Biology in the summer. Summer creative work for students in biology. I. Production of educational visual aids

Biology belongs to the natural sciences. The main methods of learning the laws of life are observation and experiment. Mastering these methods has not only scientific, educational, but also developmental and educational significance.

K.A. Timiryazev wrote: “... people who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not undergone such schooling.”

In teaching biology, developed various forms experimental- research work students. This is a demonstration experiment, laboratory and practical work cameral nature, excursions, phenological observations, field practices, expeditions and summer assignments. Each form plays its role in the educational process, differing in the degree of individualization and complexity of organization, the scale of the work performed and the breadth of student involvement in active activities.

At our gymnasium, we offer summer creative assignments to students. Since 1995, as part of the long-term creative general gymnasium project “Summer Gymnasium”, they have been part of the system of extracurricular project and excursion-research activities of students and teachers of the gymnasium in biology, geography, ecology, history, physics, chemistry, computer science, mathematics, foreign languages together with teachers and students of higher education educational institutions cities of Shuya and Ivanovo.

Summer assignments are carried out during the most favorable period of the year, when all vital processes proceed intensively and noticeable changes occur in living nature. In summer, people's closeness to nature and the activity of communication with it are greatest.

The system of summer creative assignments we have developed for students in grades 5–10 includes preparatory, working and reporting stages. The topics of work cover the entire course of school biology.

Tasks offered different levels. Children can choose a task in accordance with their interests and capabilities. When completing the task, students receive methodological assistance:

– instruction cards have been compiled for different types of tasks;
– a selection of bioecological research methods has been accumulated,
– individual and group consultations are organized during the academic year and during the holidays.

Research activities of high school students in the summer are mainly related to environmental monitoring environment in areas of residence. Thus, they become participants in the collective research project “We and Our City.”

Similar work in the microdistrict of our gymnasium is aimed at drawing up an environmental passport of the unique territory of the center of Shuya in order to assign it the status of a natural monument in the future. This is a perennial environmental project, including field research, chemical tests, biological indication. The work is supervised by teachers of biology, geography, chemistry, the scientific supervisors of the project are teachers of the natural geography faculty of Shuya State Pedagogical University (SHPU).

Natural science excursions are conducted in three main areas: medical, agricultural and environmental.

Summer assignments for 10th grade natural science students are closely intertwined with their activities during creative practice at the Yasen summer specialized camp. Graduates of the physics and mathematics class are interested in developing topics on bionics, the technical implementation of the perfect principles of the structure and functioning of living systems:

– biomechanical models,
– live weather stations,
– biocommunication, dowsing and navigation,
– beauty and expediency in architecture, etc.

We consider the success of our students to be the most important result of our work. They become prize-winners and winners of city and regional Olympiads in biology and ecology; prize-winners of city competitions of student research works in the field of ecology and diploma winners of regional environmental conferences.

Graduates of the 9th and 11th grades annually defend research abstracts at the final certification. Our students present their research works and collective projects at the scientific conference of students of the Faculty of Natural Geography of ShSPU.

Topics of summer assignments for the course “Plants, bacteria, fungi, lichens”

1. General acquaintance with flowering plants

1.1. Organs flowering plant.
1.2. Annual and biennial plants.
1.3. Variety of trees.
1.4. Variety of shrubs.
1.5. Variety of shrubs.

2. Root

2.1. Types of root systems.
2.2. The influence of picking on the development of root systems.
2.3. The influence of fertilizers on plant growth and development.

3. Escape

4. Flower and fruit

4.1. Bisexual flowers with single and double perianth.
4.2. Dioecious flowers. Monoecious plants.
4.3. Dioecious flowers. Dioecious plants.
4.4. Types of inflorescences.
4.5. Variety of dry fruits.
4.6. Distribution of fruits and seeds by wind.

5. Plant ecology

5.1. Meadow plants.
5.2. Forest plants (mixed, pine, spruce).
5.3. Plants of dry habitats.
5.4. Aquatic and coastal plants.
5.5. Swamp plants.
5.6. Ephemeroids.

6. Classification of flowering plants

6.1. The structure of flowers of plants of various families.
6.2. Variety of plants of different families.

7. Agricultural plants

7.1. Phases of wheat development.
7.2. Variety of oilseeds.
7.3. Variety of fruit and berry crops.

8. Main plant divisions

8.1. Variety of algae.
8.2. Variety of bryophytes.
8.3. Variety of ferns.
8.4. Manifold gymnosperms.

9. “Bacteria. Mushrooms. Lichens"

II. Experimental work

Varietal study of field, vegetable, fruit and berry, ornamental plants.
Efficiency Study different ways vegetative propagation:

– potatoes with whole tubers, tops, eyes, sprouts;
– gooseberries by horizontal, arcuate, vertical layering;
– currants with woody and green cuttings;
– garlic with airy bulbs and cloves;
– peonies by dividing the bush, cuttings, layering.

Studying the influence on the growth, development, and productivity of plants of such agricultural practices as:

– various ways pre-treatment of planting material (warming, hardening, vernalization, chemical exposure, irradiation, etc.);
– sowing dates, hilling, irrigation, loosening;
– pinching, pinching, picking;
– changing the feeding area, using film shelters;
- usage different types fertilizers (organic, mineral, bacterial), their doses, methods of application, etc.

III. Observations, research in nature, project activities

Study of the influence of various factors on the growth and development of plants.
Studying the condition of trees and shrubs in the area of residence.
Lichen indication of the air condition in the area of residence.
Study of plant adaptations to cross-pollination.
Study of the plant community of a standing reservoir.
Project activities in phytodesign.
Reports on excursions to museums, botanical gardens, and natural communities.
Phenological observations.

Instruction card

Making a visual aid (handout) “Phases of wheat development”

2. Observe its development, recording the dates:

1) shoots,
2) the appearance of the third leaf,
3) tillering,
4) exit to the tube,
5) heading,
6) flowering,
7) ripening (milk, waxy, full maturity).

3. Dig up and dry several plants at each stage of development.

4. Carefully mount the plants in different phases of development in the observed sequence on a thick sheet of A4 paper, indicating the phases and dates of their appearance.

5. Prepare 5–15 such montages.

6. Accompany your visual aid with a description of the biological characteristics of the crop and variety.

Paporkov M.A. and etc.

Instruction card

Study of plant adaptations to cross-pollination

1. Determine pollination methods various types plants using simple visual observations.

2. Place slides smeared with Vaseline near the flower. Examine the pollen of the plant species under study under a microscope, describe and sketch it.

3. Carefully examine the structure of flowers different plants. Find out how they are adapted to a particular type of pollination. Describe and sketch the flowers and the adaptations they have.

4. Observe the “behavior” of flowers. Find out the time of their opening, describe and sketch the sequence of bending, unwinding of the petals, stretching of the stamens, changing the position of the flower, etc. Determine the lifespan of a flower.

5. Observe the “behavior” of the inflorescences and the arrangement of flowers in them. Find out whether the flowers in the inflorescence are the same and whether they open at the same time.

6. Observe the behavior of insects on the plants under study: what insects visit the flowers, how the insect lands on the flower, how long it stays on it. Watch the movements of the insect's legs and mouthparts. Calculate the frequency of insects visiting a flower per hour. different time days.

7. You can follow the characteristics of pollination of one type of plant in different conditions (in a forest, in a meadow, at the edge of the forest...).

8. Establish a connection between the structure and “behavior” of flowers and inflorescences of plants and insects.

9. Write a report on the work done, using descriptions, drawings, photographs.

Give a presentation at a lesson or at a school environmental conference.

1. Aleshko E.N. Reader on botany for grades 5–6. – M.: Education, 1967. P. 84–93.
2. Plant life. T. 5 (1). – M.: Education, 1980. P. 55–78.
3. Traytak D.I. Book for reading on botany. For students in grades 5–6. – M.: Education, 1985. P. 63–80.

Instruction card

Conducting an experiment on the topic: “The influence of planting material on potato yield”

1. This experience is accompanied by practicing skills in keeping a research diary. Design the title page of the diary: topic of the experiment, by whom (last name, first name of the student, class, school, city, region), leader of the experiment, year of bookmarking the experiment.

2. Purpose of the experience.

3. Biological characteristics of the crop, variety.

4. Scheme of the experiment: options, repetition, plot size (sq. m), area under the experiment, drawing of the location of the plots and repetitions.

5. Description of the site: relief, soil, weeds, precursor, fertilizers.

6. Schedule of work for conducting the experiment.

Name of works	Scheduled date	date of completion
Planting the tops of tubers in a box
Planting sprouts in a box
Laying tubers for vernalization
Cutting tubers into eyes, planting them in a box
Soil preparation
Rooting shoots from eyes
Planting seedlings and tubers in the ground
Loosening 5–10 days after planting
Watering in dry weather (2–3 buckets per sq.m.)
First hilling and weeding
Top dressing: 10 l per 12 pcs. (30 g ammonium sulfate, 40 g double superphosphate, 70 g potassium chloride)
Second hilling, weeding
Cleaning, accounting, sorting

7. Observation of plant growth and development.

8. Harvesting and harvest accounting.

9. Conclusion from experience and its biological justification.

10. Teacher’s conclusion, evaluation of work.

Paporkov M.A. and etc. Educational and experimental work in the school area: A manual for teachers. – M.: Education, 1980.

Topics of summer assignments for the course “Animals”

I. Production of educational visual aids

Demo collections

1. Shells of mollusks.
2. Order Coleoptera, or Beetles.
3. Order Lepidoptera, or Butterflies.
4. Order Diptera, or mosquitoes and flies.
5. Order Hymenoptera.
6. Order Hemiptera, or Bugs.
7. Order Orthoptera.
8. Dragonfly Squad.
9. Construction art of caddisflies.
10. Leaves damaged by insects.
11. Amazing feathers.

Collection handout

1. Shells of mollusks.
2. Body and caudal vertebrae of fish.
3. Scales of various types of fish.
4. May beetle.
5. Calcareous bird egg shell.
6. Types of bird feathers.

II. Carrying out observations and experiments

Obtaining a culture of ciliates, studying their structure and behavior.
Detection of hydras in a natural body of water, study of their structure, behavior, and reproduction.
Keeping planaria in an aquarium, studying their structure, behavior, and methods of reproduction.
Study of the structure, behavior and soil-forming activity of earthworms.
Study of the external structure, behavior and reproduction of the common pond snail.
Study of external structure, behavior and development:

– cabbage white butterflies (cabbage moth, apple moth, codling moth);
– ringed silkworm (winter armyworm, etc.);
– Colorado potato beetle (nutcracker, ladybug, ground beetles, etc.);
– Hymenoptera: ants, bees, wasps, bumblebees, sawflies, etc.;
– dipterans: mosquitoes (biters, bells, squeaks), midges, biting midges, etc.;
– caddisflies;
– spiders (cross spider, silver spider, dolomedos, etc.).

Study of the external structure, behavior and development of fish.
Breeding new breeds of aquarium fish.
Observation of the development and behavior of the grass frog (grass toad, common newt).
Observations of reptiles.
Bird watching.
Pet observations.

Instruction card

Study of the structure, behavior and soil-forming activity of earthworms

Family of true earthworms, or Lumbricidae, ( Lumbricidae) includes about 300 species. Most common in middle lane In the European part of Russia, the species is the common earthworm, or large red crawler, ( Lumbricus terrestris), characterized by its large size, flattened and widened caudal end and intense coloration of the dorsal side of the anterior third of the body. This view is convenient for observations and experiments.

1. Catch several specimens of the common earthworm, place one of them on a flat surface and study its external structure.

– What is the body shape of an earthworm?
– Why is the earthworm called ringed?
– Find the anterior (thickened and darker) and posterior ends of the worm’s body, describe their color.
– Find a thickening on the worm’s body – a belt. Count how many body segments form it.

Turn the worm with its ventral side up and run a finger moistened with water along the ventral side from the rear end of the body to the head. How do you feel? Let the worm crawl on the paper. What do you hear?

Using a magnifying glass, find the bristles and describe their location and meaning.

Determine how fast the worm moves on glass and on rough paper, and how the shape, length and thickness of the body changes. Explain the observed phenomena.

2. Observe how the worm reacts to stimuli. Touch it with the needle. Bring a piece of onion to the front end of the body without touching the worm. Light it with a flashlight. What are you observing? Explain what is happening.

3. Make a narrow-walled cage from two identical glasses (12x18 cm) and a spacer between them (rubber tube, wooden blocks). Fasten the glass together using brackets cut from thin tin. You can also use two glass jars (half-liter and mayonnaise), placing the smaller one in the larger one.

4. Pour a small (about 4 cm) layer of moistened humus soil into the cage, then a layer of sand and humus again. Place 2-3 small earthworms on the surface of the cage. Watch as the worms burrow into the top layer of soil. Try to grab the half-buried worm by the end of its body to pull it back out. Is it easy to do? Why?

5. Describe, sketch, or photograph changes in soil conditions in the cage every 3–5 days. Examine the inner surface of the earthworm tunnels. What is the importance of mucus for the life of a worm in the soil?

6. Place 3-4 worms in a glass jar and fill half of the jar with clean sand. Keep the sand moist, place fallen leaves, tops of various plants, and pieces of boiled potatoes on the surface of the sand. Keep track of what happens to them. After a month, measure the thickness of the formed humus, draw a conclusion about the influence of earthworms on the composition and structure of the soil, its fertility.

7. Write a detailed report on the experiments and your observations, accompanying the description with drawings and photographs. Evaluate the significance of the activities of earthworms in nature and for humans.

1. Raikov B.E., Rimsky-Korsakov M.N. Zoological excursions. – M.: Topikal, 1994.
2. Brown W. Handbook for a nature lover / Transl. from English – L.: Gidrometeoizdat, 1985.
3. Animal life. T. 1. P. 387. – M.: Education, 1988.

Instruction card

Pet monitoring

1. History of domestication of this animal species.
2. Biological and economically valuable features of this breed.
3. The history of the appearance of this animal in your home.
4. Appearance of the animal (size, body weight, color of the integument).
5. Conditions of detention:

– the room and its characteristics (area, volume, temperature, illumination, ventilation);
– walking – device, its meaning;
– room cleaning: frequency and means.

6. Feeding:

– feed, their preparation for feeding;
– biological substantiation of the feed ration;
– feeding regimen;
– feeders, drinking bowls, their arrangement.

7. The behavior of the animal, its character, habits. The importance of conditioned reflexes for caring for an animal. (What conditioned reflexes, how and for what purpose did you develop in your animal?)
8. Obtaining offspring and features of caring for them. Relationships between genders and generations.
9. Prevention measures for the most common diseases and treatment of sick animals.
10. Your relationship with the animal. Their significance for you and for him.
11. Write a report on the work done, using descriptions, sketches, photographs, and literary materials.

1. Akimushkin I.I. Animal world: stories about pets. – M.: Mol. Guard, 1981.
2.Onegov A. School of young people. – M.: Det. lit., 1990.
3. Harriot J. About all creatures - large and small / Transl. from English Ed. D.F. Oshidze. – M.: Mir, 1985.

Topics of summer assignments for the course “Man and his health”

1. Study of factors influencing the growth and physical development of the body:

1) survey on topics:

– state of your health,
– degree of anxiety,
– nature of nutrition,
- physical activity,
- daily regime;

2) self-monitoring of your indicators physical development during the summer period (academic year);
3) forecasting your growth using various techniques;
4) determining the harmony of the physical appearance of their parents;
5) analysis of factors influencing the physical state of the body and identification of ways of self-improvement.

2. Conducting an experiment on the formation and inhibition of a conditioned reflex, observing the reflex behavior of humans and animals.

3. Work on professional self-guidance “Choice of a profession.”

4. Essay-abstract on the topic “Beauty as biological expediency.”

Instruction card

Formation and inhibition of a conditioned reflex

1. An approximate diagram of the development and inhibition of a conditioned reflex for a while in a person:

– set an alarm for the same time,
– determine how many days later you began to wake up on your own by this time,
– don’t set an alarm clock and don’t stick to your wake-up time,
– determine how long it will take for the developed reflex of waking up at a certain time to disappear,
– give a physiological explanation for the observed phenomena.

2. An approximate diagram of the development of inhibition of a conditioned reflex in animals:

– carry out regular work to train the dog to carry out any command, encouraging its correct actions with treats,
– determine after what time the dog, without waiting for a treat, confidently begins to carry out the command,
– do not further reward the dog,
– determine after what time it stops responding to your command,
- Imagine observation diary,
– give a physiological basis for the observed phenomena.

3. Try to propose your own schemes for the development and inhibition of a conditioned reflex in a person or animal.

4. Observe the natural development and inhibition of various conditioned reflexes in yourself, loved ones and acquaintances, and pets. Provide a description and physiological explanation for the observed reflexes.

1. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for 9th grade of secondary school. – M.: Education, 1990. § 49–50.
2. Rokhlov V.S. Biology: Man and his health. 8th grade: Textbook. for general education institutions. – M.: Mnemosyne, 2005.
§ 23–27.

Instruction card

Work on professional self-guidance

Choosing a profession is very important point in the life of every person. Your material well-being, your spiritual satisfaction, your happiness will depend on the success of this choice. Working on the assignment will allow you to more consciously make this important life choice - choosing a profession.

1. Start choosing a profession by diagnosing the expression of your personality’s interests. To do this, you need to undergo special psychological tests with the help of a school psychologist or employees of the local Employment Center.

2. Try to get to know your chosen profession better, make up as complete a description as possible according to the following approximate plan:

– personal significance of the profession,
– public demand for this profession,
– physical and mental components, working conditions in the chosen profession.

3. Determine the compliance of personal qualities with the requirements of the chosen profession:

– health status,
– physical fitness,
– direction of interests,
– features of thinking, memory,
– contact, etc.

4. Draw up a program for possible self-improvement in the chosen direction.

1.Klinkov S.A. How to choose a profession. – M.: Education, 1990.
2. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for 9th grade of secondary school. – M.: Education, 1990. § 56–57.

Topics of summer assignments for the course “General Biology”

I. Production of educational visual aids (handouts for laboratory work)

Laboratory topics and necessary manuals

1. Morphological features of plants of different species: herbarium of varieties of wheat, barley, rye, etc.
2. Phenotypes of local plant varieties: herbarium different varieties one type of wheat, barley, rye, etc.
3. Variability of organisms: herbariums, collections of seeds and fruits of polyploid plants.
4. Construction of a variation series and a variation curve of the modification variability of a trait: sets of leaves of one tree, shrub; collections of fruits and seeds of one self-pollinating plant (peas, etc.)
5. Adaptability of organisms: plant herbarium different places a habitat; collection “Adaptive changes in the limbs of insects” (chafer beetle, ground beetle, mole cricket, housefly, smooth bug).

II. Experimental and project activities

Topic “Fundamentals of Genetics”

1. Basic patterns of inheritance of traits.

Monohybrid crossing: “Inheritance of seed color traits in peas (corn).”
Incomplete dominance: “Inheritance of awning traits in wheat”; “Inheritance of perianth color in the night beauty ( snapdragon, cosmos)".
Dihybrid crossing: “Inheritance of characteristics of color and shape of seeds in peas”; "Inherited
change in the shape and color of fruits in tomatoes.”
Analyzing crossing: “Elucidation of the number
quality peas with yellow smooth seeds.”
Gene interaction: “Inheritance of fruit shape in pumpkin”; “Inheritance of fruit color in pumpkins”; "Inheritance of the ability of strawberries to form whiskers."
Linked inheritance: “Inheritance of seed color and endosperm character in maize.”
Sex-linked inheritance: “Patterns of inheritance of plumage color in chickens (canaries).”

2. Basic patterns of trait variability.

“Patterns of modification variability of traits in organisms.”
"Study of polyploids in wheat and sugar beets."
"Introduction to gene mutations illustrating the law homologous series in hereditary variability."

Topic “Basics of selection”

“Study of various types, varieties and varieties of cabbage, wheat, sunflower, etc.”
"Study of heterosis in tomatoes."
“Carrying out individual selection in wheat.”
“Carrying out mass selection in rye.”
“Obtaining new sphere-resistant gooseberry varieties based on interspecific hybridization.”
"Study of chicken breeds with different directions of productivity."
"Study of rabbit breeds with different colors and coat quality."

Topic “Evolutionary teaching”

The role of variability in evolution: “The study of the variability of a trait in a population.”
Intraspecific struggle for existence: “The influence of planting density (nutrition area) on the growth, development and yield of carrots, on the duration of flowering of asters, etc.”
Interspecific struggle for existence: “Study of mutual oppression of species on Darwin’s site”; “Studying the mutual favorability of species in joint crops of peas and oats, corn and beans, alfalfa and wheatgrass, etc.”

Topic “Fundamentals of Ecology”

Study of the influence of various abiotic factors on plant growth and development.

“The influence of day length on the development of long-day plants. Experience with radishes."
“The influence of day length on the development of short-day plants. Experience with millet."
"The influence of habitat on the growth and development of arrowhead."
"The influence of different illumination on the growth and development of dandelion."
"The effect of different light levels on the color of coleus leaves."
"The effect of temperature changes on flower color in Chinese primrose."
"The influence of temperature on the color of rabbit fur."

Topic: “Biosphere and scientific and technological progress”

Collective research project “We and our city”

"The Clean Water Problem."
"The air we breathe."
"City and household waste."
"Energy production and consumption in the city."
"Industry of the city. Environmental problems, search for solutions."
“The car is in the city. Problems, search for solutions."
"Green areas of the city."
« Country cottage area like an ecosystem."
"Human Housing in the City."
"Ecological condition of school premises."
“My needs and ecology.”
"City dweller's health."
“The city of the future is the future of the city.”

Collective research project "MasTersk nature"

“Bionics is the science of the greatest possibilities.”
"The world of sensations."
"Live barometers, hygrometers, seismographs."
"Biomechanics".
"Harmony of beauty and expediency."
"Biological connection".

3. Abstract works.

"Twin method in human genetics."
"The greatness and tragedy of domestic genetics."
“Lysenko versus Vavilov – the truth is not in the middle.”
"The Life and Work of Charles Darwin".
"The theory of natural selection - supporters and opponents."
"Hypotheses of the origin of life on Earth."
"Hypotheses of the origin of man."
"Rhythms of Life".
“The diversity of life on the planet as a unique value.”

Instruction card

Study of trait variability in a population

1. During the summer period, collect material on intraspecific variability of a trait (in 25–50 individuals of the same species, breed, variety).

2. These may be signs such as:

– growth of children (boys and girls separately);
– size of beetles (May beetles, Colorado beetles, etc.);
– daily milk yield of a group of cows of the same breed;
– size of ears of wheat, rye;
– size of flowers of tomatoes (cucumbers, strawberries, etc.) of one variety;
– size of fruits, seeds, number of seeds in a fruit of peas, beans, beans of the same variety;
– the size of tubers of potato plants of the same variety that do not belong to the same bosom;
– the size of acorns collected in an oak grove;
– size of chickens of the same age of the same breed;
– size of eggs of chickens of the same breed, etc.

3. Process the collected material:

– compile a variation series of the severity of the trait under study in the population and indicate the frequency of occurrence of each variant;
– determine the average value of this trait in the population;
– construct a graph of the relationship between the value of the trait and the frequency of its occurrence in the population.

4. Establish the pattern of variability of this trait in the population.

5. Prepare your work on an A4 sheet.

6. Use the results obtained when studying the question “Forms of natural selection in populations.”

7. Think:

– what is the difference between the concepts of “population gene pool” and “organism genotype”;
– what is the difference between the formation of the average value of a trait of an organism and the average value of a trait of a population;
– what is the biological significance of the variability of a trait in an organism and the variability of a trait in a population of organisms.

Belyaev D.K. and etc. General biology: Textbook. for 10th–11th grades. general education institutions. – M.: Education, 2001. § 30, 44.

Excursion activities during summer creative practice

Medical direction

I. Blood transfusion station.

1. The importance of donated blood.
2. Requirements for the donor.
3. Preparation of materials and equipment.
4. Technique for blood collection and plasmaphoresis.
5. Blood test system.
6. Preservation and storage of blood.
7. Requirements for SEC employees: job responsibilities, level of education and qualifications, personal qualities.

II. Municipal industrial pharmacy.

1. The place of the pharmacy in the medical care system.
2. Pharmacy departments, their purpose and equipment.
3. Requirements for pharmacy employees: job responsibilities, level of education and qualifications, personal qualities.
4. Prospects for the development of pharmacy business.

III. Drug Dispensary.

1. Narcotic substances: their variety, origin, effects on the human body.
2. The importance of the drug treatment service, its organization.
3. Departments of the drug dispensary, their purpose and equipment.
4. The situation with the distribution of drugs in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
5. Preventive work.
6. Requirements for drug dispensary employees: job responsibilities, level of education and qualifications, personal qualities.

IV. Shuisky regional dermatovenerological dispensary.

1. The concept of sexually transmitted diseases.
2. Characteristics of the most common sexually transmitted diseases.
3. Medical and social problems associated with sexually transmitted diseases.
4. Departments of the dermatovenerological dispensary, their purpose and equipment.
5. The situation with the spread of sexually transmitted diseases in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
6. Preventive work.
7. Requirements for employees of the dermatovenerological dispensary: job responsibilities, level of education and qualifications, personal qualities.

Agricultural direction

I. Zonal veterinary laboratory.

1. Historical background.
2. Purpose of the laboratory.
3. The main departments of the laboratory, their tasks and equipment.
4. The situation with the spread of animal diseases in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
5. Problems and prospects of this unit of veterinary service in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
6. Requirements for veterinary laboratory workers: job responsibilities, level of education and qualifications, personal qualities.

II. Veterinary laboratory in the central market.

1. Purpose of the laboratory, equipment.
2. Main directions and scope of research.
3. The situation with the state of agricultural products supplied to the central market.
4. Problems and prospects of this unit of veterinary service in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
5. Requirements for veterinary laboratory workers: job responsibilities, level of education and qualifications, personal qualities.

III. Veterinary station for the control of animal diseases.

1. Purpose of the station, its structure and equipment.
2. The most common animal diseases, the scope of veterinary care.
3. Problems and prospects of this unit of veterinary service in the Russian Federation, Ivanovo region, city district. Shuya and Shuya district.
4. Requirements for veterinary station employees: job responsibilities, level of education and qualifications, personal qualities.

IV. Greenhouse farm of JSC "Shuiskoe".

1. Production direction of the economy.
2. Biological characteristics of the crops grown.
3. Technological cycle of growing various crops.
4. Features of varieties used for closed ground.
5. Profitability of the economy, development prospects.
6. Requirements for greenhouse workers: job responsibilities, level of education and qualifications, personal qualities.

V. Oil extraction plant.

1. History of the plant.
2. Raw materials, products, sales market.
3. Technological cycle.
4. Main workshops, their purpose and equipment.
5. Economic and environmental problems of the plant, development prospects.
6. Number of employees, personnel composition, job responsibilities, personal qualities.

Ecological direction

I. Ecology Committee.

1. History of the creation of the committee, regulations underlying its activities.
2. Purpose, objectives, committee structure.
3. Staff, professions. Financing.
4. Environmental problems of the city: gas pollution, garbage, landscaping.

II. City head water intake structures.

1. History of the creation of urban head water intake structures.
2. Technological cycle of purification of river water supplied to the city water supply network:

– water intake,
– mechanical and chemical cleaning water, equipment, value,
– chemical and bacteriological analysis of water, laboratory equipment,
– drainage basin, its area, arrangement.

3. Environmental and economic problems of water intake structures, ways to solve them.
4. Service personnel: education, job responsibilities, personal qualities.

III. City wastewater treatment plants.

1. History of the creation of urban treatment facilities.
2. Technological process wastewater treatment: stages, physical, chemical and biological principles, equipment.
3. Analysis of the quality of water discharged into the river. Tezu.
4. Chemical laboratory equipment.
5. Economic problems of existing urban wastewater treatment plants and prospects for their development.
6. Service personnel: education, job responsibilities, personal qualities.

IV. City landfills and municipal solid waste (MSW) landfill.

1. The problem of garbage in the city and the prospects for its solution.
2. Solid waste landfill near the village of Kochnevo:

– choice of location, equipment,
– operation of the landfill,
– land reclamation.

3. Economic problems associated with the operation of a solid waste landfill.

V. Aquatic and coastal plants of the Teza River.

1. Characteristics of the aquatic habitat.
2. Species composition of aquatic and coastal plants.
3. Adaptive morphological and anatomical and biological features aquatic and coastal plants.
4. The role of aquatic and coastal plants in the natural community.
5. Plants are bioindicators of water quality.
6. Practical use of aquatic and coastal plants.

VI. Rodnikovsky Botanical Garden of Dr. Saleev.

1. The purpose and history of the creation of the garden.
2. Departments of the garden.
3. Species and varietal diversity plants.
4. Types of decorative compositions.
5. Directions of the garden’s work, development prospects.

VII. Anthill as a model of ecological connections.

1. Location, dimensions, shape of the anthill, its design, building material.
2. Soil characteristics: structure, density, humidity, temperature, mechanical composition, pH.
3. Intraspecific relationships: the connection between the external structure and behavior of ants and the nature of their activity.
4. The direction and length of ant trails, the diet of ants.
5. Conclusions.

Summer assignments in biology for students who have completed 5th grade.

The purpose of this work: accumulate information necessary for subsequent study

sections of the school biology course in 6th grade.

Task: give students a program independent work for the summer period in nature.

To document their observations and carry out work, students start a “Summer Observation Diary” - this can be any notebook, notepad, convenient for the children. It is necessary to sign it, indicating the student’s last name, first name, and the date the diary was created. A sheet of printed assignments is pasted into this notebook. Students record their observations in any order convenient for them, but indicate the assignment number. It is possible (and desirable) to accompany your observations with photographs, drawings, schematic sketches, etc.

Task 1. Study of the structural features of algae.

While at sea, pay attention to multicellular algae. Observe the body shape of the algae in the water, and then remove the algae from the water. Pay attention to the shape, has it remained the same or has it changed? Record your observations in a summer observation journal.

Task 2. Stump.

Look at the stump of a recently cut down tree and sketch it. Label the bark and wood in the drawing. Count and write down the number of rings on the wood, indicate on which side (south or north) the rings are wider.

Task 3. Herbarium of simple and complex leaves.

Collect leaves from various plants. Dry them by carefully placing them between newspaper sheets under a press. Then glue or sew them to the cardboard, label the simple and compound leaves.

Task 4. Plant root systems.

Consider the root systems of various plants. Identify taproot and fibrous root systems. Find the main root - more developed than the others, and the lateral ones extending from it. Draw, label the drawings, sign the names of the roots.

Task 5. Collection of dry fruits.

Collect a collection of dried fruits from various plants (for example, oak, hazel, sunflower, maple, corn, dandelion, shepherd's purse, radish, etc.). Label the names of the fruits and the type of plant.

Task 6. Study of methods of distribution of fruits and seeds.

Consider the fruits of string, burdock, poplar, maple, dandelion and others. Determine the methods of seed dispersal in these plants, what adaptations the fruits of these plants have for this method of dispersal. Write down your observations in a diary.

Task 7*. Photoherbarium of fungi. When you encounter mushrooms of various types, photograph them or sketch them in your observation diary. Write down the names of the mushrooms, write down in what area they were found, whether they are edible or poisonous.

Task 8*. Collection of inflorescences.

Collect inflorescences of various plants (herbaceous, shrub or woody). Dry them between sheets of newspaper, placing a weight on top (under a press). Draw up the herbarium on thick A4 sheets of paper or cardboard, make signatures - names of plants, date of collection of the herbarium (i.e. time of flowering of the plant).

Task 9*. Making a visual aid: “Tap and fibrous root systems.”

Dig it up root system dandelion (or any other flowering plant), any cereal plant. Rinse it from soil, dry it, attach it to thick paper or A4 cardboard (can be sewn in several places with thick thread). Label the type of root system.

Task 10*. Create a photo herbarium of trees and shrubs in urban landscaping, a school plot, a summer cottage, a forest plantation or a park.

Task 11*. Birch, oak, linden. On a sheet of thick paper measuring 20 x 30 cm, draw the outlines of trees on the left side, attach a twig with leaves on the right side, and under the drawing - a piece of bark, as well as a fruit and a flower.

* - students complete tasks with an asterisk to the best of their ability; students can be offered to complete one of these tasks at their choice.

By studying botany and zoology, you learned a lot about plants and animals, their diversity, significance in nature and human life. But you received all this knowledge mainly in classes, as well as from books, movies and television shows. However, there were few direct observations in nature. In the summer you can compensate for this lack of study of plants and animals. Summer is the period of their active life. Login to this amazing world plants and animals! Observe its life and diversity of forms, study organisms in their natural environment! But be sure to remember: plants and animals are kingdoms of living beings, and they must be treated with care, taking care of the well-being of each plant and animal and nature as a whole.

What should we study in nature? Choose any topic that interests you about any plants (ornamental, wild, indoor; about one plant or a group of plants) or any animals (domestic or wild, large or small: animals, birds, insects, arachnids, mollusks, worms, etc.) . Observe your chosen plant or animal! Next, formalize your observations in the form of a research paper, abstract, or computer presentation. It is recommended to use your own photographs of plants and animals. You can use recommendations for summer assignments from textbooks. Instead of observations, you can do any creative work whose theme is related to nature, plants or animals. The works are due in September.
By making observations in nature, you will see how much interesting there is in nature near you. And you don’t have to go anywhere far to do this!

Good luck!

Topics to choose from: Observations, research in nature, project activities.

Analysis of the quality of water taken from the river for educational and research purposes

Arithmetic and geometric progression in the life around us
Bioindication studies of areas with varying degrees of air pollution
Bioindication of gas and smoke pollution based on the condition of pine needles
Bioindication of air pollution based on a set of characteristics of Scots pine
Bioindication of environmental pollution based on a set of characteristics of Norway spruce
Bioindication of soils

Bactericidal effect of phytoncides

Impact of pollutant emissions on the atmosphere and human health
Impact of various types of transport on the environment.

Influence mobile phones on the human body
Influence detergents on the human body
The influence of de-icing reagents on vegetation
The influence of cell phones on the seeds and germination of the oat plant
The dangers of soda: myth or reality?
The harm and benefits of chewing gum
Are all yoghurts healthy?

Additives, colorings and preservatives in food products
House dust and its effect on the human body
Study of natural and drinking water in the city
Studying the problem of neighborhood pollution with household waste and assessing the toxicity of soil cover

Study of the influence of various factors on the growth and development of plants.
Studying the condition of trees and shrubs in the area of residence.
Study of plant adaptations to cross-pollination.
Study of the plant community of a standing reservoir.
Comprehensive survey of the environmental condition of the street
The forest is asking for help!

Lichen indication of the air condition in the area of residence.

Variety of lichens.

Presence of harmful and prohibited food additives in some food products
Nanotechnology. Ecological future
Unauthorized disposal of household waste
Oil pollution of the world's oceans
Waste is a source of pollution and a place of residence for living organisms
Indicating air purity using epiphytic mosses
Using lichens to determine the level of air pollution
Study of the influence of toxicity of household substances on living organisms

Study of the influence of noise and music on human memory and attention
Foods that kill you
The secret becomes clear, or Poisons around us
Are chemicals safe in the kitchen?
Municipal solid waste: environmental problems and possible solutions
Toxins in everyday life
Heavy metals around us - myth or reality?
Waste disposal - a problem of the 21st century
Phytoindication as a method of environmental assessment of the environment
Chips: delicacy or poison?
Chips: to crunch or not to crunch?
What you need to know about nutritional supplements
What is healthier: fruits or juices?
Ecological condition of the pond
Ecological research of the park
Eco-route around the native land
Economic Benefits of Recycling

Topics of summer assignments for the course “Man and his health”

1. Study of factors influencing the growth and physical development of the body:

1) survey on topics:

The state of your health,
- degree of anxiety,
- nature of nutrition,
- physical activity,
- daily regime;

2) self-monitoring of indicators of one’s physical development during the summer period (academic year);
3) forecasting your growth using various techniques;
4) determining the harmony of the physical appearance of their parents;
5) analysis of factors influencing the physical state of the body and identification of ways of self-improvement.

2. Conducting an experiment on the formation and inhibition of a conditioned reflex, observing the reflex behavior of humans and animals.

3. Work on professional self-guidance “Choice of a profession.”

4. Essay-abstract on the topic “Beauty as biological expediency.”

Collective research project “We and our city”

. "The Clean Water Problem."
. "The air we breathe."
. "City and household waste."
. "Energy production and consumption in the city."
. "Industry of the city. Environmental problems, search for solutions."
. “The car is in the city. Problems, search for solutions."
. "Green areas of the city."
. “Dacha plot as an ecosystem.”
. "Human Housing in the City."
. "Ecological condition of school premises."
. “My needs and ecology.”
. "City dweller's health."
. "City of the future - the future of the city."

Collective research project “Nature Workshop”

. "Bionics is the science of the greatest possibilities."
. "The world of sensations."
. "Live barometers, hygrometers, seismographs."
. "Biomechanics".
. "Harmony of beauty and expediency."
. "Biological connection".

Abstract works.

. "Twin method in human genetics."
. "The greatness and tragedy of domestic genetics."
. "Lysenko versus Vavilov - the truth is not in the middle."
. "The Life and Work of Charles Darwin".
. "The Theory of Natural Selection - Proponents and Opponents."
. "Hypotheses of the origin of life on Earth."
. "Hypotheses of the origin of man."
. "Rhythms of Life".
. “The diversity of life on the planet as a unique value

Instruction cards for summer assignments

1. Study of plant adaptations to cross-pollination

1. Identify the pollination modes of different plant species using simple visual observations.

2. Place slides smeared with Vaseline near the flower. Examine the pollen of the plant species under study under a microscope, describe and sketch it.

3. Carefully examine the structure of flowers of different plants. Find out how they are adapted to a particular type of pollination. Describe and sketch the flowers and the adaptations they have.

5. Observe the “behavior” of the inflorescences and the arrangement of flowers in them. Find out whether the flowers in the inflorescence are the same and whether they open at the same time.

6. Observe the behavior of insects on the plants under study: what insects visit the flowers, how the insect lands on the flower, how long it stays on it. Watch the movements of the insect's legs and mouthparts. Count the frequency of insects visiting a flower in one hour at different times of the day.

7. You can follow the characteristics of pollination of one type of plant in different conditions (in a forest, in a meadow, at the edge of the forest...).

8. Establish a connection between the structure and “behavior” of flowers and inflorescences of plants and insects.

9. Write a report on the work done, using descriptions, drawings, photographs.

Give a presentation at a lesson or at a school environmental conference.

Study of the structure, behavior and soil-forming activity of earthworms.

2. Study of the structure, behavior and soil-forming activity of earthworms

Family of true earthworms, or Lumbricidae, ( Lumbricidae) includes about 300 species. The most common species in the central zone of the European part of Russia is the common earthworm, or large red crawler, ( Lumbricus terrestris), characterized by its large size, flattened and widened caudal end and intense coloration of the dorsal side of the anterior third of the body. This view is convenient for observations and experiments.

1. Catch several specimens of the common earthworm, place one of them on a flat surface and study its external structure.

What is the body shape of an earthworm?
- Why is the earthworm called ringed?
- Find the anterior (thickened and darker) and posterior ends of the worm’s body, describe their color.
- Find a thickening on the body of the worm - a belt. Count how many body segments form it.

Using a magnifying glass, find the bristles and describe their location and meaning.

Determine how fast the worm moves on glass and on rough paper, and how the shape, length and thickness of the body changes. Explain the observed phenomena.

5. Describe, sketch or photograph in detail changes in the condition of the soil in the cage every 3-5 days. Examine the inner surface of the earthworm tunnels. What is the importance of mucus for the life of a worm in the soil?

3. Pet monitoring

The room and its characteristics (area, volume, temperature, illumination, ventilation);
- walking - device, its meaning;
- cleaning the premises: frequency and means.

6. Feeding:

Feed, its preparation for feeding;
- biological substantiation of the feed ration;
- feeding regimen;
- feeders, drinking bowls, their arrangement.

4. City landfills and municipal solid waste (MSW) landfill.

1. The problem of garbage in the city and the prospects for its solution.
2. Solid waste landfill near the village of Kochnevo:

Selection of location, equipment,
- operation of the landfill,
- land reclamation.

3. Economic problems associated with the operation of a solid waste landfill.

5. Aquatic and coastal plants of rivers and lakes.

1. Characteristics of the aquatic habitat.
2. Species composition of aquatic and coastal plants.
3. Adaptive morphological, anatomical and biological features of aquatic and coastal plants.
4. The role of aquatic and coastal plants in the natural community.
5. Plants are bioindicators of water quality.
6. Practical use of aquatic and coastal plants.

6. Anthill as a model of ecological connections.

7. Study of the species composition of trees and shrubs in urban or other settlements. Find out what trees and shrubs grow near your home, how the plants of each of these life forms differ from each other, which of them grow well and which are in a depressed state, what period of life (flowering, fruiting, etc.) they go through in the summer, which of them are the most decorative.

Collect one leaf (or a shoot with two or three leaves) from each type of tree and shrub, straighten and dry them between sheets of newsprint, and then attach them to sheets of thick white paper and write the names of the plants to which they belong.

8. Study of the species composition of herbaceous plants growing in urban or other settlements. Determine what species (or genera) the grasses growing near your home belong to, what adaptations they have developed to survive in conditions of trampling and other human influences, which of them predominate in numbers and which are quite rare, in what state (flowering , fruiting) they are in the summer.

Compare them with each other and find out how they differ in the shape of shoots, leaves, structure of flowers or fruits.

Dig up one plant of each type, rinse them in water, dry them a little in the fresh air, straighten them and dry them between sheets of newsprint, and then make herbarium sheets with signatures of the names of the plants placed on them.

9. Determining the impact on appearance trees of his living conditions. Select for observation trees of the same species and approximately the same age, growing on open place, at the edge of the forest and in its depths. Find out how they differ in the arrangement of branches on their trunks, the shape of their crowns, and the height and thickness of the trunks.

Decide what growing conditions affect the appearance of the trees. Make a schematic drawing of the observed trees with labels of their places of growth.

10. Study of the species composition of plants growing in wastelands. Select some unused area between buildings, along fences, or in other areas called vacant lots. Find out which of the plants - burdock, thistle, thistle, nettle, wormwood, datura, henbane - grow in the selected area, what signs are characteristic of this group of herbaceous plants and why people and animals usually bypass the places where they grow, which of them have thorns, stinging hairs or other adaptations to protect themselves from being eaten by animals, which of them are Asteraceae and which are Solanaceae.

Collect and dry the side shoots of waste plants and then make herbarium sheets with the names of the plant group and its representatives.

11. Study of the composition of the roadside plant community. Select a section of a pedestrian road and determine which of the plants are plantains, dandelion, creeping clover, fragrant chamomile, goose foot, knotweed (bird buckwheat, grass grass), goosefoot - grow on its sides.

Find out which of the roadside plants have a shortened stem, and which ones have a creeping or low-rising stem, which plants have leaves with highly developed elastic veins, and which ones have small or heavily dissected ones. Decide what significance such structural features have in the life of roadside plants.

Determine in what state (flowering or fruiting) certain roadside plants are in the summer, which of them predominate in numbers, and which are quite rare.

Collect material for mounting herbarium sheets based on the species composition of plants in the roadside community.

12. Observations on the state of plants with barometers. Observe the condition of the flowers of yellow acacia, mallow, field bindweed, wood lice and dandelion inflorescences, marigolds (calendula). Find out what happens to their flowers or inflorescences in inclement weather before the onset of rain. Think about why they developed such devices.

Find out which other plants and how they can predict the approach of rain. Collect one barometer plant at a time, dry them between leaves of newsprint and mount herbarium sheets with captions of the names of the plants.

13. Observations of plants using a flower clock. Observe the opening and closing times of flowers or inflorescences of some wild and garden flowering plants, for example, dandelion, marigolds, morning glory. Find out at what time the flowers of some other flowering plants that are most familiar to you open and close.

Establish what causes the observed phenomena in plant life. For drying and making herbarium sheets, collect several plants that open flowers or inflorescences at a strictly defined time of day.

14. Study of weed adaptations to living conditions. Find weeds in the fields of cultivated cereal plants that are similar in external structure to them: in rye, wheat and barley, oats - rye brome, field brome, wild oats; for millet - barnyard, chicken millet.

Determine how the named weeds are similar to cultivated cereals. Decide what significance it has for weeds to resemble the cultivated plants they accompany.

Collect and prepare a herbarium of cultivated cereal plants and accompanying weeds.

15. Study of ways plants distribute fruits and seeds. Determine the time of formation of fruits and seeds in some plants, for example, sow thistle, thistle, string, burdock, impatience, dandelion. Collect their fruits and seeds and determine which of them have developed adaptations for dispersal by wind or animals, self-dispersal, and how this or that adaptation is manifested.

Make a collection of fruits and seeds distributed by plants by wind, animals and self-dispersal.

16. Study of the composition of plants in a mixed forest. Find out which trees are most common in a mixed forest, which of them form the first (upper) and which - the second tiers, how the trees that form the first and second tiers differ from each other. What plants form the third and fourth tiers of a mixed forest? How do the living conditions of plants in these tiers differ from the living conditions of plants of the first and second tiers?

Collect one at a time herbaceous plant mixed forest, dry them and make herbarium sheets with signatures of the names of the objects included in them.

17. Plan for completing a summer assignment in invertebrate zoology.

1. Find literature about the natural object you have chosen (insect).

2. Read the literature carefully, mark Interesting Facts in your observation diary

3. In the study diary (it can be in electronic form), note:

a) Describe your lifestyle.

b) The external structure of the animal, and adaptations for life in a given environment

c) Nutrition (what does it eat, feeding habits, adaptations)

d) Animal movement

4. Take a photograph of the animal (its appearance, during feeding, while moving).

It is no less difficult to make a good photo collection of insects, especially if you set yourself the task of determining the species, studying the lifestyle, etc.
But in general, it's quite interesting to just photograph insects and other animals. And then just on occasion, find out something about them...

18. Plan for completing a summer assignment in vertebrate zoology.

1. What birds come to us in the summer? (Find the species name from the literature). Take photos and record them in your observation journal.
2. Remember (or ask your family and friends) signs, weather harbingers associated with animal behavior, write them down in a diary and, if possible, observe the animals. Are the forecasts true? (write down the date and result).

The work is considered to be rated excellent if presented natural material(photographs) and recording of observations.

SUMMER MARATHON

Questions for students in grades 6-7.

1. A caterpillar is crawling along a tree. During the day it rises by 6m, and at night it drops by 4m. How many days will it take the caterpillar to crawl to the top if the tree is 14m high?

2. By the way, who is a caterpillar from a biological point of view?

3. Observing amoebas, the biologist found out that each of them divides once per minute, and if you put one amoeba in an empty test tube, in exactly an hour the test tube will be completely filled with amoebas. How long will it take for a test tube to fill if you put two amoebas in it?

5. Three hens laid three eggs in three days. How many eggs will 12 chickens lay in 12 days?

7. From two points, the distance between which is 100 km, two riders rode out simultaneously towards each other. The speed of one is 15 km per hour, the other is 10 km per hour. The dog ran out with the first one at a speed of 20 km per hour. Having met the second rider, she turned back and ran to the first, having reached him, she turned again and ran between them until the riders met. How many kilometers did the dog run?

8. What do you think maximum speed dog and horse racing?

9. There are beetles and spiders in the jar. Together they have 105 heads and 668 legs. How many spiders and how many beetles are there in the jar?

10. From a biological point of view, can beetles and spiders sit in the same jar? And if a food relationship arises between them, then who will eat whom?

Questions and assignments for students in grades 8-11.

1. For astronauts who find themselves in zero-gravity conditions, at first (especially with their eyes closed) it seems as if they have turned upside down. Explain this phenomenon.

2. When checking vision, doctors drop atropine into the eyes, which causes pupil dilation. The pupils dilate in the dark, with fear, with pain. What phenomena do you think causes the pupil to dilate in these different cases?

3. How can we explain the similarity of the “face” of an owl, cat and monkey with a human face?

4. How do different animals mark the boundaries of their territories?

5. How can plants benefit from the animals that eat them?

6. Why do mass migrations of animals occur?

7. What negative environmental consequences can result from the construction of a cascade of reservoirs on a river and regulation of flow?

8. In what ways can you protect agricultural crops from pests without using pesticides?

9. What gaseous substances are used by living beings, and for what purposes?

10. A poacher detained by a hunting inspector argued: “Since it has been proven that wolves and other predators cannot be exterminated, it means that there is no need to pursue the poacher, because they say that a poacher is a predator.” Do you think the poacher's arguments are convincing? How would you answer him?

Requirements: Answers to questions should be prepared in MS Word 2003-2007 on A4 format.

PRESENTATION TOPICS.

1. History of the discovery and study of the cellular structure of organisms.
2. Water as a chemical component of the cell.
3. Lipids and carbohydrates as chemical components of the cell.
4. Structures and functions of proteins.
5. Enzymes in living cells and industry.
6. Harmful effects of environmental pollution on cellular structures and processes. Cytological foundations of nature conservation.
7. Biotechnology: achievements and development prospects.
8. G. Mendel – the founder of genetics.
9. N.I. Vavilov - an outstanding geneticist and breeder.
10. S.S. Chetverikov is the founder of genetics of natural populations.
11. Genetics and environmental protection.
12. C. Linnaeus - the founder of taxonomy.
13. Charles Darwin - man, scientist, thinker.
14. A.I. Oparin’s hypothesis about the origin of life.
15. Views of V.I. Vernadsky on the essence and beginning of life.
16. Bacteria are the first inhabitants of our planet.
17. The main stages of the evolution of life.
18. Methods and results of studying the evolution of the plant world
19. Evolutionary theory and wildlife conservation.
20. Man’s place in the system of the organic world.
21. The importance of evolutionary teaching for the formation of a scientific worldview.
22. Biosphere and humanity.

Requirements: 15-20 slides, the presence of proven facts, animation and illustrations, disclosure of the topic of the presentation, information content, equal ratio of text and pictures on the slide, indication of sources at the end.

PHOTO EXHIBITION

I invite all photography enthusiasts to photograph plants, animals, and the nature of their native land in the summer, and in the fall we will organize a photo exhibition of your work at school.

GOOD LUCK!!!

“Nature excites and fascinates inquisitive minds, sometimes with the beauty and variety of its forms, sometimes with their greatness, sometimes with the extreme power, mystery and strict completeness of its phenomena. This is a wonderful, meaningful book that is open before us and in which we can all read, but at the same time it is also a dark mine that hides the richest treasures in its depths.”

Professor V.O. Kovalevsky

The modern concept of biological education indicates the need to update its content, which requires improving the entire education system: the use of modern pedagogical technologies, forms, methods and means of increasing the cognitive activity of students, their independence in acquiring knowledge, and the increasing role of experimental methods.

Promising means of increasing the cognitive activity of students include summer homework on assignments that are mandatory.

Why do we think summer homework is necessary? There are few excursions on school days; due to the reduction in hours for teaching biology, the number of practical works is also reduced, therefore, students do not receive enough visual acquaintance with the living conditions of plants and animals in nature. It is upsetting that students cannot determine the systematic affiliation of this or that living organism, do not know how to navigate nature, understand the phenomena of its life, it remains alien to them. Students bring herbarium collections with incorrectly defined names of well-known tree forms (birch, linden, maple), this makes them think.

During the summer holidays, when everything around comes to life, the guys are left to their own devices. The teacher's task is to help students use the summer holidays to directly become acquainted with the life of plants and animals, with various forms of living communities in nature. By coming into contact with living organisms, children test and consolidate the knowledge acquired at school. The educational and educational significance becomes undoubted summer work, demonstrating independent, research activities of schoolchildren.

What might summer homework be like? In practice, you often come across a situation where, as part of summer work, a teacher is given the task of collecting 10 plants or insects. In our opinion, summer work should not consist of mechanically collecting plants and insects or assembling collections. The task of collecting a collection of lichens and determining the state of atmospheric air based on lichens will not arouse interest among sixth grade students, because This is unfamiliar material.

Summer assignments should be of a research nature, requiring detailed instructions and independent preparation of students to carry out experiments. To do this, we recommend that students read about a plant or animal and draw up a research plan. For example, after studying the topic insects, students are given the following task: Catch a smoothie and a water scorpion and place them in an aquarium. Consider the features of the external structure. Make sketches. Determine which lifestyle features cause differences in structure. Find out whether bedbugs can fly and how they fly out of the water. Find out what the smoothie and water scorpion eat. Do they compete for prey? What are the features of their diet under water? Check whether bedbugs need atmospheric air to breathe or whether they breathe like fish.

Summer assignments should be clearly formulated and focused on resolving or confirming a specific biological question, developing an understanding of living objects, life processes in the body, and the connection of plants and animals with the environment. In addition, it is necessary to develop a system of assignments for the entire biology course.

Distributing summer assignments throughout the year as the program progresses is justified if they have become a system of work, and students know that the teacher will definitely ask about completing these assignments. If you are just starting to introduce summer assignments, it is more appropriate to distribute them among students (taking into account their wishes) by the end of the school year and post the list in the biology classroom, which will allow the children’s parents to familiarize themselves with the content of the assignments and provide assistance in completing them.

Each student completes two tasks: one on conducting an experiment, the other on compiling a collection. For example: Analyze the daily activity of cabbage white butterflies. Watch the beginning of summer for the time of greatest activity and the end of the summer of butterflies. Complete the task within 7 days, record the results for each day in your observation diary, determine the average daily activity of the cabbage plant.

What helps the student in completing the work? The teacher's help consists in determining the direction of observations and instructing on the choice of methodology.

Students must first have developed the following skills:

observation records;
processing of experiments;
mounting collections;
herbarization of plants;
production of zoological and environmental collections.

I pay a lot of attention to this component in lessons and in extracurricular activities.

How is accounting carried out and where are the results of summer homework used? The success of summer work is facilitated not only by its interesting content in the form of a research task on known material that does not require detailed instructions, but also by the organization of accounting and the use of these works. The work is considered to be excellent if natural material and a recording of observations are presented. Summer assignments show how much students have mastered the completed program and what skills they have acquired in recognizing living objects in nature. After the works are accepted, an exhibition is organized where particularly successful works are celebrated, which stimulates even better performance of summer work.

In the Gymnasium No. 4 there is a permanent exhibition on the ground floor based on materials from summer assignments, stands are being set up, for example, the photo exhibition “Summer Meetings” (observation of insects by a student of the 7th “A” class Klimentyeva A.).

Correctly completed work is not only a rich handout, but also a valuable aid for demonstration in lessons, which enlivens the lesson, arouses the undoubted interest of students, and is educational in nature.

Thus, properly organized summer work increases students’ interest in living nature, helps consolidate knowledge of biology and provides very valuable illustrative material for the lesson.

Summer work is a door through which students enter the wonderful world of nature, making small discoveries each time.

List of used literature:

Anashkina E.N. What is the cuckoo singing about? We watch birds. – Yaroslavl: Development Academy: Academy Holding, 2004.
Verzilin N.M. Fundamentals of methods of teaching botany. M.: Publishing House of the Academy of Pedagogical Sciences of the RSFSR, 1955.
Zaitseva E.Yu., Skvortsov P.M. School parking lot.
Biology. Animals. 7-8 grades – M.: Bustard, 1998.

Nikishov A.I. Biology: Animals: 7th grade: School workshop. – M.: Humanit.ed. VLADOS center, 2001.

To collect information on the prevalence of leeches in water bodies of the Orenburg region. Mark the bodies of water most populated by leeches.
Monitor the reproduction of leeches in the reservoir and care for the offspring. Observe the appearance of young leeches and their behavior
Collect several different molluscs from the aquatic plants of the coastal part of the reservoir. Determine their names. Place the collected snails in the aquarium. Watch how they move.
Compare the structure of their tentacles. Keep track of which mollusks rise to the surface of the water and which ones stay at the bottom. Find out how the snails you collect react to various stimuli: touch, light. If eggs are deposited on the walls of the aquarium, monitor the development of the snails.
Observation of barley and toothless moths.
Catch a silverback spider and place it in a small jar with a few sprigs of elodea.
Look how he swims, what limbs work. Pay attention to the spider's abdomen when submerged in water. Explain what happens to it and what it means, why the spider is called a silver spider. Watch the clock to see how long the spider can remain underwater without atmospheric air. Place several spiders in a small aquarium and add insect larvae there, watch how the spider hunts and what it does when it kills its prey.
Catch the smoothie and the water scorpion and place them in the aquarium. Consider the features of the external structure. Make sketches.
Determine which lifestyle features cause differences in structure. Find out whether bedbugs can fly and how they fly out of the water.
Find out what the smoothie and water scorpion eat.
Under the bark of old stumps, look for a fast-running brown centipede. Plant it in a glass jar. Carefully examine the details of its structure and sketch it. Watch her limbs work as she moves.
Determine the structure of the limbs. Feed her spiders, beetles, and small insects. Food should be given in the evening. To observe the feeding habits of centipedes during the day, you need to let them fast for a day and then you can determine what type of prey they prefer and how they kill it.
Observe the life of an anthill and the reproduction of ants.
Study the daily activity of the insects that inhabit the meadow. To do this, you need to start work at sunrise and continue until 24 hours. Note the time of the first appearance of insects, their mass appearance, decrease in number and cessation of activity. Specify the object of observation. Make observations in sunny and cloudy weather.
Conduct seasonal observations of insects that inhabit the grass cover. It is necessary to determine the time of the first appearance, mass development and disappearance of the most noticeable insects. Record the results in your diary
Study the insect fauna of the meadow. During the summer, observe the species composition of insects in dry and flooded meadows. Describe the nature of the grassy vegetation of the meadows where you conduct observations. Compare the species diversity of insects. Select beneficial and harmful insects from them.
Catch ground beetles under stones and boards.
Place the caught animals in the jar.
Observe their daily activity. Feed a variety of foods. Find out what type of food is preferred. Observe the larvae; what they eat, how they move, when they turn into pupae.
Observations are carried out in nature or in a cage.
Calculate how many aphids a ladybug or beetle larva destroys in 10-15 minutes. By collecting several adult larvae and feeding them with aphids, you can observe the appearance of variegated pupae. Later, beetles emerge from the cage. Write a work report. Collect beetles with bright warning colors, or present watercolor drawings of insects or photographs.
Outline specific measures to control flies.
Determine which Velcro - sweet or plain - attracts flies more. Considering the number of flies stuck to each evening, you can determine in which places they stay in greater numbers, where fighting them will be more effective and necessary.
Study the daily activity of pollinating insects. Start work at sunrise and finish at 24 hours. In a flowering meadow, observe the appearance of the first insects, their mass summer, decline in numbers and disappearance. Mark the time on the clock for each group of insects separately. Observe for comparison in different weather conditions. Collect pollinating insects for collection and dry the plants.

Daily activity

Introduction to wild strawberry culture
Introduction to the culture of wild wild plants
Selection for seeds the best plants
Sowing apple seeds
Compiling a collection of seedlings of cultivated plants
Determining the number of weeds
Root development
The effect of fertilizer on cabbage yield
The effect of fertilizing on cabbage yield
The influence of soil moisture on cabbage yield
Determination of soil fertility
The effect of mulching on beet yield
The effect of light on cabbage yield
Effect of light on greening and growth
The effect of leaf shading on their size
Collection “Leaf Development”
Collection “Leaf Metamorphoses”
Plant growth rate
Obtaining above-ground potato tubers
The effect of hilling potatoes on obtaining more tubers
Bulb development
Development of plants from rhizomes
Plant Formation
Collection of cuts woody plants
Potato propagation methods
Potato propagation by seeds
Strawberry propagation by mustache
Reproduction of currants by layering
Plant grafting
Artificial pollination of plants
Extending flowering time
Flower clock
Floral calendar
Insect pollination of flowers
Collection “Methods of vegetative propagation”
Collection “Wind-pollinated plants”
Collection “Insect-pollinated plants”
Collection “Distribution of fruits and seeds”
Comparison of the development of two plants
Determining the influence of day length on plant development
Vernalization of potato tubers
The influence of living conditions on the life and development of plants
Getting a high yield of strawberries
Comparison of tomato varieties
Getting cabbage seeds
Selection of apple seedlings
Effect of bacterial fertilizers on legume yield
Planting spore and gymnosperm plants
Transplanting early flowering plants spring plants
Blooming conveyor