Herbaceous plants: most of the herbaceous plants, namely stems and leaves, die off for the winter, less often remain in the form of underground modified roots, tubers, rhizomes, bulbs which contain a supply of nutrients, and can be used by the plant next year for a new growing season .
Flowers: The wilting of a flower only means a transition to a new stage of the plant's life. In most cases, this depends on the temperature regime in autumn, as well as on excessive air humidity and lack of light.
Change in color and leaf fall: in summer the leaves have green due to the large amount of chlorophyll pigment contained in them. However, along with chlorophyll, green leaves also contain other pigments - yellow xanthophyll and orange carotene. In summer, these pigments are invisible, as they are masked by a large amount of chlorophyll. In autumn, as vital activity in the leaf fades, chlorophyll is gradually destroyed. This is where the yellow and red shades of xanthophyll and carotene appear in the leaf. The destruction of chlorophyll occurs more intensely in the light, that is, in sunny weather. This is why in cloudy, rainy autumn the leaves retain their green color longer. But if prolonged rains are replaced by “Indian summer,” then the crowns of the trees turn into the golden colors of autumn in 1-2 days. In addition to gold, the autumn colors of trees contain crimson shades. This color comes from a pigment called anthocyanin. When the temperature decreases, as well as in bright light, the amount of anthocyanin in the cell sap increases.
Conclusions: Autumn is a turning point of the year: in a short period from September to November, nature makes a transition from warmth to frost, from greenery to snow, from summer to winter. It only takes 3 months for a forest covered with green foliage with lush grass to take on a completely winter look - leafless, bare trees on a white background of snow.
> Seasonal changes in animal life
Adaptations of cold-blooded animals to wintering. Cold-blooded animals endure winter in an inactive state. Changes occur in their body, which begin well in advance in the summer. By autumn, their reserves of nutrients increase, due to which their metabolism is maintained at a slower pace. The amount of water in their cells decreases. Despite this preparedness, many cold-blooded animals spend the winter in shelters where the harsh winter conditions are less severe.
Adaptations of warm-blooded animals to wintering. Warm-blooded animals have less ability to suffer from hypothermia than cold-blooded animals. Their constant body temperature is ensured by their high metabolic rate. To maintain the temperature at the same level, they develop such features as heat-insulating covers, fatty deposits, etc. To reduce heat transfer in winter conditions, they undergo autumn molting - a change from summer fur in mammals and plumage in birds to a thicker, winter one. Warm-blooded animals do not enter a state of winter dormancy if they can feed themselves during the winter. Mammals that are unable to obtain food in winter conditions hibernate. Before hibernation, animals accumulate nutrients in the body, mainly fats up to 40% of body weight, and settle into a shelter.
Birds that are unable to provide themselves with food in winter conditions fly to warmer regions, where they find abundant food.
Conclusions: In the spring, when it gets warmer, they fly migratory birds, mammals awaken from hibernation, cold-blooded animals emerge from a state of torpor. In autumn, with the onset of cold weather, the opposite happens. It has been established that the main regulating factor of seasonal changes in the lives of animals is not changes in temperature, but changes in day length throughout the year.
precipitation animal wintering seasonal
Weather (cloudiness, precipitation, thunderstorm, wind force, air temperature).
Change of seasons (autumn, winter, spring, summer). Nature calendar. The height of the sun and the length of the day at different times of the year.
Autumn(early, golden, late). Signs of autumn. Day is equal to night. Changes in the life of plants and animals (fruits, seeds, leaf color, leaf fall, departure of birds, disappearance of insects). Man and nature in autumn. Harvest Festival. Preparing for winter. Folk signs.
Winter(snowy, little snowy, warm, cold, frosty). Signs of winter. The shortest day and longest night of the year. Changes in the life of plants and animals (deciduous and coniferous trees in winter, non-migratory and wintering birds, hibernation and animal nutrition). Feeding animals in winter. Winter holidays. New Year. Folk signs.
Spring(early, late). Signs of spring. Day is equal to night. Changes in the life of plants and animals (the awakening of nature, primroses - spring flowering herbs, budding buds, first leaves, the appearance of insects, the arrival of migratory birds, the behavior of various animals in the spring). Spring worries of a person (work on the land: plowing, sowing, planting). Spring holidays. Folk signs.
Summer(hot, dry, warm, cold, rainy). Signs of summer. The most short night and the longest day of the year. Summer solstice. Plants and animals in summer. Human care for plants (weeding, watering, haymaking, harvesting, summer harvest). Summer holidays. Folk signs.
Our country.
Russian Federation(location on a geographical map). Multinational population. Moscow is the capital of our Motherland. Sights of Moscow (museums, theaters, squares, historical and cultural monuments, parks, streets). Transport in Moscow (metro, buses, trolleybuses, trams, taxis).
Cities of our Motherland. Means of communication between cities (rail, air, water transport).
The nature of our Motherland. "n,
Inanimate nature.
Variety of surfaces(relief): plains, mountains, ravines, hills. Soils: sandy, clayey, chernozem; fertile, infertile.
Water in nature: rivers, lakes, swamps, streams, springs; seas, oceans. Properties of water. The importance of water for human life. Water and steam, snow and ice.
Air. The air is all around us. Meaning of air. Wind is the movement of air. Air temperature. Introduction to thermometers. Measuring the temperature of air, water, your body.
Minerals: sand, clay, peat, coal, chalk, granite, marble, oil, gas, rock salt. Appearance, properties (hardness, flowability, gaseous state). Human use.
Wildlife.
Plants, mushrooms and animals of the forest
Plants of the forest. Deciduous trees: birch, maple, oak, linden, aspen, rowan, etc. Coniferous trees: spruce, pine, larch.
Shrubs: viburnum, rose hips, juniper, elderberry, raspberries, etc. Shrubs: lingonberries, blueberries.
Herbs: lilies of the valley, strawberries, anemone, oxalis, coltsfoot, etc.; cuckoo flax moss.
Mushrooms of the forest: edible and inedible.
Animals of the forest. Animals (bear, wolf, fox, hare, squirrel, elk, badger, wild boar, etc.). Birds (cuckoo, woodpecker, tit, nightingale, etc.). Insects (beetles, butterflies, ants, mosquitoes, flies, etc.).
Plants and animals of the garden, vegetable garden and field
Garden plants. Fruit trees: apple, pear, cherry, plum, sweet cherry, etc. Berry bushes: gooseberries, currants, raspberries. Garden strawberry - strawberry. Ornamental plants: spring (tulips, daffodils), summer (peonies, gladioli, roses), autumn (asters, chrysanthemums).
Garden animals: birds, insects, amphibians - frogs, toads. Seasonal work in the garden.
Vegetable garden plants: vegetables (potatoes, cabbage, carrots, beets, tomatoes, cucumbers, zucchini, peas, etc.); green crops (onions, garlic, dill, parsley, lettuce, etc.). Friends of garden plants (birds, earthworms, beetles, ladybugs, toads, frogs); enemies (butterfly caterpillars and beetle larvae, moles, mice).
Plants of the field: grain crops (rye, wheat, barley, oats, corn, etc.).
Field pests: gopher, field mouse, hamster, insects and their larvae.
Plants and animals of the meadow.
Meadow plants - herbs: clover, bluebell, cornflower (chamomile), bluegrass, timothy, etc. Meadow animals: insects (butterflies, beetles, etc.), birds, animals (mole, vole, grasshopper, etc.).
Use of meadows as pastures and for haymaking.
Plants and animals of the swamp.
Swamp Plants: herbs, mosses, wild rosemary shrubs, berry plants (cranberries, cloudberries). Swamp animals: birds, frogs, insects.
Plants and animals of water bodies.
Plants of ponds: algae and flowering plants (water lily, egg capsule, cattail, etc.). Fresh water animals(rivers, lakes, streams): fish, crayfish, snails, beetles. Animals of the seas and oceans: fish, whales, crabs, shrimp, seals, walruses, etc.
Health and human protection.
Human body. Structure of the human body: torso, upper and lower limbs, head. Sense organs. Hairline. Leather. Taking care of your body. Maintaining hygiene.
Internal organs: brain and spinal cord, heart, lungs, stomach, intestines, liver, kidneys, muscles, skeleton (spine, skull, limbs). The importance of correct posture for human health. Proper nutrition and breathing. Prevention of diseases (gastrointestinal, colds, infectious). The harm of smoking and drinking alcohol, drug addiction.
Physical education and sports activities - guarantee of health.
Nature conservation and ecology.
Nature conservation. Clean air, soil, water bodies. Protection of forests, meadows, flora and fauna. Plants and animals listed in the Red Book. Man and destruction in nature. Environmental disasters.
Work on the school site.
Sowing and planting plants. Plant care: watering, planting.
Repetition of what has been covered.
Consolidating knowledge in practice:
Excursions, observations and practical work on topics.
Daily weather observations. Systematic observations of seasonal changes in nature. Excursions into nature to conduct these observations (once a month). Maintaining a seasonal calendar of nature and labor.
Excursions to familiarize yourself with the surrounding area, the features of its surface, and reservoirs. Excursions to the garden, forest (or
park), to construction sites (or soil outcrops), to
local history museum.
Practical work on growing indoor plants and caring for them; participation in work on the school site; keeping diaries (about observations).
Students should be able to:
Name specific objects and phenomena in the environment
installation, give them general names; easy to install
great connections: between the inhabitants of nature (plants and animals
mi, plants and humans, animals and humans);
Explain the observations coherently, independently
draw conclusions based on observations and work results;
Give examples of some representatives of plants and
animals of the forest, meadow, field, garden;
Observe the rules of personal hygiene, correct posture,
safety at work;
Follow the rules of conduct in nature (on excursions): do not
make noise, do not disturb birds and other animals, do not catch them or
destroy plants.
Students should know:
Generalized and specific names of objects and phenomena
nature, their basic properties; what is common and what is the difference between tenderness
howling and wildlife;
Where is our country located in the world? where is her table
tsa; what are its features; what does the population of the country do?
farming); what is its nature and natural resources (forests, meadows, rivers,
seas, minerals);
Basic rules of nature conservation and the need for conservation
a great attitude towards her;
The main parts of the human body, the significance of its external and internal
early organs, their relationship.
BIOLOGY
(2 hours per week)
Classes
Explanatory note
Biology as an academic subject in a correctional school of the VIII type includes sections: “Inanimate nature” (grade 6), “Plants, fungi, bacteria” (grade 7), “Animals” (grade 8) and “Human” (grade 9).
These sections provide for the study of basic information available to mentally retarded schoolchildren about living and inanimate nature, about the human body and the protection of its health.
The main objectives of teaching biology are:
1) informing students of knowledge about the basic elements of tenderness
howl of nature (water, air, minerals, soil) and living
nature (about the structure and life of plants and animals, as well as about organ
lowness of man and his health);
2) formation of a correct understanding of such natural phenomena
laziness, like rain, snow, wind, fog, autumn, winter, spring, summer in life
no plants or animals;
3) carrying through the entire course environmental education(race
viewing the surrounding nature as a complex of conditions, it is necessary
necessary for the life of all plants, fungi, animals and people), without
careful attitude to nature;
4) initial familiarization with growing techniques is not
which plants (indoors and on the school site) and care
them; with some animals that can be kept at home
or in a school nature corner;
5) instilling skills that contribute to the preservation and strengthening
research on human health.
Teaching biology in a correctional school of type 8 should be aimed at correcting deficiencies mental development students. In the process of getting to know living and inanimate nature, it is necessary to develop students’ powers of observation, speech and thinking, to learn to establish the simplest cause-and-effect relationships and the interdependence of living organisms among themselves and with inanimate nature, the relationship of humans with living and inanimate nature, and their influence on it.
In 6th grade, the program is designed to provide students with basic knowledge of inanimate nature; form an idea of the world that surrounds a person.
The 7th grade curriculum includes basic information about the diversity of plants, fungi and bacteria; about the structure and significance of the organs of a flowering plant; about the main groups of plants; about the biological characteristics, cultivation and use of the most common field, vegetable, fruit, berry, and ornamental plants.
It is impossible to introduce schoolchildren to all groups of plants and the characteristics by which they are grouped into taxonomic groups (types, classes, orders, etc.). Therefore, this program offers the study of the most common and mostly already known to students monocotyledonous and dicotyledonous plants, only such signs of their similarities and differences that can be clearly shown using color tables. Information about the structure, diversity and significance of fungi and bacteria is very briefly provided.
In grade 8, students become familiar with the diversity of the animal world and the lifestyle of some animals; receive information about the external and internal structure of their body and the adaptability of animals to their living conditions.
The 9th grade program provides for the communication of basic information about the structure and vital functions of the main organs and, in general, the entire human body. Students become familiar with it and with those conditions that favor or harm its normal functioning. In connection with the study of the human body, students are provided with information about how important it is to eat right, observe hygiene requirements, and how to protect themselves from infectious diseases; what harm to health is caused by smoking, drinking alcohol and drugs, as well as substance abuse.
When studying program material, students' attention is drawn to the meaning physical culture and sports for health, hardening the body and for its normal functioning.
To conduct science classes, you must have appropriate equipment and visual aids. In addition to the measuring instruments and various chemical glassware that are required to demonstrate experiments, you need to have samples of minerals, various soils, wet preparations, animal and human skeletons, as well as sufficient handouts.
All training sessions should be conducted in a specially equipped natural science classroom.
INANIMATE NATURE
Class
(2 hours per week)
Nature
Living and inanimate nature. Objects and phenomena of inanimate nature, their changes. Solids, liquids and gases. Transformation of solids into liquids, liquids into gases. Why do you need to study inanimate nature?
The planet we live on is Earth. Shape and size of the Earth. Change of day and night. Change of seasons.
Water
Water in nature. Properties of water: inconstancy of shape; fluidity; expansion when heated and contraction when cooled. Three states of water. The ability of water to dissolve certain solids (salt, sugar, etc.). Soluble and insoluble substances. Clear and cloudy water. Purification of muddy water. Solutions in nature: mineral and sea water. Drinking water. Accounting and use of water properties. Use of water in everyday life, industry and agriculture. Careful attitude towards water. Water protection.
Demonstration of experiments:
1. Expansion of water when heated and compression when cooled.
2. Dissolving salt and sugar in water.
3. Purification of muddy water.
4. Evaporation of salts from drinking, mineral and sea water.
5. Determination of water fluidity.
Practical work. Measuring the temperature of drinking cold water, hot and warm water used for washing dishes and other purposes.
Air
Properties of air: transparent, colorless, elastic. Using air elasticity. Poor thermal conductivity of air. Using this property of air in everyday life.
Air expands when heated and contracts when cooled. Warm air is lighter than cold air: warm air rises, and heavy cold air sinks. Air movement.
Air composition: oxygen, carbon dioxide, nitrogen. Oxygen, its property to support combustion. The importance of air oxygen for the respiration of plants, animals and humans. Use of oxygen in medicine.
Carbon dioxide and its property of not supporting combustion. The use of carbon dioxide in fire extinguishing. Clean and polluted air. Impurities in the air (water vapor, smoke, dust). The fight for clean air.
Demonstration of experiments:
1. Detection of air in porous bodies (sugar, crackers, coal,
soil).
2. The volume of air in any container.
3. Air elasticity.
4. Air is a poor conductor of heat.
5. Air expansion when heated and compression when
cooling.
6. Air movement from a warm room to a cold one and cold
warm (circulation). Observing flame deflection
candles.
Minerals
Minerals and their significance.
Minerals used as building materials: granite, limestone, sand, clay.
Combustible minerals
Peat. Appearance and properties of peat: brown, absorbs water well, burns. Peat formation, extraction and use.
Coal. Appearance and properties of coal: color, shine, flammability, hardness, fragility. Extraction and use.
Oil. Appearance and properties of oil: color and smell, oiliness, fluidity, flammability. Oil production. Petroleum products: gasoline, kerosene and other materials.
Natural gas. Gas properties: colorless, odorless, flammable. Extraction and use. Rules for handling gas at home.
Minerals that are used in the production of mineral fertilizers.
Potassium salt. Appearance and properties: color, solubility in water. Extraction and use.
Minerals used to obtain metals (iron and copper ores, etc.), their appearance and properties.
Obtaining ferrous and non-ferrous metals from metal ores (cast iron, steel, copper, etc.).
Demonstration of experiments:
1. Determination of some properties of combustible minerals
The main factors are: the moisture capacity of peat and the fragility of coal. ,
2. Determination of the solubility of potassium salt.
Practical work. Recognition of ferrous and non-ferrous metals from samples and various products made from these metals.
Observation for the combustion of coal and other combustible minerals (in furnaces, ovens, stoves).
Excursions to the local history museum and (if possible) to places of mining and processing of minerals (depending on local conditions).
Soil
Soil- the top and fertile layer of the earth. How soil is formed.
Soil composition: humus, clay, sand, water, mineral salts, air.
Mineral and organic parts of the soil. Humus is the organic part of the soil. Clay, sand and minerals are the mineral part of the soil.
Sandy and clay soils.
Water properties of sandy and clay soils: the ability to absorb water, pass it through and retain it.
Comparison of sand and sandy soils by water properties. Comparison of clay and clayey soils by water properties.
The main property of soil is fertility.
Local soil types: name, brief description.
Soil cultivation: plowing, harrowing. The importance of soil in the national economy. Soil protection.
Demonstration of experiments:
1. Release of air and water from the soil.
2. Detection of sand and clay in the soil.
3. Evaporation of minerals from the water extract.
4. Determination of the ability of sandy and clay soils to
pour water and let it pass.
Practical work. Difference between sandy and clay soils. Soil cultivation at the school training and experimental site: digging and harrowing with a shovel and rake, digging up tree trunks and shrubs, loosening the soil with hoes.
Excursion to soil outcrops or making a soil incision.
Repetition.
Basic requirements for students' knowledge and skills Students should know:
distinctive features of solids, liquids and gases;
characteristic features of certain minerals, sandy and clay soils;
some properties of solids, liquids and gases using the examples of metals, water, air; expansion when heated and contraction when cooled, the ability to conduct heat; fluidity of water and air movement. Students should be able to:
handle the simplest laboratory equipment;
carry out simple soil cultivation on the school site.
Class
Plants, fungi and bacteria
(2 hours per week)
Introduction
Variety of plants. The importance of plants and their protection.
General introduction to flowering plants.
General concept of the organs of a flowering plant (using the example of a plant that blooms in autumn): flower, stem, leaf, root.
Flower. Flower structure (pistil, stamens, corolla of petals). The concept of inflorescences (umbrella, spike, basket). Pollination of flowers. Formation of fruits and seeds. The fruits are dry and juicy. Distribution of fruits and seeds.
Plant seed. The structure of a seed (using the example of beans and wheat). Propagation by seeds. Conditions necessary for seed germination. Determination of seed germination. Rules for planting seeds in the soil.
Root. Diversity of roots. Root systems (tap and fibrous). Root hairs. The importance of the root in the life of a plant. Modifications of roots (root crop and root tuber).
Sheet. The external structure of the leaf (leaf blade, petiole). Venation. The leaves are simple and compound. The importance of leaves in the life of a plant is the formation of organic nutrients in the leaves from water and carbon dioxide in the light. Evaporation of water by leaves, the significance of this phenomenon. Leaf fall and its meaning. Respiration of plants.
Stem. The structure of the stem using the example of linden. The importance of the stem in the life of a plant is the delivery of water and minerals from the root to other organs of the plant and organic substances from the leaves to the root and other organs. Variety of stems.
A plant is a whole organism(the relationship of all organs and the entire plant organism with its environment).
Laboratory work.
1. Organs of a flowering plant.
2. Flower structure.
3. The structure of a bean seed.
4. The structure of the wheat grain. Viewing with a magnifying glass:
shape, color, size.
Practical work. Determination of seed germination. Demonstration of experiments:
1. Conditions necessary for seed germination.
2. Evaporation of water by leaves.
3. Plant respiration (oxygen absorption and excretion by leaves
emission of carbon dioxide in the dark).
4. Movement of minerals and water through wood.
Excursions into nature to get acquainted with flowers and inflorescences
mi, with the spread of fruits and seeds (in early September).
Seasonal changes in the life of insects.
The life of insects is directly dependent on many factors - temperature, humidity, food, light, etc. Being ecologically plastic, insects easily adapt to any habitat conditions. In our temperate climate, with sharp fluctuations in the most important environmental factors throughout the year, in the process of evolution, insects have developed adaptive reactions to the changing seasons. Thanks to them, these creatures can live and develop in different weather conditions. And this, in turn, is reflected in seasonal cycles specific to each species.
Behavior in autumn.
Autumn is not the most favorable time for the life of insects, on the one hand, due to weather conditions, on the other, due to the lack of food. Unstable weather with sudden changes in temperature - from warm days to frost, as well as heavy rains negatively affect their activity. In addition, in the fall, plants stop growing and developing, and they become unsuitable for nutrition. Therefore, many insects have an active life in spring and the first half of summer, when plants contain a large amount of nutrients.
And by the end of autumn, most insects are already in a state of winter dormancy. But in some, especially cold-resistant species (winter moth, red pine sawfly, winter mosquito and some others), active life can continue until late autumn and even until the beginning of winter.
Depending on their behavior in autumn, insects are divided into 2 groups:
1. Adult forms die, and larvae, pupae, and eggs remain to overwinter.
2. Remain to overwinter as adults: butterfly, mourning butterfly, peacock's eye, ladybugs, ground beetles, dung beetles, ants).
Behavior in winter.
In winter, insects are dormant, which allows them to survive the unfavorable period. Their active life (growth, development, reproduction) occurs in the warm season and lasts from early spring to late autumn - 6-7 months. But this is not the end of insects’ preparation for winter. They still have to solve a number of vital issues - where, in what places and in what shelters they will spend the winter.
At the same time, conditions favorable for overwintering must be created specifically for the overwintering phase, and eggs, larvae, pupae, and even adult insects themselves can overwinter in different insects. The methods of protection from the winter cold of these small creatures are so diverse and numerous that sometimes you are simply amazed at their ingenuity.
A very important point is the choice of wintering location. Wherever do insects hibernate? These can be trees and shrubs, dry plants, walls of various buildings, fences, the soil surface and the soil itself. In some species, the overwintering phases are located on the trunks and branches of trees on the bark and under the bark, in cracks in the bark, under the scales of the buds and at their base. This is how the eggs of aphids, honey moths, gypsy and ringed silkworms, and the winter moth overwinter; caterpillars of cherry moth, hawthorn moth, codling moth, cabbage and turnip moth pupa, etc.
Cruciferous bugs, apple flower beetle, weevils (raspberry-strawberry, etc.), cruciferous flea beetles, gooseberry moth, yellow gooseberry sawfly, cabbage flies and many others hide on the surface of the soil in the litter, under fallen leaves, clods of earth and in its upper layers. Some species go to great depths - up to 15 cm and deeper (apple sawfly, raspberry beetle, etc.). The Colorado potato beetle can be found even at a depth of 20-30 cm.
Behavior in spring.
Insects that hibernate as adults begin to awaken. Flies and butterflies wake up first.
Ladybug
- Appearance
Small beetles with a strongly convex rounded body. The underside of the body is flat. The head is very small. The color is bright from contrasting black, yellow, red tones. The legs are thin, short, and black. Disturbed beetles secrete a sharp-smelling yellowish, poisonous liquid that repels enemies. Mostly predators.
- Behavior by season
Closer to autumn ladybug They go to wintering grounds in flocks. Some of them, 4-5 pieces each, are located in a leaf rolled into a tube, fall to the ground with it and overwinter under fallen leaves. Others wait for spring between the needles of pine needles, while others wait under the bark of an old tree.
After overwintering, females lay several hundred eggs in the spring on the undersides of leaves. After about a week, the larvae hatch. After several molts, after 1-2 months, they pupate and after 6-9 days adults appear.
- Nutritional nature
One larva or beetle eats up to 50 aphids per day.
- Meaning in nature
Predatory species destroy aphids, scale insects, psyllids and other dangerous pests of garden and vegetable crops. Few species are herbivorous and can harm crops.
Krasotel fragrant
- Appearance.
The fragrant beetle is a large beetle from the ground beetle family. Predator. It is distinguished by beautiful bright bluish-green, sometimes golden-green elytra with several rows of dots and a pungent odor that the beetle emits in case of danger. The color of the lower part of the body is blue or black-blue. The head and pronotum are dark blue or blue-green.
In appearance, this large beetle, sometimes over 3 cm long, is one of the most beautiful representatives of our fauna of coleopteran insects. Hence its Russian generic name - krasotel.
- Behavior according to the seasons of the year.
The usual fertility of the beauty beetle is about 100 eggs. With an abundance of food, females begin to lay more eggs, and the number of predators increases rapidly.
Larvae emerge from eggs laid in the soil after 4–7 days.
Adult beetles can live up to 4 years. They spend winters in the soil. Preparation for wintering begins at the end of summer, soon after their main food - caterpillars and lepidopteran pupae - disappears.
The female mates several times during the year. Beetles fly well, especially in spring. At this time, they are actively searching for their prey, migrating over very long distances.
- Nature of nutrition.
Adult beetles and larvae are active predators; they destroy caterpillars and pupae of various butterflies en masse. The beauty is tough on the extremely hairy caterpillars, which even insectivorous birds avoid eating. These are primarily the caterpillars of such a dangerous and widespread pest of deciduous plants as the gypsy moth. During the season, the family of the odorous beetle (“father” beetle, “mother” beetle and their offspring - larvae) destroys 5-6 thousand gypsy moth caterpillars. For this, he rightfully earned the laurels of the winner of the silkworm and is considered an ally of foresters.
When pests appear en masse in coniferous plantations, the beetle appears there too. At the same time, it attacks the caterpillars of moths and moths. There is more than one known case of mass appearances of these ground beetles in breeding areas of the dangerous pest of coniferous forests, the nun silkworm.
The larvae differ little from the adult beetle in their aggressiveness and feeding habits. But for some time the white newborn larva remains in the egg cradle. She stays here for a short time - exactly until her covers become shiny black. After this, she climbs to the surface of the soil and begins to look for food. Larvae hunt both day and night, although they are more active in hot weather. The head of the larva is equipped with the same strong jaws as those of the beetle itself. Each jaw bears inside a sharp tooth, thanks to which, once it has grabbed the prey, it does not release it until it has sucked out all the contents.
In many cases, the larva eats only a small part of the victim's body, which is why the latter, of course, dies. During its development, the larva moults twice, and then burrows into the ground and pupates.
The favorite objects of hunting and source of food for the beauty are the caterpillars that live in the crowns of trees. The beetles also attack the butterflies themselves, perched on a trunk or branch to rest. Having grabbed the dozing beauty, the beetle kills her, gnawing into the unfortunate woman’s abdomen, often eating the eggs not yet laid by the female.
This active predator does not hesitate to attack animals that are not inferior to it in size. Running nimbly along tree trunks, it looks for a wide variety of small insects. But if he encounters a beetle that is even larger than him, he will also attack him. Having grabbed a large prey, the beetle descends from the crown to the forest floor, where it begins to eat, no longer fearing to lose its prey.
Climbing into tree crowns behind caterpillars, the beetle does not disdain food that is completely unusual for other predatory insects: there are cases when beetles attacked fledgling chicks in nests
Krasotel can not only attack - he defends well. In addition to an effective “weapon” in the form of powerful mandibles, nature provided it with an equally advanced weapon of defense. If an enemy appears, the beetle turns its rear end of its body towards him and throws upward a stream of poisonous liquid. When it gets on the skin or mucous membrane, it causes severe irritation and itching. That is why it is not recommended to hold the caught beetle with its back end towards you, and after working with beetles you should wash your hands thoroughly. Exactly for the sharp bad smell secreted secretion, it received its main Russian species name.
- Habitat.
Krasotel is found in gardens and deciduous forests in the south and west of the European part of Russia, as well as in the Caucasus, Crimea, Western Europe and in the mountains of Central Asia, Eastern Kazakhstan, North-West China, and North Africa. It rises into the mountains to heights of 1500-2000 meters above sea level.
Unlike other ground beetles, the permanent habitat of the species is not soil, but trees. We can say that he lives not in a two-dimensional flat space of fields and meadows, like the rest of his relatives, but in a three-dimensional one, hunting on the ground and prowling the crowns of tall trees in search of prey.
Notes
The number is unknown. There is a direct dependence of the number of beauties on the number of gypsy and ringed silkworm caterpillars and other leaf-eating insects that serve as food for them.
Listed in the Red Book of the USSR, the Red Book of Russia (category II - a species with declining numbers), the Red Book of Ukraine. Included in the European Red List. Protected in the Ilmensky Nature Reserve, the Trinity Nature Reserve, and on the territory of “Sanarsky Bor”
Seasonal changes in nature.« Enjoy: spring is coming...»
Snow has been lying on dead grass for a long time,
And their panicles saved the seed,
And it falls into the snow, alive,
And it freezes into the ice, clean of dust.
Everything is hidden by a veil of snow,
It was as if the world had gone silent from shock.
The earth is asleep, full of seed,
To wake up in the greenery of spring.
P. Komarov
Target:
Developing skills for observing changes in nature and independent research.
Developing in students an understanding of the relationship between a plant organism and environmental conditions, developing the ability to identify early flowering plants.
Based on observations, identification of biological characteristics of early flowering plants.
Formation of a caring attitude towards nature.
Development of dialectical-materialistic views on nature.
Tasks:
Identify signs of the onset of spring in living and inanimate nature.
Introduce students to the different periods of spring.
Establish reasons early flowering woody and herbaceous plants and changes seasonal phenomena in plant life.
To promote the aesthetic education of students through the means of nature and art.
Equipment and design:notebook (notebook) for notes, pencil (pen), instruction cards, excursion magnifying glasses.
Excursion location : forest biocenosis.
Time: end of April - May.
Student age: 6th grade
Preparing students for the excursion:
1. Talk with students about the different periods of spring (weather patterns, changes in flora and fauna, the beauty of awakening nature, issues of its protection).
2. Introduce three new concepts about spring and indicate the timing of their onset:
"calendar spring" - March 1;"astronomical" - March 21 is the day of the vernal equinox throughout the globe (except for the polar regions), day is equal to night;"biological" the beginning of sap flow in Norway maple (March 24), and then in warty birch (April 8).
3. Assignment to students to prepare characteristics of each period of spring (March, April, May)
4. Prepare children to perceive nature, draw attention to the objects of the “forest” ecosystem. Develop the ability to behave correctly in the forest.
Lesson progress
The Green Noise is going on,
Green Noise, spring noise!
Playfully disperses
Suddenly a riding wind:
The alder bushes will shake,
Will raise flower dust,
Like a cloud everything is green
Both air and water!
Problematic question: How does spring come?
N.A. Nekrasov
Do you have to go far to find a fairy tale?
K. Ivanov
What happens to plants in spring?
The leaves are blooming, the first flowers are appearing, the grass is turning green...
In most areas of the globe there is a constant change of seasons. Spring gives way to summer, summer to autumn, autumn to winter. Every season is wonderful in its own way.
We are infinitely dear to both the green smoke of the birth of life and the sad withering of plants entering a state of dormancy. We are delighted by tiny lanterns of snowdrops, yellow lights of dandelions, bird cherry bushes wrapped in white shawls, the honey smell of linden, the aroma of Antonov apples, the first boletus encountered in the forest, the golden glow of maples, the unheated fires of rowan trees stripped by the October wind.
The endless chain of changes in the face of nature is due to changes in the physiological state of plants depending on the seasons. Look out the window. Now spring is coming, one of the most amazing times of the year - the time of awakening of life.
Winter... Whirlwinds of February snowstorms swirl across the fields. The trees in the February forest seem lifeless. But is this true? Look at the leathery, dense catkins of alder or birch. They have been formed since the fall. The outer scales of these earrings reliably cover the flower buds from frost and winter evaporation. Having frozen thoroughly for 2–3 months, at the end of February they, without waiting for warm days, begin to slowly swell.
In March, when there is still snow everywhere, the trees celebrate spring. Despite the frosty air, the dark tree trunks warm up under the sun and melt the snow around them, creating thawed patches with exposed wet soil.
The sun appears. Spring warm rays fall on the Snowdrop.
A snowdrop looked out in the twilight of the forest
Little scout sent in the spring
Let the snow still rule over the forest
Let the sleepy meadows lie under the snow.
Let the ice remain motionless on the sleeping river -
Once the scout has come, spring will come.
E. Serov
Oh, how pleasant these sun rays are, I want to live: to bloom and please others.
Snowdrops the first spring plants are able to withstand frosts down to –10 °C, because the juice that fills them contains a lot of sugar, and sugar solutions do not freeze in mild frosts. They can't do without this device! There is still snow all around, but as soon as the first thawed patches appear, they are right there: blooming, in a hurry.
Their time is short. Flowering of early spring plants lasts only a month and a half, until the trees unfold their foliage and cover the sky above them, the light lovers.
They are not only a snowdrop, but also a snow drop, a snow flower, a scout, a harbinger of spring, a bully... And the Latin name Galanthus nivalis- snow-white snowdrop.
Why is this a bully?
All because he argues with the snow... Listen to one old story that has become a legend.
After being expelled from paradise, Adam and Eve walked through a snowy forest, and then several snowflakes fell on her cheek. They melted, and the droplets, falling to the ground, turned into flowers - snowdrops.
Perhaps the most active preparation for spring takes place at this time under the thick snow of the broad-leaved forest. If you dig up the snow here, you can find pale yellow sprouts with curled leaves and sometimes buds breaking through the fallen leaves. But in the fall these sprouts were not here!
The fact is that in a broad-leaved forest the soil does not freeze in winter due to the large amount of humus and deep snow cover, which create excellent thermal insulation. Thanks to this, the soil temperature here stays around 0 ° C all winter, so there remains unfrozen moisture available to plants.
As for the nutrients that are so necessary for growth, the development of plants under snow occurs at the expense of previously deposited reserves. For example, in lungwort and anemone these reserves are located in the rhizomes, in blueberries and goose onions - in bulbs, and in chistak and corydalis - in tubers.
Intensive respiration using these stored nutrients leads to an increase in plant temperature. Often the snow even melts around it. For example, in February, shoots of coltsfoot, planted in the fall, begin to grow under the snow. If you dig up a plant at this time, you will see that a tiny cave has melted in the snow cover around it. The severe frosts are still crackling, and spring is already beginning under the snow...
Winter still happens to be angry,
The last snowstorms take away the anger,
But day by day the cold weakens,
The sound of drops is heard more and more often.
Snow, having lost its diamond shine,
Running together in icy streams
To the spring madness of noisy rivers
And ice floes floating on water fields.
As soon as the birch trees begin to cut,
In a fluffy fur coat, felt boots,
A lilac flower is born
On a silvery and short stem.
And next to me there are people just like him,
Looks like little kittens
Having taken refuge from the cold into a sweet dream,
His little brothers are asleep.
Just enjoying the warmth of the sun,
Beautiful buds will open:
Thick blue with topaz tuft
The Easter chime will ring.
Spring has been a long time coming,
The eye is pleasing and tired without knowing
Dream-grass will bloom until summer
A flower in which all the beauty of the earth is!
Lumbago. In spring the sun does not always warm. Often the sky is covered with clouds, and cold rain and sleet lashes the ground. And there are often frosts at night. This is where the fur coat given by nature comes in handy for us, spring plants. Drops of rain roll off my silky hairs, and I come out unscathed.
Why do they call you dream-grass?
This herb has a calming and, in large doses, a hypnotic effect! And in the old days they placed it under the corner of a house under construction. It was believed that it brings happiness to the house.
There are lights at the edge,
A whole thawed patch.
Shorty stems
And the flower is small.
There are no leaves - it blooms,
Covered by cold.
Bees get the earliest honey
Gives from coltsfoot. L. Dunina
Coltsfoot Loves open, well-lit places. At the beginning of April, cheerful yellow inflorescences-baskets appear, and only then leaves. They are special. The upper side of the leaf, facing the sun, is smooth and dark green. The underside, facing the ground, is covered with white hairs, like felt. Place the top and bottom sides of a leaf on your cheek, and you will feel that the bottom is warmer than the top.
Lungwort obscure. One of the best spring honey plants. In the umbrella inflorescences you can simultaneously find half-blooming flowers with a pink corolla, blooming flowers of a purple color, and already fading flowers of a blue color. This helps pollinating insects: they only visit pink and purple flowers.
April, May will pass, June will come. The petals of spring flowers will fall, the fruits and seeds will scatter. The stems and leaves of many of them will wither. But spring flowers are perennial. This means that every summer only the upper, above-ground part of the plant dies. Roots, rhizomes, tubers and bulbs are hidden in the soil, in which nutrients accumulated over the summer are deposited. They will need them next spring.
Seeds are hidden in the soil. They froze. We fell asleep. Waiting for a new spring.
Thus, year after year, century after century, the cycle of life takes place in nature. If you come across a clearing in the forest in the spring, covered with flowers, do not touch them, do not collect a bouquet. Remember what a long, harsh winter they endured. They must not disappear!
Teacher: Guys, I suggest you go on an excursion to the spring forest.Let's remember what rules you need to follow when you come to the forest.
You cannot light a fire in the forest during a fire-hazardous time; before leaving, you must carefully check the place where the fire burned to see if it has been properly extinguished.
When in nature, you should not pick plants for bouquets. Bouquets can only be made from plants grown by humans.
You can collect medicinal plants only in places where there are many of them. Some plants must be left in nature.
Do not break branches of trees and bushes. Let beautiful plants and trees remain in nature.
In nature, especially in the forest, you need to try to walk along paths so that the plants do not die from trampling.
Again the birds fly from afar,
To the shores that break the ice,
The warm sun goes high
And the fragrant lily of the valley awaits.
A. Fet
What time of year is the poem talking about?
How did you guess that the poem talks about spring?
What signs of spring did the author name in his poem?
Today in the lesson we will go on a visit to spring and talk about what changes occur in nature with the arrival of spring.
Spring changes in inanimate nature. Listen to riddles about the spring months.
A warm south wind blows,
The sun is shining brighter,
The snow is thinning, softening, melting,
The loud rook flies in.
What month? Who will know? (March)
The river roars furiously
And breaks the ice.
The starling returned to his house,
And in the forest the bear woke up.
A lark trills in the sky.
Who came to us? (April)
The fields are turning green
The nightingale sings.
IN white the garden is dressed,
The bees are the first to fly.
Thunder rumbles. Guess,
What month is this?...(May)
What signs of spring have you heard?
Did the sun warm the earth equally in all spring months?
- Which spring month is the coldest?
The warmest? Why?
- Now let's imagine the sky. What is it like in the spring?
What kind of precipitation falls in spring?
Are there thunderstorms in spring? When?
2. Spring changes in wildlife .
It's time to talk about what changes occur in wildlife with the arrival of spring.
What happens to trees and shrubs in spring?
What happens to herbaceous plants?
- Name the herbaceous plants that bloom first?
Typically, early flowering herbaceous plants are called snowdrops. Why?
- Why do snowdrops bloom so early?
What flowers bloom in late spring, in May?
Many people collect bouquets of spring plants in the spring. Is it good?
During excursions, you will have to complete assignments by unit and provide a written report about today's excursion.
3. Write down an outline for the written report:
beauty spring nature(it is advisable to take a photograph of the first spring flowers);
life of herbaceous plants in forests, meadows, yard;
life of tree and shrub species;
signs of spring in the animal world.
wish to create a presentation in the programPowerPoint
4. Now let's have a competitionthe most observant, most intelligent and organized friends of nature. Students are divided into units.
Assignment for 1st link: students perform it in the forest, looking for a given number of species of flowering herbaceous plants; define them and make notes in a notebook in the form of a table:
Plant nameFeatures of the external structure
Flower (sketch)
Leaves (sketch)
Assignment for link 2: It is necessary to answer the questions: Neither the cornflower, nor the bluebell, nor the chamomile are blooming - why did the spring clear, oak anemone, lungwort, goose onion and other primroses grow and bloom so quickly? Which organs of these plants contain nutrients? Why are primroses in a hurry to bloom?
Assignment for 3rd link: observe the flowers of early flowering plants and answer the questions:
How often do insects visit these flowers?
What adaptations have these flowers developed for cross-pollination?
What causes the color of flowers?
Do flowers have nectaries?
Is it possible for these flowers to self-pollinate?
How do these plants reproduce if there are not enough pollinating insects during the flowering period?
While answering these questions, students look at primroses and take photographs of them.
Assignment for 4th link: watch the trees and shrubs bloom. Organize your records in table form.
Name of trees
and bushes
Appearance of inflorescences
(schematic drawings)
Plants
monoecious or dioecious
Pistillate
flowers
Staminate
flowers
5. Gathering of students from all levels to complete the next task.
Cognitive tasks
1. Flowering of plants is possible if there is a supply of nutrients. Where is the supply of nutrients in woody plants?
2. Most trees bloom before the leaves bloom. What is the method of pollination in trees? How would the flowering of trees during the period of full leafing affect fruit formation?
3. It is estimated that trees have more staminate inflorescences than pistillate ones. Explain this phenomenon.
4. Why are the flowers of woody plants collected in inflorescences - catkin, panicle, raceme, and not in inflorescences - basket, spike?
5. When trees bloom, shrubs are in the budding phase. Why? Is wind pollination possible in shrubs?
Discussion of cognitive tasks.
Closing conversation: about the life of trees, shrubs, and perennial herbaceous plants in spring. Paying attention to the correspondence of the structure of plant organs to the functions performed, to the development of plants in relation to the environment.
Homework assignment .
1. Each unit submits a report on the results of the excursion“Look, spring is coming!” You can put legends and poems about spring flowers, drawings or photographs there.
Summing up the lesson-excursion and grading in the journal .
Now, guys, think and tell me, having been on such an excursion, what useful things did you get for yourself?
Literature:
Magazines Biology at school
Internet resources
Fiction
Classmates
Seasons These are the seasons that differ in weather and temperature. They change depending on annual cycle. Plants and animals adapt well to these seasonal changes.
Seasons on Earth
In the tropics it is never very cold or very hot; there are only two seasons: one is wet and rainy, the other is dry. Near the equator (the imaginary midline) it is hot and humid throughout the year.
Temperate zones (outside the tropics) have spring, summer, autumn and winter. Typically, the closer you are to the North or South Pole, the cooler the summers and colder the winters.
Seasonal changes in plants
Green plants need sunlight and water to form nutrients and grow. They grow most in spring and summer or during wet periods. They tolerate winter or dry seasons differently. Many plants have what is called a rest period. Many plants accumulate nutrients in thickened parts located underground. Their above-ground part dies, the plant rests until spring. Carrots, onions and potatoes are types of nutrient-storing plants that people use.
Trees such as oak and beech shed their leaves in the fall because there is not enough sunlight to produce nutrients in the leaves at this time. In winter they rest, and in spring new leaves appear on them.
Evergreen trees always covered with leaves that never fall. To learn more about evergreen and leaf-shedding trees.
Some evergreen trees, such as pine and spruce, have long, thin leaves called needles. Many of the evergreen trees grow far in the north, where summers are short and cool and winters are harsh. By maintaining their foliage, they can begin to grow as soon as spring arrives.
Deserts are usually very dry, sometimes there is no rain at all, and sometimes there are very short rainy seasons. Seeds germinate and produce new shoots only during the rainy season. The plants bloom and produce seeds very quickly. Nutrients accumulate in them
Seasonal changes in animals
Some animals, such as reptiles, reduce their activity and fall asleep to survive the cold or dry season. When it gets warmer, they return to an active lifestyle. Other animals behave differently, they have their own ways of surviving during harsh periods.
Some animals, such as the dormouse, sleep all winter. This phenomenon is called hibernation. They eat all summer, accumulating fat so that in winter they can sleep without eating.
Most mammals and birds give birth to their young in the spring, when there is plenty of food everywhere, so they have time to grow and get stronger before winter.
Many animals and birds undertake long journeys, called migrations, to places where there is more food every year. For example, swallows build nests in Europe in the spring and fly to Africa in the fall. In the spring, when it becomes very dry in Africa, they return.
Caribou (called reindeer in Europe and Asia) also migrate, spending their summers in the Arctic Circle. Huge herds eat grass and other small plants where the ice melts. In the fall, they move south into the evergreen forest region and eat plants such as moss and lichen that are under the snow.
