Exemplary programs in biology of the second generation fgos. Register of exemplary basic general education programs: Exemplary basic educational program of basic general education (subject "Biology")

BIOLOGY WORK PROGRAM

BASIC GENERAL EDUCATION

Explanatory note

Document status

The work program in biology is compiled on the basis of the federal component of the state standard, an exemplary program of the main general education in biology author N.I. Sonina //Programs for general educational institutions. Natural history. Grade 5 Biology. 6-11 grades. – M.: Bustard, 2006. – 138 p.//,fully reflecting the content of the exemplary program, with additions that do not exceed the requirements for the level of training of students.

The program specifies the content of the subject topics of the educational standard, gives the distribution of teaching hours by sections of the course and the sequence of studying topics and sections subject taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, the age characteristics of students.

The program performs two main functions:

The informational and methodological function allows all participants in the educational process to get an idea of ​​the goals, content, general strategy for teaching, educating and developing students by means of a given subject.

The organizational and planning function provides for the allocation of training stages, the structuring of educational material, the determination of its quantitative and quality characteristics at each of the stages, including for the content of the intermediate certification of students.

The program contributes to the preservation of a single educational space, provides ample opportunities for the implementation of various approaches to the construction of a training course.

Document structure

The program includes the following sections:

1. Explanatory note

2. Educational and thematic plan

4. Requirements for the level of preparation of students enrolled in this program

5. List of educational and methodological support

6. List of references (main and additional)

General characteristics of the subject

The biology course at the level of basic general education is aimed at shaping students' ideas about the distinctive features of wildlife, its diversity and evolution, and man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, in accordance with which students must master the basic knowledge and skills that are significant for the formation of a common culture, the preservation of the environment and own health in demand in everyday life and practical activities. The basis for structuring the content of the biology course is the leading backbone ideas - distinctive features living nature, its diversity and evolution, in accordance with which blocks of content are allocated: Signs of living organisms; System, diversity and evolution of living nature; Man and his health; The relationship of organisms and the environment. The basis for studying the course of biology is ecological-evolutionary and functional approaches, according to which the emphasis in the study of the diversity of organisms is transferred from considering the structural features of individual representatives to revealing the processes of their life and complication in the course of evolution, adaptability to the environment, role in ecosystems. In the content of the section "Man and his health", special attention is paid to the social nature of man, his role in environment.

The reserve of free study time (33 hours at the level of basic general education) provided for by the exemplary program is distributed for laboratory and practical work, for generalization, systematization and correction of knowledge on topics.

Goals

The study of biology at the level of basic general education is aimed at achieving the following goals:

Mastering knowledge about wildlife and its inherent patterns; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of knowledge of living nature;

Mastering the ability to apply biological knowledge to explain the processes and phenomena of wildlife, the life of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments;

Development of cognitive interests, intellectual and creative abilities in the process of observing living organisms, biological experiments, working with various sources of information;

Education of a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior in nature;

Using the acquired knowledge and skills in everyday life to care for plants, pets, take care of your own health, provide first aid to yourself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, disease prevention, trauma and stress, bad habits, HIV infection.

The place of the subject in the basic curriculum

The program was developed on the basis of the federal basic curriculum for educational institutions of the Russian Federation, according to which 238 hours are allocated for the study of a biology course at the level of basic general education, including 34 hours in grade 6 (1 hour per week), grades 7-9 - 68 hours (2 hours a week). It is advisable to study the system, diversity and evolution of wildlife on the basis of a local history approach using the most typical representatives of plants, animals, and fungi of a particular region. To study the local flora and fauna, including cultivated plants, domestic and farm animals, mushrooms, 34 hours of study time are used from the regional component - "Biological Local History" in the 7th grade.

General educational skills, skills and methods of activity

The program provides for the formation of general educational skills and abilities in students, universal ways activities and key competencies. In this direction, the priorities for the subject "Biology" at the level of basic general education are: object recognition, comparison, classification, analysis, evaluation.

Learning Outcomes

The results of studying the course "Biology" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches: the development of intellectual and practical activities by students; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.

The "To be able" heading includes requirements based on more complex activities, including creative ones: explain, study, recognize and describe, identify, compare, define, analyze and evaluate, conduct an independent search for biological information.

The section "Use the 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.

The main content of the topics of the training course (245 hours)

Biology as a science. Biology methods (3 hours)

Biology is the science of living nature. The role of biology in the practical activities of people.

Methods for studying living objects. Biological experiment. Observation, description and measurement of biological objects.

Rules for working in a biological laboratory. Compliance with the rules of behavior in the environment as the basis for the safety of one's own life, respect for biological objects, and their protection.

Demos:

The results of experiments illustrating the role of light in plant life.

The results of experiments illustrating the presence of mineral and organic substances in the composition of plants.

1. Monitoring the growth and development of plants and animals.
2. Observation of seasonal changes in the life of plants and animals.
3. Experiments on the study of soil composition.

Organic world system (25 hours)

The system of the organic world. Classification of organisms. The main systematic categories: kingdom, type (department), class, detachment (order), family, genus, species, their subordination.

Plant kingdom. The structure of the plant organism on the example of angiosperms: cells, tissues, organs. The vital activity of plants: nutrition (mineral and air - photosynthesis), respiration, pollination, reproduction, growth, development, irritability. The plant is an integral organism. The role of plants in nature, human life and their own activities. The most important agricultural crops. Measures for the prevention of diseases caused by plants. Security flora.

The kingdom of bacteria, features of the structure and life. Bacteria are the causative agents of diseases in plants, animals, and humans. Prevention of diseases caused by bacteria. The use of bacteria in biotechnology. Significance of the works of R. Koch and L. Pasteur.

Animals are pathogens and carriers of diseases. Disease prevention. The role of animals in nature, human life and activity. Pets. Protection of the animal world.

Viruses are non-cellular forms. Measures to prevent diseases caused by viruses.

Demos:

Animal Behavior Observation

Diversity and evolution of wildlife (62 hours)

The doctrine of the evolution of the organic world. C. Darwin is the founder of the doctrine of evolution.

driving forces evolution: hereditary variability, struggle for existence, natural selection. artificial selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment.

Complication of plants in the process of evolution: algae, mosses, ferns, horsetails, club mosses, gymnosperms, angiosperms. The main features of the main departments. Classes and families angiosperms(2 families of monocots and 3 families of dicots). Diversity of plant species is the basis of the stability of the biosphere, the result of evolution. Conservation of biological diversity of plants. Agricultural plants.

The diversity of animals is the result of evolution. Unicellular and multicellular animals.

Invertebrates: Coelenterates, Worms, Mollusks, Arthropods. The complication of animals in the process of evolution on the example of vertebrates: Fish, Amphibians, Reptiles, Birds, Mammals. Preservation of the biological diversity of animals as the basis for the sustainability of the biosphere. Farm animals.

Demos:

1. Variety of species
2. Adaptations in organisms to the environment
3. Plants of different divisions, families, species
4. unicellular animals
5. The external and internal structure of the intestinal
6. The structure and diversity of worms
7. The structure and diversity of molluscs
8. The structure and diversity of arthropods
9. The structure and diversity of fish
10. The structure and diversity of amphibians
11. The structure and diversity of reptiles
12. The structure and diversity of birds
13. The structure and diversity of mammals

Laboratory and practical work

1. Studying external structure algae
2. The study of the external structure of mosses
3. The study of the external structure of the fern
4. The study of the structure and diversity of gymnosperms
5. The study of the structure and diversity of angiosperms
6. The study of the external structure and diversity of arthropods
7. Identification of the features of the external structure of fish in connection with the way of life
8. Identification of the features of the external structure of the frog in connection with the lifestyle
9. Identification of the features of the external structure of birds in connection with the way of life
10. Recognition of plants of different departments
11. Recognition of the most common plants in your area
12. Recognition of the most important crops

1. Determination of belonging of plants to a certain systematic group using reference books and determinants (classification)
2. Determination of belonging of animals to a certain systematic group using reference books and determinants (classification)
3. Identification of adaptations in plants to the environment
4. Identification of adaptations in animals to the environment
5. Recognition of animals of different types
6. Pet Recognition

Signs of living organisms (34 hours)

Signs of living organisms, their manifestation in plants, animals, fungi and bacteria; cellular structure, features chemical composition, metabolism and energy conversion, growth, development, reproduction, movement, irritability, adaptability to the environment.

The cellular structure of organisms as evidence of their relationship, the unity of living nature. Cell structure. Cells of plants, fungi, bacteria, animals. Genes and chromosomes. Cell division is the basis of reproduction, growth and development of organisms. Violations in the structure and functioning of cells are one of the causes of diseases in organisms.

Features of the chemical composition of living organisms. Inorganic and organic substances, their role in the body. Metabolism and energy conversion are a sign of living organisms. Nutrition. Differences in the way organisms feed. Breath. Transport of substances, removal of metabolic products from the body, coordination and regulation of functions, movement and support in plants and animals. Growth and development of organisms. Reproduction. Asexual and sexual reproduction. sex cells. Fertilization.

Heredity and variability are properties of organisms. Hereditary and non-hereditary variability. Genetics is the science of the laws of heredity and variability. Heredity and variability are the basis of artificial selection. Breed, variety. Application of knowledge about heredity and variability, artificial selection in the development of new breeds and varieties. Techniques for growing and breeding cultivated plants and domestic animals, caring for them.

Diversity of organization of living objects: cell, organism, species, ecosystem. Unicellular and multicellular organisms. Tissues, organs, organ systems, their relationship as the basis of the integrity of a multicellular organism. Species signs. Ecosystem.

Demos:

1. Adaptations to the environment in organisms
2. Cells of plants, animals, fungi and bacteria
3. Chromosomes
4. cell division
5. Sexual and asexual reproduction
6. sex cells
7. Fertilization
8. Variation in organisms
9. Breed, variety
10. Unicellular and multicellular organisms
11. Species features
12. Ecosystem

Laboratory and practical work

1. Study of plant cells and tissues on ready-made micropreparations and their description

1. Study of animal cells and tissues on ready-made micropreparations and their description
2. Study of bacterial cells
3. Preparing micropreparations of plant cells and examining them under a microscope
4. Comparison of the cell structure of plants, animals, fungi and bacteria
5. Organ recognition in plants
6. Recognition of organs and organ systems in animals
7. Revealing variability in organisms

Relationships between organisms and the environment (28 hours)

Ecology is the science of the relationship between organisms and the environment. Environment is a source of substances, energy and information. Environmental factors: abiotic, biotic, anthropogenic, their impact on organisms. Adaptations of organisms to various environmental factors.

Ecosystem organization of wildlife. Ecosystems. Ecosystem structure. Food connections in an ecosystem.

Cycle of matter and energy transformation in the ecosystem. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature.

Agroecosystems. Features of agroecosystems.

The biosphere is a global ecosystem. IN AND. Vernadsky is the founder of the doctrine of the biosphere. The boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere.

Ecological problems, their impact on their own lives, the lives of other people: greenhouse effect, acid rain, desertification, deforestation, the appearance of "Ozone holes", environmental pollution.

The consequences of human activity in ecosystems, the impact of one's own actions "*^ on living organisms and ecosystems.

Laboratory and practical work

1. Observations of seasonal changes in wildlife

1. Drawing up schemes for the transfer of substances and energy (food chains)
2. Identification of adaptations in organisms to the environment (on specific examples)
3. Identification of types of interaction different types in a specific ecosystem
4. Study and description of the ecosystem of your area

Analysis and assessment of the consequences of human activities in ecosystems, their own actions on living organisms and ecosystems

MAN AND HIS HEALTH (60 hours)

The value of knowledge about the structure and life of the human body for self-knowledge and maintaining health. Human sciences: anatomy, physiology, hygiene, medicine, psychology. Methods of studying the human body, their significance and use in one's own life.

The place and role of man in the system of the organic world, his similarity with animals and difference from them.

The structure and processes of life of the human body. Neuro-humoral regulation of vital processes of the organism. Nervous system. Departments of the nervous system: central and peripheral. The reflex nature of the activity of the nervous system. Spinal cord, structure and functions. The brain, structure and functions. Somatic and autonomic nervous system. Violations of the nervous system and their prevention. Endocrine system. Glands of external and internal secretion, their structure and functions. Hormones. regulation of glandular activity. Interaction of nervous and humoral regulation.

Nutrition. Research by I.P. Pavlova in the field of digestion. Food as the biological basis of life. food products And nutrients: proteins, fats, carbohydrates, minerals, water, vitamins. Digestion. Structure and functions of the digestive system. Digestive glands. The role of enzymes in digestion. Prevention of food poisoning, intestinal infections, hepatitis.

Breath. The respiratory system and its role in metabolism. Mechanism of inhalation and exhalation. Respiratory diseases and their prevention. Prevention of the spread of infectious diseases and compliance with preventive measures to protect your own body. Air purity as a health factor. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.

The internal environment of the body: blood, lymph, tissue fluid. The value of persistence internal environment organism.

Blood, its functions. Blood cells. blood plasma. Blood clotting. Blood groups. Blood transfusion. Lymph. tissue fluid.

Immunity. The human immune system. Factors affecting immunity. The significance of the work of L. Pasteur and I. I. Mechnikov in the field of immunity. Vaccination.

Transport of substances. Circulatory system. Importance of blood circulation. Heart and blood vessels. Cardiovascular diseases, causes and prevention. Arterial and venous bleeding. First aid for bleeding. Lymphatic system. Importance of lymph circulation. Relationship between the circulatory and lymphatic systems.

Metabolism and energy conversion necessary condition the vital activity of the organism. Plastic and energy metabolism. Metabolism and role of proteins, carbohydrates, fats. Water-salt exchange. Vitamins, their role in the body, content in food. daily requirement body in vitamins. Manifestations of avitaminosis and measures for their prevention.

Selection. Urogenital system. Genitourinary infections, measures to prevent them to maintain health.

Reproduction and development. Inheritance of traits in humans. Hereditary diseases, their causes and prevention. The role of genetic knowledge in family planning. Reproductive health care. Sexually transmitted infections and their prevention. HIV infection and its prevention.

support and movement. The structure and functions of the musculoskeletal system. Injury prevention. Techniques for providing first aid to yourself and others in case of injuries of the musculoskeletal system. Prevention of flat feet and curvature of the spine. Signs of good posture.

Integuments of the body Skin, hair, nails care. Techniques for providing first aid to yourself and others in case of injuries, burns, frostbite and their prevention.

Sense organs, their role in human life. Analyzers. Visual and hearing disorders and their prevention.

Psychology and human behavior. Higher nervous activity. Research by I.M. Sechenov, I.P. Pavlov, A.A. Ukhtomsky, P.K. Anokhin in the creation of the doctrine of higher nervous activity. "Unconditioned and conditioned reflexes, their biological significance.

Biological nature and social essence of man. cognitive activity of the brain. Human consciousness. Memory, emotions, speech, thinking. Features of the human psyche: the meaningfulness of perception, verbal and logical thinking, the ability to accumulate and transfer information from generation to generation.

The value of intellectual, creative and aesthetic needs. Goals and motives of activity. Individual personality traits: abilities, temperament, character. The role of training and education in the development of the psyche and human behavior. Rational organization of work and rest. Sleep and wakefulness. The meaning of sleep.

A culture of attitude towards one's own health and the health of others. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: physical activity, hardening, auto-training, rational nutrition. Risk factors: stress, physical inactivity, hypothermia, overwork. Bad and good habits, their impact on health.

Man and the environment. Social and natural environment, human adaptation to it. The value of the environment as a source of matter and energy. The dependence of human health on the state of the environment. Compliance with the rules of conduct in the environment, in hazardous and emergency situations as the basis for the security of one's own life.

Demos:

1. Similarities between humans and animals
2. The structure and diversity of human cells
3. human body tissues
4. Organs and organ systems of the human body
5. Nervous system
6. Glands of external and internal secretion
7. Digestive system
8. Respiratory system
9. Mechanism of inhalation and exhalation
10. First aid techniques for carbon monoxide poisoning, rescuing a drowning person
11. Composition of the blood
12. Blood types
13. Circulatory system
14. First aid for bleeding
15. lymphatic system
16. genitourinary system
17. The structure of the musculoskeletal system
18. First aid techniques for injuries of the musculoskeletal system
19. Skin structure
20. First aid for injuries, burns, frostbite
21. Analyzers

Laboratory and practical work

1. The study of the microscopic structure of tissues
2. Study of the microscopic structure of blood (micropreparations of human and frog blood)
3. Measuring the weight and height of your body
4. Recognition on tables of organs and systems of human organs
5. The study of the structure of the human brain (by dummies)
6. Determination of the norms of rational nutrition
7. Identification of the influence of static and dynamic work on muscle fatigue
8. Pulse count at rest and during exercise
9. Determination of the respiratory rate
10. Blood pressure measurement
11. The study of techniques for stopping capillary, arterial and venous bleeding
12. Study of the action of gastric juice on proteins, the action of saliva on starch
13. Studying appearance individual bones
14. Study of pupil size change
15. Analysis and assessment of the impact of environmental factors, risk factors on health

Tour topics:

1. Variety of plants in the area
2. Seasonal phenomena in nature
3. Methods of plant propagation, distribution of fruits and seeds
4. The diversity of animals in their area, their role in nature and human life
5. The ecosystem of your area (forest, meadow, pond).
6. The agro-ecosystem of its area (park, garden, square, field, pond).
7. Evolution of the organic world (paleontological museum).

Reserve time - 33 hours

REQUIREMENTS FOR THE LEVEL OF GRADUATE TRAINING

As a result of studying biology, the student should know/understand:

1. signs 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 fungi of your region;
2. the essence of biological processes: metabolism and energy transformation, nutrition, respiration, excretion, transport of substances, growth, development, reproduction, heredity and variability, regulation of the body's vital activity, irritability, circulation of substances and energy transformation in ecosystems;
3. features of the human body, its structure, life, higher nervous activity and behavior.

Be able to :

1. explain: the role of biology in the formation of a modern natural-science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life and their own activities; the relationship of organisms and the environment; biological diversity in the conservation of the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; the relationship between man and the environment; dependence of one's own health on the state of the environment; causes of heredity and variability, manifestations of hereditary diseases, immunity in humans; the role of hormones and vitamins in the body;
2. study biological objects and processes: set up biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, the behavior of animals, seasonal changes in nature; to consider on ready micropreparations to describe biological objects;

1. recognize and describe: on the tables the main parts and organelles of cells, organs and systems of human organs; on living objects and tables organs flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and animals of the area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
2. identify the variability of organisms, adaptations of organisms to the environment, types of interaction of different species in the ecosystem;
3. compare biological objects (cells, tissues, organs and organ systems, organisms, representatives of certain systematic groups) and draw conclusions based on the comparison;
4. determine the belonging of biological objects to a certain systematic group (classification);
5. analyze and evaluate the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one's own actions on living organisms and ecosystems;
6. conduct an independent search for biological information: find in the text of the textbook the distinctive features of the main systematic groups; in biological dictionaries and reference books the meaning of biological terms; in various sources the necessary information about living organisms (including using information technology).

Use acquired knowledge and skillsin practical activities and everyday life for:

Compliance with preventive measures against diseases caused by plants, animals, bacteria, fungi and viruses; traumatism, stress, HIV infection, bad habits (smoking, alcoholism, drug addiction); violations of posture, vision, hearing, infectious and colds;

First aid in case of poisoning with poisonous mushrooms, plants, animal bites; at colds, burns, frostbite, injuries, rescue of a drowning person;

Rational organization of work and rest, compliance with the rules of behavior in the environment;

Growing and propagating cultivated plants and domestic animals, caring for them;

Conducting observations of the state of one's own body.

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

Explanatory note

Working programm developed in accordance with the following documents.

• Law of the Russian Federation “On Education” N 309-FZ of December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO of December 19, 2005 (Article No. 9).
• Federal component of the State standard of basic general education (Collection normative documents. Biology / Comp. E.D. Dneprov, A.G. Arkadiev.- M.: Bustard, 2006).
• The concept of modernization of Russian education for the period up to 2010 (Decree of the Government of the Russian Federation No. 1756-r of December 29, 2001).
• Exemplary program in biology of basic general education
• The program of the team of authors led by I.N. Ponomareva (Biology in elementary school. Programs. - M .: Ventana-Graf, 2005).
• Federal basic curriculum (Order of the Ministry of Defense of the Russian Federation No. 1312 dated March 9, 2004)
• Regional basic curriculum for educational institutions implementing general education programs (Order of the Committee on Education of the Murmansk Region No. 811 of 06/30/2006).

The program provides for the implementation of textbooks recommended for use in the educational process in 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 13.12.07 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: Man. 8th grade. - M.: Ventana-Graf, 2004.

I.N. Ponomareva, O.A. Kornilov. Fundamentals of General Biology. Grade 9 - M.: Ventana-Graf, 2007.

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

I.N. Ponomarev. 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. Kozlov. Workbook. Grade 9 - M.: Ventana-Graf, 2009.

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

The assimilation of the program is designed for 272 hours : Grade 6 - 68 hours (2 hours per week), Grade 7 - 68 hours (2 hours per week), Grade 8 - 68 hours (2 hours per week), Grade 9 - 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 graduates of the basic school, provided for by the federal component of the State Standard for Basic General Education

Program objectives.

• learning
about living nature and its inherent laws; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of cognition of living nature.
• mastery of skills
apply biological knowledge to explain the processes and phenomena of wildlife, the vital activity of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments.
• development of cognitive interests, intellectual and creative abilities
in the process of observing living organisms, biological experiments, working with various sources of information.
• upbringing
a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior V nature.
• use of acquired knowledge and skills in everyday life
for caring for plants, domestic animals, caring for one's own health, providing first aid to oneself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, the prevention of diseases, injuries and stress, bad habits, HIV infection.

The achievement of goals and objectives is facilitated by the features of the biology program at the primary school, developed by the team of authors, ed. I.N. Ponomareva:

• an increase in the volume of ecological content due to some reduction in the anatomical and morphological material;
• increased attention to biological diversity as an exceptional value of the organic world; to the study of wildlife in Russia and careful attitude To her;
• increased attention to the ideas of the evolution of the organic world, about the relationships and dependencies in the structure and life of biological systems at different levels of organization; to ideas about the sustainable development of nature and society;
• expansion of the list practical work and excursions into nature, with a focus on active and independent knowledge of natural phenomena and developing practical and creative skills in students.

This work program has a number of features, related to the conditions of implementation. In grade 6, the topics, Conditions for seed germination, and, The meaning of seeds, are combined. In grade 7, due to the 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 grade 7, these are the topics: “Class Reptiles, or Reptiles” (4 + 1), “Class Birds” (6 + 2), “Class Mammals, or Animals” (8 + 3). Topic, Development of the animal world on Earth, reduced from 4 to 3 hours, because the material is considered in high school.

In the 9th grade, due to the reduction by 1 hour of the topic, Ontogeny, (5-1) / the 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. Reduced time to study the topic, The Doctrine of Evolution, (11-2), 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 doctrine of heredity and variability, 13 hours (11 + 2) / an increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; emerging difficulties in the design and solution of problems/; , Conclusion, 2 hours (1 + 1), because one hour is not enough to summarize, repeat, consolidate and control the whole course, Fundamentals general biology,

The time for summing up the results for 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 on the generalization of knowledge is carried out. In lesson planning, they are noted before studying the next topic. There are 3 in the 6th grade; in the 7th grade - 3; in the 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. Volumetric work, saturated with multi-level tasks, is given 35-45 minutes. In the 6th grade there are 4 such works; in the 7th grade - 5; in the 8th grade - 3; in grade 9 - 4. They are held in a separate lesson and are displayed in lesson planning.

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

The practical part provides for laboratory work, practical work, excursions.

To implement this curriculum, the following methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The prevailing methods of control of knowledge and skills are practical work, seminars, multi-level tests, testing, 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 should 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 fungi of your region;

• explain:
the role of biology in the formation of a modern natural-science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life and their own activities; the relationship of organisms and the environment; biological diversity in the conservation of the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; the relationship between man and the environment; dependence of one's own health on the state of the environment; causes of heredity and variability, manifestations of hereditary diseases, immunity in humans; the role of hormones and vitamins in the body;
• study biological objects and processes:
set up biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, the behavior of animals, seasonal changes in nature; consider on ready-made micropreparations and describe biological objects;
• recognize and describe
on the tables the main parts and organelles of cells, organs and systems of human organs; on living objects and tables, organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and animals of the area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
• reveal
variability of organisms, adaptations of organisms to the environment, types of interaction of different species in an ecosystem;
• compare
biological objects (cells, tissues, organs and organ systems, organisms, representatives of certain systematic groups) and draw conclusions;
• define
belonging of biological objects to a certain systematic group (classification);
• analyze and evaluate
the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one's own actions on living organisms and ecosystems;
• conduct an independent search for biological information: find in the text of the textbook the distinctive features of the main systematic groups; in biological dictionaries and reference books the meaning of biological terms; in various sources, the necessary information about living organisms (including using IT);
• use the acquired knowledge and skills in practical activities and everyday life to:

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 violations of posture, vision, hearing; infectious and catarrhal diseases;

first aid in case of poisoning with poisonous mushrooms, plants, animal bites; with colds, burns, frostbite, injuries, rescue of a drowning person;

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

growing, breeding and caring for cultivated plants and pets;

monitoring the state of one's own body.

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

Explanatory note

General characteristics of the program

An exemplary 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, continuity with exemplary programs of primary general education is observed.

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

An exemplary program is a guideline for compiling work and author's programs, it determines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of a variable component of the content of education. The authors of curricula and textbooks can offer their own approach to the part of structuring educational material, determining the sequence of its study, expanding the volume (detailing) of the 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 exemplary program can be used in educational institutions different profiles and different specializations.

The sample program includes four sections: 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; exemplary thematic planning with the definition of the main types of educational activities of schoolchildren; recommendations for equipping the educational process.

The exemplary program for the basic school provides for the development of all the main activities of students presented in the programs for primary general education. However, the content of the exemplary programs for the basic school has features due, firstly, to the subject content of the system of general secondary education; secondly, the psychological and age characteristics of the trainees.

Each academic subject or set of academic subjects is a reflection of scientific knowledge about the relevant area of ​​the surrounding reality. Therefore, if in primary school learning activity is put forward in the first place, associated with the formation of the ability to learn, adapt in a team, learn to read, write and count, then in the main school students master the elements of scientific knowledge and learning activities that underlie the formation of cognitive, communicative, value-oriented, aesthetic , technical and technological, physical culture, formed in the process of studying the totality 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, cognitive activity plays a leading role, and, accordingly, cognitive educational actions; in the subjects of the communicative cycle - communicative activity and the corresponding learning activities, etc.

In this regard, in the exemplary programs for the basic school in different curricula, different types of activities prevail at the level of goals, requirements for learning outcomes and the main activities of the student.

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 takes place, educational activity acquires the features of self-development and self-education activities, students begin to master theoretical, formal, reflective thinking. At the forefront of adolescents is the formation of universal educational activities that ensure the formation of civic identity, communicative, cognitive, productive personality traits. At the stage of basic general secondary education, students are included in the project and research activities, which is based on such learning activities as the ability to see problems, ask questions, classify, observe, conduct an experiment, draw conclusions and conclusions, explain, prove, defend one's ideas, define concepts. This also includes techniques similar to the definition of concepts: description, characterization, explanation, comparison, distinction, classification, observation, skills and abilities to conduct an experiment, the ability to draw conclusions and conclusions, structure the 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 an approximate thematic planning subject goals and planned learning outcomes are concretized to the level of learning activities that students master in the process of mastering the subject content. At the same time, a certain type of activity (cognitive, communicative, etc.) remains the leading one for each academic subject. In subjects where cognitive activity plays a leading role (physics, chemistry, biology, etc.), the main types of student learning activities at the level of learning activities include the ability to characterize, explain, classify, master the methods of scientific knowledge, etc.; in subjects where the leading role belongs to communicative activity (Russian and foreign languages), other species predominate learning activities, such as the ability to fully and accurately express one's thoughts, argue one's point of view, work in a group, present and communicate orally and writing, enter into a dialogue, etc.

Thus, in the exemplary program, goal-setting of subject courses is indicated 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 learning activities.

The activities of an educational institution of general education in teaching biology should be aimed at achieving the following personal results:

1. 
   knowledge of the basic principles and rules of attitude to wildlife, the basics of a healthy lifestyle and health-saving technologies;
2. 
   implementation of healthy lifestyle guidelines;

Metasubject outcomes mastering by graduates of the basic school of the program in biology are:

1) mastering the components of research and project activities, including the ability to see the problem, raise questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure the material, explain, prove, defend one's 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 the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them;

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

Substantive results mastering by graduates of the basic school of the program in biology are:

1. In the cognitive (intellectual) sphere:

• 
  identification of essential features of biological objects (distinguishing 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 vital activity of the organism; the circulation of substances and the transformation of energy in ecosystems);
• 
  bringing evidence (argumentation) of human kinship with mammals; the relationship between man 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, impaired posture, vision, hearing, infectious and colds;

Explanation of the role of biology in the practical activities of people; place and role of man in nature; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups): the role of various organisms in human life; the importance of biological diversity for the conservation of the biosphere;

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

Identification of the variability of organisms; adaptations of organisms to the environment; types of interaction of different species in the ecosystem; relationships between 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-oriented 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 activities in nature, the impact of risk factors on human health.

• 
  Knowledge and adherence to the rules of work in the biology classroom;
• 
  compliance with the rules for working with biological devices and instruments (dissecting needles, scalpels, magnifiers, microscopes).

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

5. In the aesthetic field:

Mastering the ability to evaluate objects of wildlife 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 wildlife. Methods for studying living organisms: observation, measurement, experiment. Cellular structure of organisms.

Rules for working in the biology room, with biological devices and tools.

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

Mushrooms. The variety of fungi, their role in nature and human life. Edible and poisonous. Providing first aid 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. Movement. Growth, development and reproduction. Variety 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. Major plant communities. The complication 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. Diversity (types, classes of chordates) of animals, their role in nature and human life. Farm and domestic animals. Prevention of diseases caused by animals. The complication of animals in the process of evolution. Adaptations to various habitats. Protection of rare and endangered animal species.

The device of magnifying devices and the rules for working with them.

Preparation of a micropreparation of the skin of onion scales.

Study of the organs of a flowering plant.

The study of the structure of a vertebrate.

Movement of water and minerals in a plant.

The study of the structure of seeds of monocotyledonous and dicotyledonous plants.

The study of the structure of algae.

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

The study of the structure of the fern (horsetail).

The study of the structure of angiosperms.

Study of the structure of fungi.

Vegetative propagation of indoor plants.

The study of unicellular animals.

The study of the external structure earthworm, observation of its movement and reactions to irritations.

The study of the structure of mollusks on wet preparations.

The study of the diversity of arthropods in collections.

The study of the structure of fish.

The study of the structure of birds.

The study of the structure of a chicken egg.

The 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 human environment. 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. Injury prevention. Meaning exercise and culture of work 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 value of its constancy. circulatory and lymphatic systems. Blood. Blood groups. Lymph. Blood transfusion. Immunity. Antibodies. Allergic reactions. Preventive vaccinations. Therapeutic serums. Structure and function of the heart. Blood pressure and pulse. First aid for bleeding.

Breath. Respiratory system. The structure of the respiratory system. Breathing regulation. 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. 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.

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

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

Reproduction and development. Sex glands and sex cells. Puberty. Sexually transmitted infections and their prevention. HIV infection and its prevention. hereditary diseases. Medical genetic counseling. Fertilization, intrauterine development. Pregnancy. Harmful influence on development of an organism of smoking, alcohol, drugs. Childbirth. development after birth.

Sense organs. The structure and functions of the organs of vision and hearing. Violations of vision and hearing, their prevention. vestibular apparatus. Muscular and skin feeling. 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. Violations of the nervous and endocrine systems and their prevention.

Behavior and the human psyche. Unconditioned reflexes and instincts. Conditioned reflexes. Features of human behavior. Speech. Thinking. Attention. Memory. Emotions and feelings. Dream. Temperament and character. Ability 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. Influence of physical exercises on organs and organ systems. Risk factors: stress, physical inactivity, overwork, hypothermia. Bad and good habits, their impact on health.

Laboratory and practical work\ Structure of cells and tissues.

Structure and function of the spinal cord and brain.

Definition of harmony of physical development. Identification of violations of posture and the presence of flat feet.

Microscopic structure of human and frog blood.

Pulse count in different conditions and measurement of blood pressure.

Breathing movements. Measurement of lung capacity.

The structure and function of the organ of vision.

Excursion

Human Origins.

General biological patterns

hallmarks 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. variety of cells.

Metabolism and energy conversion are a sign 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. A species is the basic systematic unit. Species signs. C. Darwin - the founder of the doctrine of evolution. Driving types of evolution: hereditary variability, struggle for existence, natural selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment.

The relationship of organisms and the environment. Environment is a source of substances, energy and information. Influence of ecological factors on organisms. Ecosystem organization of wildlife. Ecosystem. Interactions of different species in an ecosystem (competition, predation, symbiosis, parasitism). Food connections in an ecosystem. Cycle of matter and energy transformation. The biosphere is a global ecosystem. VI Vernadsky - the founder of the doctrine of the biosphere. The 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

The study of cells and tissues of plants and animals on ready-made micropreparations and their description.

Revealing the variability of organisms.

Identification of adaptations in organisms to the environment (on specific examples).

Excursion

The study and description of the ecosystem of their area.

Sample Thematic Planning

Option I

Explanatory note

Document status

The exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and the recommended sequence for studying topics and sections of the subject, taking into account inter-subject and intra-subject connections, the logic of the educational process, and age characteristics of students.

The sample program performs two main functions:

Information and methodological the function allows all participants in the educational process to get an idea of ​​​​the goals, content, general strategy for teaching, educating and developing students by means of a given subject.

Organizational planning the function provides for the allocation of stages of training, structuring of educational material, determination of its quantitative and qualitative characteristics at each of the stages, including for the content of the intermediate certification of students.

The exemplary program is a guideline for compiling author's curricula and textbooks. The exemplary program defines the invariant (mandatory) part of the training course, outside of which there remains the possibility of the author's choice of the variable component of the content of education. At the same time, the authors of curricula and textbooks can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, an exemplary program contributes to the preservation of a single educational space, without restricting the creative initiative of teachers, and provides ample opportunities for implementing various approaches to building a curriculum. Created on its basis copyright learning programs and textbooks must comply with strict continuity with the federal component of the state standard for basic general education and the federal basic curriculum for educational institutions of the Russian Federation.

Document structure

The exemplary program includes three sections: an explanatory note; the main content indicating the approximate number of hours allocated for the study of each block, the minimum list of laboratory and practical work, excursions; requirements for the level of training of graduates. Most of the laboratory and practical work presented in the sample program are fragments of lessons that do not require additional study hours for them. The sample program contains a list of demonstrations that can be conducted using various teaching aids, taking into account the specifics of the educational institution, its material base, including tables, natural objects, models, dummies, collections, videos, etc.

General characteristics of the subject

The biology course at the level of basic general education is aimed at shaping students' ideas about the distinctive features of wildlife, its diversity and evolution, and man as a biosocial being. The selection of content was carried out taking into account a culturally appropriate approach, according to which students must master the basic knowledge and skills that are important for the formation of a common culture, the preservation of the environment and their own health, which are in demand in everyday life and practical activities. The basis for structuring the content of the course of biology is the leading system-forming ideas - the distinctive features of wildlife, its diversity and evolution, in accordance with which blocks of content are distinguished: Signs of living organisms; System, diversity and evolution of living nature; Man and his health; The relationship of organisms and the environment. The basis for studying the course of biology is ecological-evolutionary and functional approaches, according to which the emphasis in the study of the diversity of organisms is transferred from considering the structural features of individual representatives to revealing the processes of their life and complication in the course of evolution, adaptability to the environment, role in ecosystems. In the content of the section "Man and his health" special attention is paid to the social nature of man, his role in the environment.

The exemplary program provides for a reserve of free study time (33 hours at the level of basic general education) for wider use, along with the traditional lesson, of various forms of organizing the educational process, conducting laboratory and practical work, and introducing modern pedagogical technologies.

Goals

The study of biology at the level of basic general education is aimed at achieving the following goals:

• 
  learning about living nature and its inherent laws; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of knowledge of living nature;
• 
  mastery of skills apply biological knowledge to explain the processes and phenomena of wildlife, the vital activity of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments;
• 
  development of cognitive interests, intellectual and creative abilities in the process of observing living organisms, biological experiments, working with various sources of information;
• 
  upbringing a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior in nature;
• 
  use of acquired knowledge and skills in everyday life for caring for plants, domestic animals, caring for one's own health, providing first aid to oneself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, the prevention of diseases, injuries and stress, bad habits, HIV infection.

The place of the subject in the basic curriculum

The exemplary program was developed on the basis of the federal basic curriculum for educational institutions of the Russian Federation, in accordance with which 245 hours are allocated for the study of a biology course at the level of basic general education, including 35 hours in the 6th grade (1 hour per week), 7-9 classes - 70 hours (2 hours per week). It is advisable to study the system, diversity and evolution of wildlife on the basis of a local history approach using the most typical representatives of plants, animals, and fungi of a particular region. For the study of local flora and fauna, including cultivated plants, domestic and farm animals, fungi, it is recommended to use 35 hours of study time from the regional component.

General educational skills, skills and methods of activity

The exemplary program provides for the formation of students' general educational skills and abilities, universal methods of activity and key competencies. In this direction, the priorities for the subject "Biology" at the level of basic general education are: object recognition, comparison, classification, analysis, evaluation.

Learning Outcomes

The results of studying the course "Biology" are given in the section "Requirements for the level of training of graduates", which fully complies with the standard. The requirements are aimed at the implementation of activity-oriented, practice-oriented and personality-oriented approaches: the development of intellectual and practical activities by students; mastering the knowledge and skills that are in demand in everyday life, allowing you to navigate in the world around you, significant for preserving the environment and your own health.

The “To be able” heading includes requirements based on more complex activities, including creative ones: explain, study, recognize and describe, identify, compare, define, analyze and evaluate, conduct an independent search for biological information.

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

Main content (245 hours)

Biology as a science. Biology methods (3 hour)

Biology is the science of living nature. The role of biology in the practical activities of people.

Methods for studying living objects. Biological experiment. Observation, description and measurement of biological objects.

Rules for working in a biological laboratory. Compliance with the rules of behavior in the environment as the basis for the safety of one's own life, respect for biological objects, and their protection.

Demos:

The results of experiments illustrating the role of light in plant life.

The results of experiments illustrating the presence of mineral and organic substances in the composition of plants.

Monitoring the growth and development of plants and animals.

Observation of seasonal changes in the life of plants and animals.

Experiments on the study of soil composition.

Organic world system(25 hours)

The system of the organic world. Classification of organisms. The main systematic categories: kingdom, type (department), class, detachment (order), family, genus, species, their subordination 1 .

Plant kingdom. The structure of the plant organism on the example of angiosperms: cells, tissues, organs. The vital activity of plants: nutrition (mineral and air-photosynthesis), respiration, pollination, reproduction, growth, development, irritability. A plant is a whole organism. The role of plants in nature, human life and their own activities. The most important agricultural crops. Measures for the prevention of diseases caused by plants. Plant protection.

The kingdom of bacteria, features of the structure and life. Bacteria - causative agents of diseases of plants, animals, humans. Prevention of diseases caused by bacteria. The use of bacteria in biotechnology. Significance of the works of R. Koch and L. Pasteur.

Viruses are non-cellular forms. Measures to prevent diseases caused by viruses.

Demos:

Classification of organisms

The structure of a plant cell

Tissues, organs of a plant organism (on the example of angiosperms)

The structure and diversity of bacteria

The structure of the cap mushroom

Variety of mushrooms

Tissues, organs, organ systems of the animal body (on the example of a mammal)

Animals - pathogens and carriers of diseases

The structure of the virus

Laboratory and practical work

Study of the organs of a flowering plant

Revealing the role of light and water in plant life

Propagation of indoor plants

The study of the structure of mold fungi

Recognition of edible and poisonous mushrooms

The study of the external structure of a mammal

The study of the internal structure of a mammal

Animal Behavior Observation

Diversity and evolution of wildlife(62 hours)

The doctrine of the evolution of the organic world. C. Darwin - the founder of the doctrine of evolution. Driving forces of evolution: hereditary variability, struggle for existence, natural selection. artificial selection. The results of evolution: the diversity of species, the adaptability of organisms to the environment.

Complication of plants in the process of evolution: algae, mosses, ferns, horsetails, club mosses, gymnosperms, angiosperms. The main features of the main departments. Classes and families of angiosperms (2 families of monocots and 3 families of dicots). The diversity of plant species is the basis of biosphere stability, the result of evolution. Conservation of biological diversity of plants. Agricultural plants.

The diversity of animals is the result of evolution. Unicellular and multicellular animals. Invertebrates: Coelenterates, Worms, Mollusks, Arthropods. The complication of animals in the process of evolution on the example of vertebrates: Fish, Amphibians, Reptiles, Birds, Mammals. Preservation of the biological diversity of animals as the basis for the sustainability of the biosphere. Farm animals.

Demonstrations :

Variety of species

Adaptations in organisms to the environment

Plants of different divisions, families, species

unicellular animals

The external and internal structure of the intestinal

The structure and diversity of worms

The structure and diversity of molluscs

The structure and diversity of arthropods

The structure and diversity of fish

The structure and diversity of amphibians

The structure and diversity of reptiles

The structure and diversity of birds

The structure and diversity of mammals

Laboratory and practical work

The study of the external structure of algae

The study of the external structure of mosses

The study of the external structure of the fern

The study of the structure and diversity of angiosperms

The study of the external structure and diversity of arthropods

Identification of the features of the external structure of fish in connection with the way of life

Identification of the features of the external structure of the frog in connection with the lifestyle

Identification of the features of the external structure of birds in connection with the way of life

Recognition of plants of different departments

Recognition of the most common plants in your area

Recognition of the most important crops

Determination of belonging of plants to a certain systematic group using reference books and determinants (classification)

Determination of belonging of animals to a certain systematic group using reference books and determinants (classification)

Identification of adaptations in plants to the environment

Identification of adaptations in animals to the environment

Recognition of animals of different types

Pet Recognition

Signs of living organisms (34 hour)

Signs of living organisms, their manifestation in plants, animals, fungi and bacteria: cellular structure, chemical composition, metabolism and energy conversion, growth, development, reproduction, movement, irritability, adaptability to the environment.

The cellular structure of organisms as evidence of their relationship, the unity of living nature. Cell structure. Cells of plants, fungi, bacteria, animals. Genes and chromosomes. Cell division is the basis of reproduction, growth and development of organisms. Violations in the structure and functioning of cells are one of the causes of diseases in organisms.

Features of the chemical composition of living organisms. Inorganic and organic substances, their role in the body. Metabolism and energy conversion are a sign of living organisms. Nutrition. Differences in the way organisms feed. Breath. Transport of substances, removal of metabolic products from the body, coordination and regulation of functions, movement and support in plants and animals. Growth and development of organisms. Reproduction. Asexual and sexual reproduction. sex cells. Fertilization.

Heredity and variability are properties of organisms. Hereditary and non-hereditary variability. Genetics is the science of the laws of heredity and variability. Heredity and variability are the basis of artificial selection. Breed, variety. Application of knowledge about heredity and variability, artificial selection in the development of new breeds and varieties. Techniques for growing and breeding cultivated plants and domestic animals, caring for them.

Diversity of organization of living objects: cell, organism, species, ecosystem. Unicellular and multicellular organisms. Tissues, organs, organ systems, their interconnection as the basis of the integrity of a multicellular organism. Species signs. Ecosystem.

Demos:

Adaptations to the environment in organisms

Cells of plants, animals, fungi and bacteria

Chromosomes

cell division

Sexual and asexual reproduction

sex cells

Fertilization

Variation in organisms

Breed, variety

Unicellular and multicellular organisms

Species features

Ecosystem

Laboratory and practical work

Study of plant cells and tissues on ready-made micropreparations and their description

Study of animal cells and tissues on ready-made micropreparations and their description

Study of bacterial cells

Preparing micropreparations of plant cells and examining them under a microscope

Comparison of the cell structure of plants, animals, fungi and bacteria

Organ recognition in plants

Recognition of organs and organ systems in animals

Revealing variability in organisms

Relationships between organisms and the environment(28 hours)

Ecology is the science of the relationships between organisms and the environment. Environment is a source of substances, energy and information. Environmental factors: abiotic, biotic, anthropogenic, their impact on organisms. Adaptations of organisms to various environmental factors.

Ecosystem organization of wildlife. Ecosystems. Ecosystem structure. Food connections in an ecosystem.

Cycle of matter and energy transformation in the ecosystem. The role of producers, consumers and destroyers of organic substances in ecosystems and the cycle of substances in nature.

Agroecosystems. Features of agroecosystems.

The biosphere is a global ecosystem. IN AND. Vernadsky is the founder of the doctrine of the biosphere. The boundaries of the biosphere. Distribution and role of living matter in the biosphere. The role of man in the biosphere.

Environmental problems, their impact on one's own life, the lives of other people: the greenhouse effect, acid rain, desertification, deforestation, the appearance of "Ozone holes", environmental pollution.

The consequences of human activities in ecosystems, the impact of their own actions on living organisms and ecosystems.

Demos:

Environmental factors

Ecosystem structure

Food chains and webs

The cycle of substances and the transformation of energy in the ecosystem

Agroecosystem

The boundaries of the biosphere

Laboratory and practical work

Observations of seasonal changes in wildlife

Drawing up schemes for the transfer of substances and energy (food chains)

Identification of adaptations in organisms to the environment (on specific examples)

Identification of types of interaction of different species in a particular ecosystem

Study and description of the ecosystem of your area

Analysis and assessment of the consequences of human activities in ecosystems, their own actions on living organisms and ecosystems

MAN AND HIS HEALTH ( 60h )

The value of knowledge about the structure and life of the human body for self-knowledge and maintaining health. Human sciences: anatomy, physiology, hygiene, medicine, psychology. Methods of studying the human body, their significance and use in one's own life.

The place and role of man in the system of the organic world, its similarities with animals and its difference from them.

The structure and processes of life of the human body.

Neuro-humoral regulation of vital processes of the organism. Nervous system. Departments of the nervous system: central and peripheral. The reflex nature of the activity of the nervous system. Spinal cord, structure and functions. The brain, structure and functions. Somatic and autonomic nervous system. Violations of the nervous system and their prevention. Endocrine system. Glands of external and internal secretion, their structure and functions. Hormones. regulation of glandular activity. Interaction of nervous and humoral regulation.

Nutrition. Research by I.P. Pavlova in the field of digestion. Food as the biological basis of life. Foods and nutrients: proteins, fats, carbohydrates, minerals, water, vitamins. Digestion. Structure and functions of the digestive system. Digestive glands. The role of enzymes in digestion. Prevention of food poisoning, intestinal infections, hepatitis.

Breath. The respiratory system and its role in metabolism. Mechanism of inhalation and exhalation. Respiratory diseases and their prevention. Prevention of the spread of infectious diseases and compliance with preventive measures to protect your own body. Air purity as a health factor. First aid techniques for carbon monoxide poisoning, rescuing a drowning person.

The internal environment of the body: blood, lymph, tissue fluid. The value of the constancy of the internal environment of the body.

Blood, its functions. Blood cells. blood plasma. Blood clotting. Blood groups. Blood transfusion. Lymph. tissue fluid.

Immunity. The human immune system. Factors affecting immunity. The significance of the work of L. Pasteur and I. I. Mechnikov in the field of immunity. Vaccination.

Transport of substances. Circulatory system. Importance of blood circulation. Heart and blood vessels. Cardiovascular diseases, causes and prevention. Arterial and venous bleeding. First aid for bleeding. Lymphatic system. Importance of lymph circulation. Relationship between the circulatory and lymphatic systems.

Metabolism and energy conversion as a necessary condition for the vital activity of the organism. Plastic and energy metabolism. Metabolism and role of proteins, carbohydrates, fats. Water-salt exchange. Vitamins, their role in the body, content in food. The daily requirement of the body for vitamins. Manifestations of avitaminosis and measures for their prevention.

Selection. Urogenital system. Genitourinary infections, measures to prevent them to maintain health.

Reproduction and development. Inheritance of traits in humans. Hereditary diseases, their causes and prevention. The role of genetic knowledge in family planning. Reproductive health care. Sexually transmitted infections and their prevention. HIV infection and its prevention.

support and movement. The structure and functions of the musculoskeletal system. Injury prevention. Techniques for providing first aid to yourself and others in case of injuries of the musculoskeletal system. Prevention of flat feet and curvature of the spine. Signs of good posture.

Body covers. Skin, hair, nail care. Techniques for providing first aid to yourself and others in case of injuries, burns, frostbite and their prevention.

Sense organs, their role in human life. Analyzers. Visual and hearing disorders and their prevention.

Psychology and human behavior. Higher nervous activity. Research by I.M. Sechenov, I.P. Pavlov, A.A. Ukhtomsky, P.K. Anokhin in the creation of the doctrine of higher nervous activity. Unconditioned and conditioned reflexes, their biological significance.

Biological nature and social essence of man. cognitive activity of the brain. Human consciousness. Memory, emotions, speech, thinking. Features of the human psyche: the meaningfulness of perception, verbal and logical thinking, the ability to accumulate and transfer information from generation to generation.

The value of intellectual, creative and aesthetic needs. Goals and motives of activity. Individual personality traits: abilities, temperament, character. The role of training and education in the development of the psyche and human behavior. Rational organization of work and rest. Sleep and wakefulness. The meaning of sleep.

A culture of attitude towards one's own health and the health of others. Compliance with sanitary and hygienic standards and rules of a healthy lifestyle. Health promotion: physical activity, hardening, auto-training, rational nutrition. Risk factors: stress, physical inactivity, hypothermia, overwork. Bad and good habits, their impact on health.

Man and environment. Social and natural environment, human adaptation to it. The value of the environment as a source of matter and energy. The dependence of human health on the state of the environment. Compliance with the rules of behavior in the environment, in dangerous and emergency situations as the basis for the safety of one's own life.

Demos:

Similarities between humans and animals

The structure and diversity of human cells

human body tissues

Organs and organ systems of the human body

Nervous system

Glands of external and internal secretion

Digestive system

Respiratory system

Mechanism of inhalation and exhalation

First aid for carbon monoxide poisoning, rescue

drowning

Composition of the blood

Blood types

Circulatory system

First aid for bleeding

lymphatic system

genitourinary system

The structure of the musculoskeletal system

First aid techniques for injuries of the musculoskeletal system

Skin structure

First aid for injuries, burns, frostbite

Analyzers

Laboratory and practical work

The study of the microscopic structure of tissues

The study of the microscopic structure of blood (micropreparations

Human and frog blood)

Measuring the weight and height of your body

Recognition on tables of organs and systems of human organs

The study of the structure of the human brain (by dummies)

Determination of the norms of rational nutrition

Identification of the influence of static and dynamic work on muscle fatigue

Pulse count at rest and during exercise

Determination of the respiratory rate

Blood pressure measurement

The study of techniques for stopping capillary, arterial and venous bleeding

Study of the action of gastric juice on proteins, the action of saliva on starch

Examining the appearance of individual bones

Study of pupil size change

Analysis and assessment of the impact of environmental factors, risk factors on health

Exemplary topics of excursions

Variety of plants in the area

Seasonal phenomena in nature

Methods of plant propagation, distribution of fruits and seeds

The diversity of animals in their area, their role in nature and human life

The ecosystem of your area (forest, meadow, pond).

The agro-ecosystem of its area (park, garden, square, field, pond).

Evolution of the organic world (paleontological museum).

Standby time - 33 hours

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

Explanatory note

Working programm developed in accordance with the following documents.

• Law of the Russian Federation “On Education” N 309-FZ of December 1, 2007 (Article No. 7), Law of the Murmansk Region “On Education” No. 707-01-ZMO of December 19, 2005 (Article No. 9).
• The federal component of the State standard of basic general education (Collection of regulatory documents. Biology / Compiled by E.D. Dneprov, A.G. Arkadiev. - M .: Bustard, 2006).
• The concept of modernization of Russian education for the period up to 2010 (Decree of the Government of the Russian Federation No. 1756-r of December 29, 2001).
• Exemplary program in biology of basic general education
• The program of the team of authors led by I.N. Ponomareva (Biology in elementary school. Programs. - M .: Ventana-Graf, 2005).
• Federal basic curriculum (Order of the Ministry of Defense of the Russian Federation No. 1312 dated March 9, 2004)
• Regional basic curriculum for educational institutions implementing general education programs (Order of the Committee on Education of the Murmansk Region No. 811 of 06/30/2006).

The program provides for the implementation of textbooks recommended for use in the educational process in 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 13.12.07 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: Man. 8th grade. - M.: Ventana-Graf, 2004.

I.N. Ponomareva, O.A. Kornilov. Fundamentals of General Biology. Grade 9 - M.: Ventana-Graf, 2007.

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

I.N. Ponomarev. 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. Kozlov. Workbook. Grade 9 - M.: Ventana-Graf, 2009.

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

The assimilation of the program is designed for 272 hours : Grade 6 - 68 hours (2 hours per week), Grade 7 - 68 hours (2 hours per week), Grade 8 - 68 hours (2 hours per week), Grade 9 - 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 graduates of the basic school, provided for by the federal component of the State Standard for Basic General Education

Program objectives.

• learning
about living nature and its inherent laws; structure, life activity and environment-forming role of living organisms; man as a biosocial being; about the role of biological science in the practical activities of people; methods of cognition of living nature.
• mastery of skills
apply biological knowledge to explain the processes and phenomena of wildlife, the vital activity of one's own organism; use information about modern achievements in the field of biology and ecology, about health and risk factors; work with biological devices, tools, reference books; conduct observations of biological objects and the state of one's own organism, biological experiments.
• development of cognitive interests, intellectual and creative abilities
in the process of observing living organisms, biological experiments, working with various sources of information.
• upbringing
a positive value attitude towards wildlife, one's own health and the health of other people; culture of behavior V nature.
• use of acquired knowledge and skills in everyday life
for caring for plants, domestic animals, caring for one's own health, providing first aid to oneself and others; assessment of the consequences of their activities in relation to the natural environment, their own body, the health of other people; to comply with the rules of behavior in the environment, the norms of a healthy lifestyle, the prevention of diseases, injuries and stress, bad habits, HIV infection.

The achievement of goals and objectives is facilitated by the features of the biology program at the primary school, developed by the team of authors, ed. I.N. Ponomareva:

• an increase in the volume of ecological content due to some reduction in the anatomical and morphological material;
• increased attention to biological diversity as an exceptional value of the organic world; to the study of the living nature of Russia and a careful attitude towards it;
• increased attention to the ideas of the evolution of the organic world, about the relationships and dependencies in the structure and life of biological systems at different levels of organization; to ideas about the sustainable development of 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 grade 7, due to the 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 grade 7, these are the topics: “Class Reptiles, or Reptiles” (4 + 1), “Class Birds” (6 + 2), “Class Mammals, or Animals” (8 + 3). Topic, Development of the animal world on Earth, reduced from 4 to 3 hours, because the material is considered in high school.

In the 9th grade, due to the reduction by 1 hour of the topic, Ontogeny, (5-1) / the 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. Reduced time to study the topic, The Doctrine of Evolution, (11-2), 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 doctrine of heredity and variability, 13 hours (11 + 2) / an increase in hours is associated with a topic unfamiliar to students; voluminous conceptual apparatus; emerging difficulties in the design and solution of problems/; , Conclusion, 2 hours (1 + 1), because one hour is not enough to generalize, repeat, consolidate and control the whole course, Fundamentals of General Biology,

The time for summing up the results for 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 on the generalization of knowledge is carried out. In lesson planning, they are noted before studying the next topic. There are 3 in the 6th grade; in the 7th grade - 3; in the 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. Volumetric work, saturated with multi-level tasks, is given 35-45 minutes. In the 6th grade there are 4 such works; in the 7th grade - 5; in the 8th grade - 3; in grade 9 - 4. They are held in a separate lesson and are displayed in lesson planning.

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

The practical part provides for laboratory work, practical work, excursions.

To implement this curriculum, the following methods : verbal, visual, practical, explanatory and illustrative, reproductive, partially search. The prevailing methods of control of knowledge and skills are practical work, seminars, multi-level tests, testing, 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 should 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 fungi of your region;

• explain:
the role of biology in the formation of a modern natural-science picture of the world, in the practical activities of people and the student himself; kinship, common origin and evolution of plants and animals (on the example of comparing individual groups); the role of various organisms in human life and their own activities; the relationship of organisms and the environment; biological diversity in the conservation of the biosphere; the need to protect the environment; the relationship of man with mammals, the place and role of man in nature; the relationship between man and the environment; dependence of one's own health on the state of the environment; causes of heredity and variability, manifestations of hereditary diseases, immunity in humans; the role of hormones and vitamins in the body;
• study biological objects and processes:
set up biological experiments, describe and explain the results of experiments; observe the growth and development of plants and animals, the behavior of animals, seasonal changes in nature; consider on ready-made micropreparations and describe biological objects;
• recognize and describe
on the tables the main parts and organelles of cells, organs and systems of human organs; on living objects and tables, organs of a flowering plant, organs and systems of organs of animals, plants of different departments, animals of certain types and classes; the most common plants and animals of the area, cultivated plants and domestic animals, edible and poisonous mushrooms, plants and animals dangerous to humans;
• reveal
variability of organisms, adaptations of organisms to the environment, types of interaction of different species in an ecosystem;
• compare
biological objects (cells, tissues, organs and organ systems, organisms, representatives of certain systematic groups) and draw conclusions;
• define
belonging of biological objects to a certain systematic group (classification);
• analyze and evaluate
the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one's own actions on living organisms and ecosystems;
• conduct an independent search for biological information: find in the text of the textbook the distinctive features of the main systematic groups; in biological dictionaries and reference books the meaning of biological terms; in various sources, the necessary information about living organisms (including using IT);
• use the acquired knowledge and skills in practical activities and everyday life to:

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 violations of posture, vision, hearing; infectious and catarrhal diseases;

first aid in case of poisoning with poisonous mushrooms, plants, animal bites; with colds, burns, frostbite, injuries, rescue of a drowning person;

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

cultivation, reproduction and care of cultivated plants and domestic animals;

monitoring the state of one's own body.

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