. Identify the organs of the urinary system on the tables. Provide evidence (argumentation) of the need to comply with measures to prevent diseases of the urinary system.
Reproduction and development (7)	Gonads and germ cells. Puberty. Sexually transmitted infections and their prevention. HIV infection and its prevention. Hereditary diseases. Medical genetic counseling. Fertilization and intrauterine development. Pregnancy. The harmful effects of smoking, alcohol, and drugs on the development of the body. Childbirth. Development after birth. Urogenital infections, measures to prevent them.	Identify the essential signs of reproduction and development of the human body. Explain the mechanisms of manifestation of hereditary diseases in humans. Provide evidence (argumentation) of the need to comply with measures to prevent sexually transmitted infections; HIV infections; medical and genetic counseling for the prevention of hereditary human diseases. Find information about AIDS and HIV infection in educational and popular scientific literature, and present it in the form of abstracts and oral communications.
Sense organs (4)	Sense organs. Structure and functions of the organs of vision and hearing. Visual and hearing impairments, their prevention. Vestibular apparatus. Muscle and skin sensation. Smell." Taste.	Identify essential features of the structure and functioning of sensory organs and analyzers. Provide evidence (argumentation) of the need to comply with measures to prevent visual and hearing impairment.
Neurohumoral regulation of vital processes (6)	Nervous system. Reflex and reflex arc. Endocrine system. Hormones, mechanisms of their action on cells. Disturbances of the nervous and endocrine systems and their prevention.	Identify the essential features of the process of regulation of the body’s vital functions. Distinguish between the organs of the nervous and endocrine systems on tables and models.
Human behavior and psyche (8)	Unconditioned reflexes and instincts. Conditioned reflexes. Features of human behavior. Speech. Thinking. Attention. Memory. Emotions and feelings. Dream. Temperament and character. Abilities and talent. Interpersonal relationships. The role of training and education in the development of human behavior and psyche.	Identify significant features of human behavior and psyche.
Healthy lifestyle (1)	Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: auto-training, hardening, physical activity. The effect of physical exercise on organs and organ systems. Risk factors: stress, physical inactivity, overwork, hypothermia. Bad and good habits, their impact on health.	Master the techniques of rational organization of work and rest, monitoring the state of your own body. Provide evidence (argumentation) of the need to comply with measures to prevent stress and bad habits. Master the ability to appreciate the beauty of the human body from an aesthetic point of view. Find information about health and risk factors in popular scientific literature, present it in the form of a report or abstract, and participate in a discussion of the information. Analyze and evaluate the goals and meanings in your actions and behavior in relation to the health of yourself and others; consequences of risk factors on human health.
SECTION 3. GENERAL BIOLOGICAL REGULARITIES (15)
Distinctive characteristics of living organisms (1)	Signs of living organisms: features of chemical composition; cellular structure; metabolism and energy conversion; growth, development, reproduction; heredity and variability; evolution; connection with the environment.	Identify the distinctive features of living organisms.
Chemical composition of living organisms (1)	Features of the chemical composition of living organisms. Inorganic and organic substances. The role of water, mineral salts, carbohydrates, lipids, proteins in the body.	Compare the chemical composition of living organisms and inanimate bodies, draw conclusions based on comparison.
Cellular structure of organisms (2)	The cellular structure of organisms as proof of their relationship, the unity of living nature. Cell structure; cell membrane, plasma membrane, cytoplasm, plastids, vacuoles, mitochondria. Chromosomes. Diversity of cells.	Identify essential features of the structure and vital processes of a cell. Distinguish between the main parts and organelles of a cell on the tables. Identify the relationships between the structure and functions of cells. Observe and describe cells on finished microslides.
Metabolism and energy conversion (2)	Metabolism and energy conversion are a characteristic of living organisms. Nutrition, respiration, transport of substances, removal of metabolic products in the cell and body.	Identify the essential features of metabolic processes and energy transformations, nutrition, respiration, excretion, and transport of substances in the cell and body.
Reproduction, growth and development (2)	Growth and development of organisms. Reproduction. Sexual and asexual reproduction. Sex cells. Fertilization. Heredity and variability are properties of organisms. Hereditary and non-hereditary variability.	Identify the essential features of the processes of growth, development, and reproduction. Explain the mechanisms of heredity and variability. Compare variability and heredity, sexual and asexual reproduction, female and male reproductive cells, growth and development.
System and evolution of the organic world (3)	Species is the basic systematic unit. Signs of the species. Charles Darwin is the founder of the doctrine of evolution. driving forces evolution: hereditary variability, struggle for existence, natural selection. Results of evolution: diversity of species, adaptability of organisms to their environment.	Identify essential features of the species. Explain the formation of the adaptation of organisms to their environment (using specific examples) and the reasons for the diversity of species. Identify adaptations in organisms to their environment (using specific examples), variability in organisms of the same species. Provide evidence (argumentation) of the need to protect the environment, compliance with the rules of treatment of living nature. Identify types of interaction between different species in an ecosystem. Analyze and evaluate the consequences of human activities in nature. Observe and describe the ecosystems of your area. Make hypotheses about possible consequences human activities in ecosystems and the biosphere. Master the ability to argue your point of view during a discussion on global environmental problems.

Municipal budgetary educational institution

"Grafovskaya secondary comprehensive school

Shebekinsky district Belgorod region»

"Considered"

Head of MS

O.V.Kryuchkova

Protocol No. ______

dated "____"___________2016

"Agreed"

Deputy Director of MBOU

"Grafovskaya Secondary School"

O.V.Kryuchkova

"____"__________2016

"I affirm"

Director of MBOU

"Grafovskaya Secondary School"

I.A. Svinareva

Order No.________

from "_____"_______2016

WORKING PROGRAMM

in biology

to the level of basic general education

The biology work program for grades 5-9 is compiled in accordance with the Federal State educational standard basic general education and the Program of basic general education. Biology. 5-9 grades. Authors: V.V. Pasechnik, V.V. Latyushin, G.G. Shvetsov. (Biology. Grades 5-9. Work programs: teaching aid/ comp. G.M.Paldyaeva. – 4th ed., stereotype. M.: Bustard, 2015. – 382.”).

Planned results of mastering the subject "Biology"

Alive organisms

The graduate will learn:

Characterize the structural features and vital processes of biological objects (cells, organisms), their practical significance;

Apply methods of biological science to study cells and organisms: conduct observations of living organisms, perform simple biological experiments and explain their results, describe biological objects and processes;

Use the components of research and project activities for the study of living organisms (provide evidence, classify, compare, identify relationships);

To navigate the system of cognitive values: evaluate information about living organisms received from various sources; consequences of human activity in nature.

follow the rules of working in the biology classroom, with biological devices and tools;

use first aid techniques for poisoning with poisonous mushrooms, poisonous plants, animal bites; working with plant identification guides; cultivation and propagation of cultivated plants and domestic animals;

highlight the aesthetic merits of living nature objects;

consciously observe the basic principles and rules of attitude towards living nature;

navigate the system of moral norms and values in relation to objects of living nature (recognition of the high value of life in all its manifestations, environmental consciousness, emotional and value-based attitude towards objects of living nature);

find information about plants and animals in popular scientific literature, biological dictionaries and reference books, analyze, evaluate it and translate it from one form to another;

choose target and meaningful attitudes in your actions and actions in relation to living nature.

Man and his health

The graduate will learn:

Characterize the structural features and vital processes of the human body, their practical significance;

Apply methods of biological science when studying the human body: conduct observations of the state of one’s own body, take measurements, carry out simple biological experiments and explain their results;

Use the components of research and project activities to study the human body: provide evidence of the relationship between humans and mammals, compare cells, tissues, and vital processes of the human body; identify the relationships between the structural features of cells, tissues, organs, organ systems and their functions;

To navigate the system of cognitive values: to evaluate information about the human body obtained from various sources, the consequences of the influence of risk factors on human health.

The graduate will have the opportunity to learn:

use in practice first aid techniques for colds, burns, frostbite, injuries, rescuing a drowning person; rational organization of work and rest; conducting observations of the state of one’s own body;

highlight the aesthetic merits of the human body;

implement healthy lifestyle guidelines;

navigate the system of moral norms and values in relation to one’s own health and the health of other people;

find information about the human body in educational and popular scientific literature, present it in the form of oral communications, reports, abstracts, presentations;

analyze and evaluate the goals and meanings in your actions and behavior in relation to the health of yourself and others; consequences of risk factors on human health.

General biological patterns

The graduate will learn:

Characterize general biological patterns and their practical significance;

Apply methods of biological science to study general biological patterns: observe and describe cells on finished micropreparations, the ecosystems of your area;

Use the components of project and research activities to study general biological patterns characteristic of living nature; provide evidence of the need to protect the environment; highlight the distinctive features of living organisms; essential features of biological systems and biological processes;

To navigate the system of cognitive values: evaluate information about human activities in nature obtained from various sources;

Analyze and evaluate the consequences of human activities in nature.

The graduate will have the opportunity to learn:

put forward hypotheses about the possible consequences of human activities in ecosystems and the biosphere;

argue your point of view during a discussion on global environmental problems.

5th grade

Biology. Bacteria, fungi, plants.

(34 hours, 1 hour per week)

Introduction (6 hours )

Biology is the science of living nature. Research methods in biology. Kingdoms of bacteria, fungi, plants and animals. Distinctive characteristics of living and nonliving things. Relationship between organisms and their environment. The relationship of organisms in nature. Environmental factors and their influence on living organisms. The influence of human activity on nature, its protection.

Practical work.

1 . Phenological observations of seasonal changes in nature. Keeping a diary of observations.

Excursions

The diversity of living organisms, autumn phenomena in the life of plants and animals.

Section 1. Cellular structure of organisms (10 hours )

The device of magnifying devices (magnifying glass, light microscope). Cell and its structure: membrane, cytoplasm, nucleus, vacuoles, plastids. Vital activity of the cell: the entry of substances into the cell (respiration, nutrition), growth, development and division of the cell. The concept of "fabric".

Demonstrations

Micropreparations of various plant tissues.

Laboratory works.

1. The device of a magnifying glass and a light microscope. Rules for working with them.

2. Studying plant cells using a magnifying glass.

3. Preparation of a preparation of onion scale skin, examining it under a microscope.

4. Preparation of preparations and examination under a microscope of plastids in the cells of elodea leaves, tomato fruits, rowan, and rose hips.

5. Preparation of the preparation and examination under a microscope of the movement of the cytoplasm in the cells of the elodea leaf.

6. Examination under a microscope of finished micropreparations of various plant tissues.

Section 2. Kingdom of Bacteria. (2 hours )

The structure and activity of bacteria. Reproduction of bacteria. Bacteria, their role in nature and human life. Diversity of bacteria, their distribution in nature.

Section 3. Kingdom Mushrooms (5 hours )

Demonstration

Models of fruiting bodies of cap mushrooms. Natural objects (tinder fungus, rust, smut, ergot).

Laboratory works.

7. The structure of the fruiting bodies of cap mushrooms.

8. The structure of the mold fungus mucor.

9.Structure of yeast.

Section 4. Plant Kingdom (11 o'clock )

Plants. Botany is the science of plants. Methods for studying plants. General characteristics of the plant kingdom. The diversity of plants, their connection with their environment. Role in the biosphere. Plant protection.

Main groups of plants (algae, mosses, horsetails, mosses, ferns, gymnosperms, flowering plants).

Seaweed. Variety of algae. Algae habitat. The structure of unicellular and multicellular algae. The role of algae in nature and human life, protection of algae.

Lichens, their structure, diversity, habitat. Meaning in nature and human life.

Mosses. Variety of mosses. Habitat. The structure of mosses, their significance.

Ferns, horsetails, mosses, their structure, diversity, habitat, role in nature and human life, protection.

Flowering plants, their structure and diversity. Habitat. The meaning of flowering plants in nature and human life.

Origin of plants. The main stages of development of the plant world.

Demonstration

Herbarium specimens of plants. Imprints of fossil plants.

Laboratory works.

10. The structure of green algae.

11. The structure of moss (on local species).

12. The structure of a spore-bearing fern.

13. The structure of spore-bearing horsetail.

14. The structure of conifer needles and cones (using the example of local species).

6th grade

Biology. Diversity of angiosperms.

(34 hours, 1 hour per week)

Section 1. Structure and diversity of angiosperms (14 hours )

The structure of seeds of monocotyledonous and dicotyledonous plants. Types of roots and types of root systems. Zones (sections) of the root. Root modifications.

The escape. Kidneys and their structure. Growth and development of the shoot.

External structure of the leaf. Cellular structure of the leaf. Leaf modifications.

The structure of the stem. Variety of stems. Modifications of shoots.

Flower and its structure. Inflorescences. Fruits and their classification. Distribution of fruits and seeds.

Demonstration

External and internal structures root The structure of the buds (vegetative and generative) and their location on the stem. Leaf structure. Macro- and microstructure of the stem. Various types of inflorescences. Dry and juicy fruits.

Laboratory works.

The structure of seeds of dicotyledonous and monocotyledonous plants.

Types of roots. Taproot and fibrous root systems.

Root cap and root hairs.

The structure of the kidneys. Location of buds on the stem.

Internal structure of a tree branch.

Modified shoots (rhizome, tuber, bulb).

Flower structure. Various types of inflorescences.

Variety of dry and juicy fruits.

Section 2. Plant life (10 hours )

Basic life processes (nutrition, respiration, metabolism, growth, development, reproduction).

Mineral and air nutrition of plants. Photosynthesis. Respiration of plants. Evaporation of water. Leaf fall. Movement of water and nutrients in the plant. Seed germination. Methods of plant propagation. Reproduction of spore plants. Reproduction of gymnosperms. Sexual and asexual (vegetative) reproduction of angiosperms.

Demonstration

Experiments proving the importance of water, air and heat for seed germination; feeding seedlings with seed reserve substances; obtaining chlorophyll extract; absorption of carbon dioxide by plants and release of oxygen in the light; starch formation; plant respiration; evaporation of water by leaves; movement of organic substances through the bast.

Practical work.

1.Movement of water and minerals through wood.

2. Vegetative propagation of indoor plants.

3. Determination of the germination of plant seeds and their sowing.

Excursions

Winter phenomena in plant life.

Section 3. Classification of plants (6 hours )

Basic systematic categories: species, genus, family, class, division, kingdom. Introduction to the classification of flowering plants.

Class Dicotyledonous plants. Morphological characteristics of 3-4 families (taking into account local conditions).

Class Monocots. Morphological characteristics of cereals and lilies.

The most important agricultural plants, the biological basis of their cultivation and folk economic importance. (The choice of objects depends on the specialization of crop production in each specific area.)

Demonstration

Live and herbarium plants, zoned varieties of the most important agricultural plants.

Laboratory works.

9. Identification of family characteristics based on the external structure of plants.

Excursions

Introduction to growing plants in protected soil.

Section 4. Natural communities (4 hours )

Development and change of plant communities. The influence of human activities on plant communities and the influence of the natural environment on humans.

Excursions

Natural community and man. Phenological observations of spring phenomena in natural communities.

7th grade

Biology. Animals

(68 hours, 2 hours per week)

Introduction (2 hours )

General information about the animal world. History of the development of zoology. Methods for studying animals. The science of zoology and its structure. Similarities and differences between animals and plants. Taxonomy of animals.

Section 1. Protozoa (2 hours )

Protozoa: diversity, environment and habitats; lifestyle and behavior; biological and environmental features; meaning in nature and human life; colonial organisms.

Demonstration

Live ciliates. Microspecimens of protozoa.

Section 2. Multicellular animals (32 hours )

Invertebrate animals.

Sponge type: diversity, habitat, lifestyle; biological and environmental features; meaning in nature and human life.

Type Coelenterates: diversity, habitat, lifestyle; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Demonstration

Microscopic specimen of freshwater hydra. Coral samples. Wet preparation of a jellyfish. Video film.

Types of Flatworms, Roundworms, Annelids: diversity, environment and habitats; lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Laboratory works.

Variety of annelids.

Type Mollusks: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Demonstration

Variety of mollusks and their shells.

Type Echinoderms: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Demonstration

Starfish and other echinoderms. Video film.

Phylum Arthropods. Class Crustaceans: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Laboratory works.

Getting to know the variety of crustaceans.

Class Arachnids: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Class Insects: diversity, habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life.

Laboratory works.

Study of representatives of insect orders

Phylum Chordata. Class Lancelets.

Vertebrates. Superclass Pisces: diversity (cyclostomes, cartilaginous, bony); habitat, lifestyle, behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Laboratory works.

Observation of the external structure and movement of fish.

Class Amphibians: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Class Reptiles: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Class Birds: diversity; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Laboratory works.

Study of the external structure of birds.

Excursions

Studying the diversity of birds.

Class Mammals: the most important representatives of the orders; habitat, lifestyle and behavior; biological and environmental features; meaning in nature and human life; endangered, rare and protected species.

Demonstration

Video film.

Section 3. Evolution of the structure and functions of organs and their systems in animals (12 hours )

Covers of the body. Musculoskeletal system and methods of movement. Body cavities. Respiratory organs and gas exchange. Digestive organs. Metabolism and energy conversion. Circulatory system. Blood. Excretory organs.

Sense organs, nervous system, instinct, reflex. Regulation of the body's activities.

Demonstration

Wet preparations, skeletons, models and dummies.

Laboratory works.

Study of the characteristics of various integuments of the body.

Section 4. Individual development of animals (3 hours )

Prolongation of the family. Reproductive organs. Methods of animal reproduction. Fertilization. Development of animals with and without transformation. Periodization and life expectancy of animals.

Laboratory works.

Studying the stages of animal development and determining their age.

Section 5. Development and patterns of distribution of animals on Earth (3 hours )

Evidence of evolution: comparative anatomical, embryological, paleontological. Charles Darwin on the causes of the evolution of the animal world. The increasing complexity of the structure of animals and the diversity of species as a result of evolution.

Habitats. Migrations. Patterns of animal placement.

Demonstration

Paleontological evidence of evolution.

Section 6. Biocenoses (4 hours )

Natural and artificial biocenoses (reservoir, meadow, steppe, tundra, forest, populated area). Environmental factors and their influence on biocenoses. Power circuits, energy flow. The relationship between the components of the biocenosis and their adaptability to each other.

Excursions

Study of the relationship of animals with other components of the biocenosis. Phenological observations of spring phenomena in the life of animals.

Section 7. Fauna and human economic activity (5 o'clock )

The influence of human activities on animals. Animal hunting.

Domestication. Breeding, basics of keeping and selection of farm animals.

Protection of wildlife: laws, monitoring system, protected areas. Red Book. Rational use of animals.

Excursions

Visiting farm and domestic animal exhibitions.

Time reserve - 5 o'clock

8th grade

Biology. Human

(68 hours, 2 hours per week)

Section 1. Introduction. Sciences that study the human body (2 hours )

Sciences that study the human body: anatomy, physiology, psychology and hygiene. Their formation and research methods.

Section 2. Origin of Man (3 hours )

The place of man in taxonomy. Evidence of human animal origin. The main stages of human evolution. The influence of biological and social factors on human evolution. Human races. Man as a species.

Demonstration

Model "Descent of Man". Residue models ancient culture person.

Section 3. Body structure (4 hours )

General overview of the organism Levels of organization. Body structure. Organs and organ systems. Cellular structure of the body. Fabrics.

External and internal environment of the body. Cell structure and functions. The role of the nucleus in transmission hereditary properties body. Cell organelles. Division. Life processes of the cell: metabolism, biosynthesis and biological oxidation, their significance. The role of enzymes in metabolism. Cell growth and development. States of physiological rest and arousal.

Fabrics. Tissue formation. Epithelial, connective, muscle, nervous tissues. Structure and function of a neuron. Synapse.

Reflex regulation of organs and systems of the body. Central and peripheral parts of the nervous system. Spinal cord and brain. Nerves and ganglia. Reflex and reflex arc. Neural circuits. Processes of excitation and inhibition, their significance. Sensitive, intercalary and executive neurons. Direct and feedbacks. The role of receptors in the perception of stimuli.

Demonstration

Decomposition of hydrogen peroxide by the enzyme catalase.

Laboratory works.

Examination of cells and tissues through an optical microscope. Micropreparations of cells, epithelial, connective, muscle and nervous tissues.

P practical work.

Self-observation of the blink reflex and the conditions for its manifestation and inhibition. Knee reflex, etc.

Section 4. Musculoskeletal system (7 o'clock )

Skeleton and muscles, their functions. Chemical composition of bones, their macro- and microstructure, types of bones. The human skeleton, its adaptation to walking upright and working. Changes associated with brain and speech development. Types of bone joints: fixed, semi-movable, movable (joints).

The structure of muscles and tendons. Overview of the muscles of the human body. Antagonist and synergist muscles. The work of skeletal muscles and their regulation. Concept of a motor unit. Change in muscle during training. Consequences of physical inactivity. Energy of muscle contraction. Dynamic and static work.

Posture disorders and development of flat feet: causes, identification, prevention and correction.

First aid for bruises, broken bones and dislocated joints.

Demonstration

Skeleton and models of the human torso, skull, limb bones, vertebrae. Bone cuts. First aid techniques for injuries.

Laboratory works .

Microscopic structure of bone.

Muscles of the Human Body (done either in class or at home).

Detection of postural disorders.

Detection of flat feet (performed at home).

Self-observation of the work of the main muscles, the role of the shoulder girdle in arm movements.

Practical work.

Fatigue during static and dynamic work.

Section 5. Internal environment of the body (3 hours )

Components of the internal environment: blood, tissue fluid, lymph. Their interaction. Homeostasis. Blood composition: plasma and formed elements (platelets, erythrocytes, leukocytes). Functions of blood cells. Blood clotting. The role of calcium and vitamin K in blood clotting. Blood analysis. Anemia. Hematopoiesis.

Laboratory works.

Examining human and frog blood under a microscope.

Section 6. Circulatory and lymphatic systems of the body (6 hours )

Organs of the circulatory and lymphatic systems, their role in the body. The structure of blood and lymphatic vessels. Circulation circles. The structure and work of the heart. Automaticity of the heart. Movement of blood through vessels. Regulation of blood supply to organs. Blood pressure, pulse. Hygiene of the cardiovascular system. First aid for heart and vascular diseases. First aid for bleeding.

Demonstration

Models of the human heart and torso. Techniques for measuring blood pressure using the Korotkoff method. Techniques to stop bleeding.

Laboratory works.

Position of venous valves in the lowered and raised arm.

Changes in tissues due to constrictions that impede blood circulation.

Determination of blood flow speed in the vessels of the nail bed.

Experiments revealing the nature of the pulse.

Practical work.

Functional test: reaction of the cardiovascular system to dosed load.

Section 7. Breathing (4 hours )

The meaning of breathing. Structure and functions of the respiratory organs. Voice formation. Infectious and organic diseases of the respiratory tract, tonsils and paranasal sinuses, prevention, first aid. Gas exchange in the lungs and tissues. Mechanisms of inhalation and exhalation. Nervous and humoral regulation of respiration. Air protection. Functional capabilities of the respiratory system as an indicator of health. Vital capacity of the lungs.

Detection and prevention of respiratory diseases. Fluorography. Tuberculosis and lung cancer. First aid for a drowning person, in case of suffocation and covering with earth, electrical injury. Clinical and biological death. Artificial respiration and indirect cardiac massage. Resuscitation. The effect of smoking and other bad habits on the body.

Demonstration

Model of the larynx. A model explaining the mechanism of inhalation and exhalation. Methods for determining the patency of the nasal passages in young children. The role of resonators that amplify sound. Experience in detecting carbon dioxide in exhaled air. Measurement of vital capacity of the lungs. Artificial respiration techniques.

Laboratory works.

Measurement of chest circumference during inhalation and exhalation.

Functional tests with breath holding during inhalation and exhalation.

Section 8. Digestion (6 hours )

Food products and nutrients, their role in metabolism. The meaning of digestion. Structure and functions of the digestive system: alimentary canal, digestive glands. Digestion in various parts of the digestive tract. Regulation of the digestive system. Diseases of the digestive system, their prevention. Digestive hygiene. Prevention of gastrointestinal infections and helminthiasis. First aid for food poisoning.

Demonstration

Human torso.

Laboratory works.

The action of salivary enzymes on starch.

Self-observation: determining the position of the salivary glands, the movement of the larynx during swallowing.

Section 9. Metabolism and energy (3 hours )

Metabolism and energy are the basic properties of all living beings. Plastic and energy metabolism. Metabolism of proteins, fats, carbohydrates, water and mineral salts. Replaceable and essential amino acids, micro- and macroelements. The role of enzymes in metabolism. Vitamins. Human energy consumption and food intake. Norms and diet. Basic and general exchange. Energy capacity of food.

Laboratory works.

Establishment of the relationship between the load and the level of energy metabolism based on the results of a functional test with breath holding before and after the load.

Practical work.

Preparation of food rations depending on energy consumption.

Section 10. Integumentary organs. Thermoregulation. Selection (4 hours )

External coverings of the human body. Structure and functions of the skin. Nails and hair. The role of the skin in metabolic processes. Skin receptors. Participation in thermoregulation.

Thermoregulation of the body. Hardening. First aid for general cooling of the body. First aid for heat and sunstroke.

The importance of excretory organs in maintaining homeostasis of the internal environment of the body. Organs of the urinary system, their structure and functions. The structure and function of the kidneys. Nephrons. Primary and final urine. Diseases of the excretory system and their prevention.

Demonstration

Relief table “Skin structure”. Kidney model. Relief table “Organs of excretion”.

Laboratory works .

Introspection: examination of the dorsal and palmar surfaces of the hand under a magnifying glass.

Determining skin type using a paper napkin.

Determining the compatibility of shampoo with the characteristics of local water.

Section 11. Nervous system (5 o'clock )

The meaning of the nervous system. Brain and psyche. Structure of the nervous system: spinal cord and brain - central nervous system, nerves and nerve ganglia - peripheral. Structure and functions of the spinal cord. Structure of the brain. Functions of the medulla oblongata, midbrain, pons and cerebellum. Forebrain. Functions of the diencephalon and cerebral cortex. Old and new cortex of the cerebral hemispheres. Analytical-synthetic and closure functions of the cerebral cortex. Lobes of the cerebral hemispheres and sensory areas of the cortex.

Somatic and autonomic divisions of the nervous system. Sympathetic and parasympathetic subdivisions of the autonomic nervous system, their interaction.

Demonstration

Model of the human brain.

Laboratory works.

Finger test and features of movements associated with the functions of the cerebellum and midbrain.

Reflexes of the medulla oblongata and midbrain.

Linear skin irritation is a test that determines changes in the tone of the sympathetic and parasympathetic parts of the autonomic nervous system during irritation.

Section 12. Analyzers. Sense organs (5 o'clock )

Analyzers and sense organs. The meaning of analyzers. Reliability of the information received. Illusions and their correction. Visual analyzer. Position and structure of the eyes. The passage of rays through the transparent medium of the eye. Structure and functions of the retina. Cortical part of the visual analyzer. Binocular vision. Visual hygiene. Prevention of eye diseases and eye injuries. Prevention of myopia and farsightedness. Vision correction. Hearing analyzer. The meaning of hearing. Structure and functions of the outer, middle and inner ear. Hearing receptors. Cortical part of the auditory analyzer. Hearing hygiene. Causes of hearing loss and deafness, their prevention.

Organs of balance, musculocutaneous sensitivity, smell and taste and their analyzers. Interaction of analyzers.

Demonstration

Models of the eye and ear. Experiments revealing the functions of the iris, lens, rods and cones.

Laboratory works.

Determination of hearing acuity.

Practical work.

Experiments revealing illusions associated with binocular vision; as well as visual, auditory, tactile illusions

Blind spot detection;

Section 13. Higher nervous activity. Behavior. Psyche (5 o'clock )

The contribution of domestic scientists to the development of the doctrine of higher nervous activity. I. M. Sechenov and I. P. Pavlov. Opening the central brake. Unconditioned and conditioned reflexes. Unconditioned and conditioned inhibition. Law of mutual induction of excitation-inhibition. The doctrine of A. A. Ukhtomsky about the dominant.

Innate behavioral programs: unconditioned reflexes, instincts, imprinting. Acquired behavior programs: conditioned reflexes, rational activity, dynamic stereotype.

Biological rhythms. Sleep and wakefulness. Stages of sleep. Dreams. Features of human higher nervous activity: speech and consciousness, work activity. Needs of people and animals. Speech as a means of communication and as a means of organizing one’s behavior. External and internal speech. The role of speech in the development of higher mental functions. Conscious actions and intuition.

Cognitive processes: sensation, perception, ideas, memory, imagination, thinking.

Volitional actions, incentive and inhibitory functions of the will. Suggestibility and negativism. Emotions: emotional reactions, emotional states and emotional relationships (feelings). Attention. Physiological bases of attention, its types and basic properties. Causes of absent-mindedness. Education of attention, memory, will. Development of observation and thinking skills.

Demonstration

Unconditioned and conditioned human reflexes (using the method of speech reinforcement). Dual images. Installation illusions. Performing tests for observation and attention, logical and mechanical memory, conservatism of thinking, etc.

Laboratory works.

Change in the number of oscillations of the image of a truncated pyramid with involuntary, voluntary attention and during active work with the object.

Practical work.

Developing the skill of mirror writing as an example of destroying the old and developing a new dynamic stereotype.

Section 14. Endocrine glands (endocrine system) (2 hours )

Glands of external, internal and mixed secretion. Properties of hormones. Interaction of nervous and humoral regulation. Diencephalon and organs of the endocrine system. Hormones of the pituitary gland and thyroid gland, their effect on growth and development, metabolism. Hormones of the sex glands, adrenal glands and pancreas. Causes of diabetes.

Demonstration

Skull model with hinged lid to show the location of the pituitary gland. Model of the larynx with the thyroid gland. Model of kidneys with adrenal glands.

Section 15. Individual development of the body (5 o'clock )

Life cycles of organisms. Asexual and sexual reproduction. Advantages of sexual reproduction. Male and female reproductive systems. Sperm and eggs. The role of sex chromosomes in determining the sex of the unborn child. Menstruation and wet dreams. Formation and development of the embryo: ovulation, fertilization of the egg, strengthening of the embryo in the uterus. Development of the embryo and fetus. Pregnancy and childbirth. Biogenetic Haeckel-Muller law and reasons for deviation from it. The influence of narcotic substances (tobacco, alcohol, drugs) on human development and health.

Hereditary and congenital diseases. Sexually transmitted diseases: AIDS, syphilis, etc.; their prevention.

Child development after birth. Newborn and infant, caring for him. Puberty. Biological and social maturity. Harm of early sexual intercourse and abortion.

Individual and personality. Temperament and character. Self-knowledge, social lifestyle, interpersonal relationships. Stages of an individual's entry into a group. Interests, inclinations, abilities. Choosing a life path.

Demonstration

Tests that determine the type of temperament.

Time reserve - 4 hours.

9th grade

Biology. Introduction to General Biology

(68 hours, 2 hours per week)

Introduction (3 hours )

Biology is the science of living nature. The importance of biological knowledge in modern life. Professions related to biology. Biology research methods. The concept of "life". Modern scientific ideas about the essence of life. Properties of living things. Levels of organization of living nature.

Demonstration

Portraits of scientists who have made significant contributions to the development of biological science.

Section 1. Molecular level (10 hours )

General characteristics of the molecular level of organization of living things. Composition, structure and functions of organic substances that make up living things: carbohydrates, lipids, proteins, nucleic acids, ATP and others organic compounds. Biological catalysts. Viruses.

Demonstration

Schemes of the structure of molecules of chemical compounds belonging to the main groups of organic substances.

Laboratory works.

The breakdown of hydrogen peroxide by the enzyme catalase

Section 2. Cellular level (14 hours )

General characteristics of the cellular level of organization of living things. The cell is the structural and functional unit of life. Methods for studying cells. Basic principles of cell theory. Chemical composition of the cell and its constancy. Cell structure. Functions of cell organelles. Prokaryotes, eukaryotes. Chromosome set of a cell. Metabolism and energy conversion are the basis of cell life. Energy metabolism in a cell cell. Aerobic and anaerobic respiration. Growth, development and life cycle cells. General concepts about cell division (mitosis, meiosis). Autotrophs, heterotrophs.

Demonstration

Cell model. Microscopic specimens of mitosis in onion root cells; chromosomes. Application models illustrating cell division. The breakdown of hydrogen peroxide using enzymes found in living cells.

Laboratory works.

Examining plant and animal cells under a microscope.

Section 3. Organismal level (13 hours )

Asexual and sexual reproduction of organisms. Sex cells. Fertilization. Individual development of organisms. Biogenetic law. Basic patterns of transmission of hereditary information. Genetic continuity of life. Patterns of variability.

Demonstration

Micropreparations of animal eggs and sperm.

Laboratory works.

Revealing the variability of organisms.

Section 4. Population-species level (8 ocloc'k )

Type, its criteria. View structure. Origin of species. Development of evolutionary concepts. Population is the elementary unit of evolution. The struggle for existence and natural selection. Ecology as a science. Environmental factors and environmental conditions.

Basic provisions of the theory of evolution. Driving forces of evolution: heredity, variability, struggle for existence, natural selection. Fitness and its relativity. Artificial selection. Selection. Formation of species - microevolution. Macroevolution.

Demonstration

Herbariums, collections, models, models of plants and animals. Living plants and animals. Herbariums and collections illustrating variability, heredity, fitness, and the results of artificial selection.

P practical work.

Study of the morphological criterion of the species.

Excursions

Reasons for the diversity of species in nature.

Section 5. Ecosystem level (6 hours )

Biocenosis. Ecosystem. Biogeocenosis. Interrelation of populations in biogeocenosis. Power circuits. Metabolism, flow and transformation of energy in biogeocenosis. Artificial biocenoses. Ecological succession.

Demonstration

Collections illustrating ecological relationships in biogeocenoses. Ecosystem models.

Excursions

Biogeocenosis.

Section 6. Biosphere level (11 o'clock )

The biosphere and its structure, properties, patterns. Cycle of matter and energy in the biosphere. Ecological crises. Fundamentals of rational environmental management.

The emergence and development of life. Views, hypotheses and theories about the origin of life. A brief history of the development of the organic world. Evidence of evolution.

Demonstration

Application models “Biosphere and Man”. Fossils, prints, skeletons of vertebrates.

Laboratory works.

Study of paleontological evidence for evolution.

Excursions

To a local history museum or to a geological outcrop.

Time reserve - 3 hours

Thematic planning

5th grade

Chapter

Col. hours

Introduction

Cellular structure of organisms

Kingdom Bacteria

Kingdom Mushrooms

Plant Kingdom

TOTAL

6th grade

Subject

Col. hours

Structure and diversity of angiosperms

Plant life

Plant classification

Natural communities

TOTAL

7th grade

Subject

Col. hours

Introduction

Protozoa

Multicellular animals

Evolution of the structure and functions of organs and their systems in animals

Individual development of animals

Development and patterns of distribution of animals on Earth

Biocenoses

Fauna and human economic activity

Reserve time

TOTAL

8th grade

Subject

Col. hours

Introduction. Sciences that study the human body

Human Origins

Body structure

Musculoskeletal system

Internal environment of the body

Circulatory and lymphatic systems of the body

Digestion

Metabolism and energy

Integumentary organs. Thermoregulation. Selection

Nervous system

Analyzers. Sense organs

Higher nervous activity. Behavior, psyche

Endocrine glands (endocrine system)

Individual development of the body

Reserve time

TOTAL

9th grade

Subject

Col. hours

Introduction

Molecular level

Cellular level

Organismal level

Population-species level

Ecosystem level

Biosphere level

Reserve time

The program was developed on the basis of the Federal component of the state standard of general education and the biology program for grades 6–9 by a team of authors led by I.N. Ponomareva.

Explanatory note

Working programm designed in accordance with the following documents.

Law of the Russian Federation “On Education” No. 309-FZ dated December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO dated December 19, 2005 (Article No. 9).
Federal component of the State Standard of Basic General Education (Collection of normative documents. Biology / Compiled by E.D. Dneprov, A.G. Arkadyev. - M.: Bustard, 2006).
The concept of modernization of Russian education for the period until 2010 (Order of the Government of the Russian Federation No. 1756-r dated December 29, 2001).
Approximate program in biology of basic general education
Program of the team of authors under the leadership of I.N. Ponomareva (Biology in primary school. Programs. - M.: Ventana-Graf, 2005).
Federal basic curriculum (Order of the Ministry of Defense of the Russian Federation No. 1312 of 03/09/2004)
Regional basic curriculum for educational institutions implementing general education programs (Order of the Education Committee of the Murmansk Region No. 811 of June 30, 2006).