Biology in summer. Summer homework for students. Excursion activities during the summer creative practice
Summer, oh summer! Every student's dream! Holidays for three months! No need to get up early, and most importantly go to school, learn lessons, prepare for something. Freedom!
Yes, the holidays have begun! And, as a rule, during this period, the level of educational knowledge, skills and abilities of schoolchildren decreases. Although teachers set a summer assignment (mostly of practical content), the annual theoretical training is sharply reduced in three months. Yes, and the task, as a rule, is done and formalized in last week(if not on the last day!).
Biological project "Playing, remember!" allows the student to start short classes during the summer period (excluding weekends and holidays). For example, the class calendar for 2014. Botany classes are highlighted in green, zoology classes are highlighted in orange.
We tried to develop and select previously studied materials so that repetition does not turn into a boring process, and the student is interested. To do this (not intrusively), simple tasks are included in a playful way, but encouraging them to “dig” in the corners of their memory. The selection of material includes 17 lessons for the course "Kingdom of Plants" and 16 for the course "Kingdom of Animals". These are cognitive questions, biological puzzles, biological puzzles, small crossword puzzles and tests. Biological board games are included, aimed at repeating the external and internal structure of the plant and animal world. Much attention is paid to the main representatives of these two kingdoms. By completing these tasks, the student will not only repeat the educational material but also get to know interesting facts, which will significantly expand the horizons on a previously studied topic.
Classes in the section "Kingdom of Plants"
Classes in the section "Kingdom of Animals"
Biological project "Playing, remember!" in our opinion, it has a huge theoretical and practical potential not only for the period of summer school holidays. It can also be successfully used by the teacher throughout the school year. The value of the project lies in its mobility. A creatively working teacher, using his accumulated experience, has the opportunity to create his own (unique) project.
As I believe, in the summer, control over the child falls on the parents. Therefore, first of all, now I turn to you - parents! So that the work gives not only pleasure to the child, but also to you, and also gives a tangible result, let me offer a few tips.
- The work should be systematic, so I propose to make your own convenient (specifically for you) schedule-calendar (its version is attached). This will make it easier to navigate. An option is possible - first to complete work on botany, and then on zoology, or vice versa.
- Opening hours are not limited (both during the day and in duration).
- Performing work in any sequence (complete freedom of action for the child!)
- When completing a task, the child has the right to use any educational, additional, reference literature(up to the biology notebook).
- Evaluation of work by agreement with the child: this can be an assessment, credit, point system or other forms of encouragement.
And the last. Checking the completed task should be offered to the executed template with answers. Why? The child will once again “go over” at work and mark his own inaccuracies(I don't like the word "mistakes"). But again, this is up to you.
We really hope that our project “Playing, we remember!” will bring your child not only a tangible result, but also increase the time of communication with people close to him. We think it's important for you too!
We all have forgotten the popular saying of our ancestors: "Repetition is the mother of learning!". Inclusion in work program lessons on the topic “Repetition of what has been learned”, is currently the dream of a teacher, and not only a biologist.
SUMMER MARATHONQuestions for students in grades 6-7.
1. A caterpillar is crawling on a tree. During the day it rises by 6m, and at night it falls by 4m. How many days will it take for a caterpillar to reach the top if the tree is 14m high?
2. By the way, what is a caterpillar in terms of biology?
3. Watching amoebas, the biologist found out that each of them divides once a minute, and if one amoeba is placed in an empty test tube, exactly in an hour the test tube will be completely filled with amoebas. How long will it take for a test tube to be filled if two amoebas are placed in it?
5. Three hens laid three eggs in three days. How many eggs will 12 hens lay in 12 days?
7. From two points, the distance between which is 100 km, two riders left at the same time towards each other. The speed of one is 15 km per hour, the other is 10 km per hour. Together with the first dog, a dog ran out 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 so ran between them until the riders met. How many kilometers did the dog run?
8. What do you think is the maximum running speed of a dog and a horse?
9. There are bugs and spiders in the jar. Together they have 105 heads and 668 legs. How many spiders and how many bugs are in the jar?
10. And from the point of view of biology, can bugs and spiders sit in the same jar? And if food relations arise between them, then who will eat whom?
Questions and tasks for students in grades 8-11.
1. For the first time (especially with closed eyes) it seems to astronauts who have fallen into weightlessness that they have turned upside down. Explain this phenomenon.
2. When checking vision, doctors put atropine in the eye, which causes the pupil to dilate. Pupils dilate in the dark, with fear, with pain. What do you think causes pupil dilation in these different cases?
3. How to explain the similarity of the "face" of an owl, a cat and a monkey with a human face?
4. How do different animals mark the boundaries of their territories?
5. What benefits can plants get from the animals that eat them?
6. Why do mass animal migrations occur?
7. What negative environmental consequences can be caused by the construction of a cascade of reservoirs on the river and regulation of the flow?
8. What are the ways to protect the crop of agricultural plants from pests without the use of pesticides?
9. What gaseous substances are used by living beings, and for what purposes?
10. The poacher, detained by the hunting inspector, argued: “Since it has been proven that wolves and other predators cannot be exterminated, it means that the poacher does not need to be pursued, because they say that the poacher is a predator.” Do you think the poacher's arguments are convincing? How would you respond to him?
Requirements: Answers to questions should be written in MS Word 2003-2007 in A4 format.
TOPICS OF PRESENTATIONS.
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 a living cell 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 the genetics of natural populations.
11. Genetics and protection environment.
12. K. Linney - the founder of taxonomy.
13. Ch.Darwin - man, scientist, thinker.
14. AI 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 the study of the evolution of the plant world
19. Evolutionary theory and conservation of wildlife.
20. The place of man in the system of the organic world.
21. The value of evolutionary doctrine for the formation of a scientific worldview.
22. Biosphere and humanity.
Requirements: 15-20 slides, availability of proven facts, animation and illustrations, disclosure of the presentation topic, informative content, equal ratio of text and pictures on the slide, indication of sources at the end.
PHOTO EXHIBITION
I suggest to all lovers of photography in the summer to photograph plants, animals, nature native land, and in the fall we will arrange a photo exhibition of your work at the school.
GOOD LUCK!!!
Collect several different mollusks on aquatic plants near the pond. Determine their names. Place the collected snails in the aquarium. Watch how they move. Compare the structure of their tentacles. Track which mollusks rise to the surface of the water, and which ones stay at the bottom. Find out how the snails you have collected react to various stimuli: touch, light. If eggs are laid on the walls of the aquarium, then follow the development of snails.
Observation of barley and toothless. Take some live clams and empty shells. Determine which of them are barley and which are toothless. Touch the twig to one of the siphons or the barley leg. Observe how the animal reacts to the action of that stimulus. Dip one of the pearls in heated water, and then take it out and examine the body of the mollusk, gills and other organs. Place 3-4 large barley or toothless in an aquarium with aquatic plants and 2-3 small carp. See if small brownish specks appear on their fins, gills, body surface. These are the larvae of perlovits - glochidia. Notice how many there are. Set on what day after the start of observation you noticed them. Keep an eye on the behavior of infected fish and the development of glochidia.
Explore local waterways. Establish in what places there are daphnia, cyclops. Watch how the number of these animals changes during the summer. Learn how to artificially breed Daphnia.
Keep an eye on crayfish. To do this, find out if crayfish live in local water bodies. Determine which crayfish are found in your ponds. Transfer the caught crayfish to water bodies where they are now absent, but used to live. During the summer, observe if the crayfish have taken root in the pond
Catch a silver spider and plant it in a small jar with a few sprigs of elodea. See how he swims, what limbs work with it. Pay attention to the spider's abdomen when immersed in water. Explain what is happening to him and why it matters, why the spider is called silverfish. Track by the clock how long the spider can stay under water without atmospheric air. Place a few spiders in a small aquarium and let the insect larvae in there, watch how the spider hunts and what it does when it has washed its prey.
Catch a smooth and water scorpion and place in the aquarium. Consider the features of the external structure. Make sketches. Determine what lifestyle features cause differences in structure. Find out if bed bugs can fly and how they get out of the water. Find out what the smooth and water scorpion eat. Do they compete for prey. What are the features of their nutrition under water. See if bed bugs need atmospheric air to breathe or if they breathe like fish.
Check water bodies in your area for dragonfly larvae. Describe the nature of water bodies and note the timing of the mass departure of dragonflies of various families. Near water bodies, catch adult dragonflies with an air net, mark the place and time of collection.
Place the snails in glass jars with a 5 cm layer of moistened soil. Give various plants as food. Establish, leaves, which plants she prefers to eat. Make a herbarium of these plants. Observe how a snail will behave in a dry habitat if you transplant it, for example, into a jar without soil. Make a conclusion about the requirements of the snail to environmental conditions. What environmental factors will be vital for it, what are secondary
Under the bark of old stumps, find a fast-running centipede Brown color. Plant it in a glass jar. Carefully consider the details of its structure, sketch. Watch her limbs work as she moves. Determine the structure of the limbs. Feed her spiders, beetles, small insects. Feed should be given in the evening. To observe the feeding habits of centipedes during the day, you need to let them starve for a day and then you can determine what kind of prey they prefer, how they kill it.
Watch the life of the anthill and the breeding of ants.
Study the daily activity of meadow insects. To do this, you need to start work at sunrise and continue until 24:00. Note the time of the appearance of the first insects, their mass appearance, decrease in numbers and cessation of activity. Specifically define the object of observation. Make observations in sunny and cloudy weather.
Conduct seasonal observations of insects - the inhabitants of the grassy 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 the upland and water meadows. Describe the nature of the herbaceous vegetation of the meadows where you are observing. Compare species diversity of insects. Distinguish between beneficial and harmful insects. Record the results in a diary.
The cockchafer is a serious pest of forest nurseries. Conduct the following research: a) mark the beginning of the summer of May beetles (month, day, time of day); b) determine the sex of the first flying beetles; mark the time of the beginning of the summer of beetles of the opposite sex; c) determine the time of the mass flight of May beetles; d) track what the beetles eat, at what hours of the day. Determine the nature of leaf damage by beetles, collect herbarium samples of damaged leaves; e) determine the degree of damage to the leaves different types plants on a five-point scale; f) find out where, at what hours of the day and for how long the beetles are at rest; g) establish when the female beetles begin to burrow into the ground to lay eggs, in what soil they burrow; h) determine at what depth the beetle lays eggs, in what quantity.
Catch ground beetles under stones and boards. Place the captured animals in the jar. Watch their daily activity. Feed a variety of foods. Find out what type of food is preferred. Watch out for the larvae; what they eat, how they move, when they turn into pupae.
Observations are carried out in nature or in a cage. Count how many aphids a ladybug or beetle kills in 10-15 minutes. Having collected several adult larvae and fed them with aphids, one can observe the appearance of colorfully colored pupae. Later, beetles emerge in the cage. Write a report on the work.
Collect beetles with bright warning coloration, submit watercolor drawings of insects or photographs.
Study the daily activity of pollinating insects. Start work at sunrise and finish at 24:00. On a flowering meadow, observe the appearance of the first insects, their massive summer, decrease in numbers and disappearance. Mark the clock time for each group of insects separately. Observation conduct for comparison in different weather. Collect pollinating insects for collection, dry plants. The daily activity of individual pollinator species can be clearly seen on the graph.
Study the most important garden pests. Collect pests of the garden, garden and traces of their activities. Make a collection of garden pests, vegetable gardens, collect and dry damage. Make a written report.
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 the observation diary, determine the average time for the daily activity of cabbage.
2 Summer assignments in biology grade 5-6
Botany summer assignments for grades 5-6
biology teacher MBOU secondary school
s.p. "Youth Village"
Piltai O.A.
Students' choice of one or the other summer assignments held before the end of the school year in agreement with the teacher. Written reports on the completion of tasks and the herbarium sheets, photo collections, compositions, panels, presentations attached to them are provided to the biology teacher at the beginning of the new academic year. Observations are recorded in an observation diary (regular notebook) or in an electronic diary.
Choose any topic that interests you.
Task 1. The diversity of the plant world.
Take a closer look at the plants that surround you in the city or your village. What are these plants? Try to determine their systematic affiliation; belonging to life forms: trees, shrubs, herbs. Look at the condition of their trunks and crowns, what species bloom, what flowers and fruits they have, who pollinates them and who then feeds on their fruits.
Task 2. Spore plants.
Being outside the city, in a park, in a country house, in a forest or in another natural community, going there for berries, mushrooms or just for relaxing, pay attention to spore plants. See how diverse and beautiful green mosses are. Choose one or two shoots of each type. Make a moss collection for yourself or for school.
Task 3. Floral miniatures.
Take part in making beautiful floral miniature crafts, panels or compositions. Collect and dry in a straightened form beautiful leaves, shoots, flowers, inflorescences, fruits and cones. Create a composition in the form of a picture, a gift card or a bookmark.
Task 4. Visual aids.
Make visual aids, for example, on the following topics: "Diversity of leaves", "Leaf venation", "Leaf damage", "Weeds of the garden", "Pine forest lichens", "Cones coniferous plants"On adhesive tape, collect a collection of spores of various mosses, ferns, hat mushrooms for the school, label them.
Task 5. Study of the flowering process of herbaceous plants.
Look for insect pollinated flowers and wind pollinated flowers. Compare them to each other. Observe what insects visit these flowers, what plants attract them. Take photos. Note how flowering plants behave in sunny and cloudy weather, cool mornings and hot afternoons. Record this in your observation diary.
Task 6. Observations of the state of barometer plants.
· Make observations on the state of 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 have such adaptations.
· Find out which other plants and how can predict the approach of rain. Collect one barometer plant at a time, dry them between leaves of newsprint and mount herbarium sheets with signatures of plant names.
Task 7. Observation of plants with flower clocks.
· Observe the opening and closing times of flowers or inflorescences of some wild and garden flowering plants, for example, dandelion, marigold, garden morning glory. Take photos. Find out what time the flowers of any other flowering plants you know best open and close.
· Establish what the observed phenomena in plant life are connected with. Collect for drying and making herbarium sheets several plants that open flowers or inflorescences at a strictly defined time of day.
Summer assignments in biology for students who have completed grade 5.
The purpose of this work: to accumulate information necessary for further study
sections school course biology in 6th grade.
A task: give students a program independent work for the summer period in nature.
To formalize their observations, perform work, students start a "Diary summer observations"- it can be any notebook, notepad, convenient for the guys. It is necessary to sign it, indicating the last name, first name of the student, the date the diary was created. A sheet with printed tasks is pasted into this notebook. Students record their observations in any order that is convenient for them, but indicate the task number. It is possible (and desirable) to accompany your observations with photographs, drawings, schematic sketches, etc.
Task 1. Studying the structural features of algae.
While at sea, pay attention to multicellular algae. Consider the body shape of the algae in the water, and then take the algae out of the water. Pay attention to the form, has it remained the same or has it changed? Record your observations in your summer observation diary.
Task 2. Stump.
Consider the stump of a recently cut tree, sketch it. Label the bark and wood in the drawing. Count and write down the number of rings on the wood, indicate which side (south or north) the rings are wider.
Task 3. Herbarium of simple and compound leaves.
Collect the leaves of various plants. Dry them by carefully placing them between sheets of newspaper under pressure. Then stick or sew them to the cardboard, sign simple and compound leaves.
Task 4. Root systems of plants.
Consider the root systems of various plants. Define taproot and fibrous root systems. Find the main root - more developed than the rest, and lateral ones extending from it. Sketch, sign the drawings, sign the names of the roots.
Task 5. Collection of dry fruits.
Gather a collection of dry fruits from various plants (for example, oak, hazel, sunflower, maple, corn, dandelion, shepherd's purse, radish, etc.). Write the name of the fruit and the type of plant.
Task 6. Studying the methods of distribution of fruits and seeds.
Consider the fruits of the string, burdock, poplar, maple, dandelion and others. Determine the methods of seed dispersal in these plants, what adaptations the fruits of these plants have to this method of dispersal. Record your observations in a diary.
Task 7*. Photoherbarium of mushrooms. Meeting mushrooms various kinds, take a picture of them, or draw in an observation diary. Sign the names of mushrooms, write down in what area they were found, are they edible or poisonous.
Task 8*. Collection of inflorescences.
Collect inflorescences of various plants (herbaceous, shrubby or woody). Dry them between sheets of newspaper, placing a weight on top (under pressure). Draw up a herbarium on thick sheets of A4 paper or cardboard, make signatures - the names of plants, the date of collection of the herbarium (i.e., the time the plant blooms).
Task 9*. Making a visual aid: "The tap and fibrous root systems."
Dig up root system dandelion (or any other flowering plant), any cereal plant. Rinse it from the soil, dry it, attach it to thick paper or A4 cardboard (you can sew it in several places with a thick thread). Sign the root system type.
Task 10*. To design a photo herbarium of trees and shrubs for urban landscaping, a school site, a summer house, 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 branch with leaves on the right side, and under the picture - a piece of bark, as well as a fruit and a flower.
* - students perform tasks with an asterisk to the best of their ability, you can offer to complete one of these tasks at the choice of students.
