The concept of “living conditions” should be distinguished from the concept of “habitat” - a set of vital environmental factors without which living organisms cannot exist (light, heat, moisture, air, soil). In contrast, other environmental factors, although they have significant influence on organisms, but are not vital for them (for example, wind, natural and artificial ionizing radiation, atmospheric electricity, etc.).

Environmental factors

Environmental factors. Elements environment, which cause in living organisms and their communities adaptive reactions(adaptation) are called environmental factors. By origin and nature of action environmental factors are divided into abiotic (elements of inorganic, or lifeless, nature), biotic (forms of influence of living beings on each other) and anthropogenic (all forms of human activity that influence wildlife). Abiotic factors are divided into physical, or climatic (light, air and water temperature, air and soil humidity, wind), edaphic, or soil-soil (mechanical composition of soils, their chemical and physical properties), topographic, or orographic (features of the terrain), chemical (salinity of water, gas composition of water and air, pH of soil and water, etc.).

Anthropogenic (anthropogenic) factors are all forms of activity of human society that change nature as the habitat of living organisms or directly affect their lives. Identification of anthropogenic factors in separate group due to the fact that at present the fate of the Earth's vegetation cover and all existing species organisms are practically in the hands of human society.

The main living environments of animals are water, land-air and soil. Each of them is inhabited by different animals.

Ground-air environment. It was mastered by spiders, insects, reptiles, birds, and animals (Fig. 7. A). Here you can find animals running quickly across open spaces(steppes, meadows, deserts); those living in the forest and climbing the branches of trees and bushes; living under the forest canopy.

Rice. 7. Animals of different living environments: A - ground-air; B - water; B - soils; G - living in and on other animals

In terms of living conditions, the ground-air environment is the most diverse. Therefore, animals that have mastered it are distinguished by their diversity, complex structure and behavior.

Aquatic environment habitat. The living conditions of animals in it are very different from the conditions of the ground-air environment. The density of water is almost 1000 times greater than the density of air. In water there are stronger pressure drops, less oxygen, more active than in air, absorption occurs sun rays. The aquatic environment is inhabited by fish, whales, dolphins, crayfish, mollusks, insects, etc. (Fig. 7, B). Some animals “float” in the water column (plankton), others swim quickly (nekton), some stay near the bottom (benthos) or at the very surface of the reservoir.

Soil as a living environment. The soil has a very dense structure and light does not penetrate into it. Here temperature differences are smoothed out and a special humidity regime is created. Together with representatives of other kingdoms of organisms, animals such as earthworms, ticks, insect larvae, ants, mole crickets (Fig. 7. C). Many animals dig holes in the soil, and moles and mole rats spend their entire lives underground.

Some animals have mastered not one, but two environments at once. Thus, frogs live in both land-air and aquatic environments, ground squirrels and field mice- in the ground-air environment and in the soil.

Animal habitats. In any environment, animals do not completely populate it, but occupy the most favorable areas for them. They are called animal habitats (Fig. 8).

Rice. 8. Animals various places habitat in the aquatic environment

Nightingales are found only in damp, dark areas of the forest near ponds and forest edges. Pike living in rivers prefer places with slow currents and aquatic plants near the banks (pools and pools).

Large, mobile animals have large and spacious habitats. For example, whales and dolphins live in the seas and oceans. Nimble, mobile tits live in mixed forests, oak forests and coniferous groves. Small animals occupy small habitats. Thus, aphids live on green leaves and young shoots of plants. Often the same habitat is inhabited by different types animals. Habitats occupying vast areas, such as seas, forests, steppes, are inhabited by greatest number species of animals.

Animals are well adapted to life in certain places habitat. Steppe animals have long legs, facilitating fast running and large jumps. Animals that climb trees have sharp claws or suction cups, while aquatic animals have fins or swimming membranes between their toes. Many animals successfully hide from enemies thanks to their protective coloring and camouflage body shape.

Animal relationships in nature

The relationship between animals, when some hunt others, kill and feed on them, is called predation.

Rice. 9. Predators and victims: 1 - falcon and dove; 2 - beetle and caterpillar; 3 - pike and roach

The raptors are a falcon chasing a dove; a beetle attacking a caterpillar; pike that catches and eats roach (Fig. 9). Animals that are hunted by predators. - their victims. Predators have adaptations for hunting - this is the hunting web of a spider, the powerful teeth of wolves and tigers. sharp talons of owls. Victims have adaptations to hide, escape from the predator, and protect themselves from it. These are the fast legs of an antelope, big ears in a hare, protective coloring in a chameleon, needles in a hedgehog, echidna.

Animals that inhabit the same habitat or eat similar food enter into competitive relationships.

Rice. 10. Competitors in mouse hunting: 1 - black ferret: 2 - weasel; 3 - ermine

Among the animals that are in a state of competition, for example, are stoats and ferrets that feed on mice and voles (Fig. 10); among birds - flycatchers and tits, competing with each other for shelters (hollows) suitable for nesting. Each of the pair of competing species is at a disadvantage. There are also mutually beneficial relationships between animals - symbiosis (you became familiar with it when studying plants) (Fig. 11). Thus, a hermit crab specially transplants an anemone onto its shell.

Rice. 11. Symbiosis: hermit crab and sea anemone

She protects him with burning tentacles from the attacks of enemies, and the hermit crab. moving, allows the sedentary sea anemone to change hunting sites and catch more prey. Among animals there are also relationships that are beneficial for one animal and harmless for another. Such relationships are called tenantry. For example, various insects, toads, and lizards can settle in a groundhog hole (Fig. 12). They bring neither harm nor benefit to the groundhog, and the groundhog provides them with its shelter.

Rice. 12. Boarders: a groundhog hole with boarders

The place and role of animals in natural communities

Animals depend on each other and come into contact not only with each other, but also with plants and other living organisms: bacteria, fungi.

Living organisms living together form biological communities, or biocenoses. A biocenosis is a collection of animals, plants, fungi and bacteria that jointly inhabit an area of ​​land or a body of water. These are, for example, plants and animals, fungi and bacteria living in the same pond, swamp, forest or meadow. Smaller biocenoses are part of larger ones. The main forms of relationships between organisms in natural communities- these are food (trophic) connections. In any natural community, the initial food link that creates a supply of energy in it is green plants, which in the light carbon dioxide, water and mineral salts dissolved in it create organic matter. Herbivores eat plants. Their. in turn, they are eaten by animal predators. This is how complex food connections arise in natural communities - food chains are built (Fig. 13). The final link in any food chain is the organisms that decompose organic matter into minerals.

Rice. 13. Food connections in the biocenosis (food chain)

The position of the species and its role in the biocenosis, determined by its connections with other species and its relationship to factors of living and inanimate nature(light, humidity, temperature, etc.) is called an ecological niche.

Ecosystem - totality various organisms, inhabiting certain territory and living in specific conditions: at certain temperature, pressure, humidity, salinity. In an ecosystem, living organisms and components of inanimate nature are united by cycles of substances and energy flows. Large terrestrial ecosystems are often called biogeocenoses.

Organisms interact not only with each other, forming communities, but also with the abiotic (non-living) habitat (soil, atmosphere, hydrosphere) and thus exist as part of ecosystems, including biogeocenoses.

Knowledge of the world 2nd grade.

Topic: Animal habitat. Adaptation of animals to their environment.

Target: formation and expansion of knowledge about animals and their distinctive features.

Objectives: develop cognitive and creative activity, critical thinking,

to form a concept about the habitat of animals,

expand and deepen knowledge about the diversity of environmental conditions and animal habitats,

to form an idea about the adaptation of animals to their environment,

promote the development of independence, collectivism, careful attitude to nature.

Equipment: interactive whiteboard, task cards.

Org. moment.

We rested during the break,
And the bell rings again.
We are ready, the table is in order,
The lesson begins.

Today in class we will continue our work on studying the animal world. I propose to conduct our lesson in the form of a gathering of young animal lovers. Slide

What is the name of the science that studies animals? (zoology) What are people who study animals called?

What is the name of the science that studies birds? What are people who study birds called?

What should young zoologists and ornithologists know and be able to do? Slide

Updating knowledge.

"Brainstorming"

We know many different animals. Try to guess which animals are hidden in the puzzles.

Puzzles about animals. Slides

tiger bear

caterpillar cow

What groups can these animals be divided into based on their feeding method? Slide

Conclusion: (omnivores, carnivores, insectivores, herbivores)

Match these animals according to their feeding method. (Work at the board)

What classes of animals do you know? (crossword)

Crossword.Slide

Animals with 3 pairs of legs. The body is divided into head, chest and abdomen. There are notches on the body. (insects)

Marine and freshwater animals, the body is covered with scales. (fish)

Animals that feed their offspring with milk. (mammals)

Animals that live in water and on land have bare skin, often covered with mucus. (amphibians)

Animals that crawl on the ground or swim, the body is covered with horny scales or plates. (reptiles - reptiles)

The name of which class of animals was not named? (BIRDS) Slide

Name the features of these animals.

(the body is covered with feathers, the forelimbs are wings, they lay eggs)

Keyword: Wednesday.

Target setting.

Let's try to answer the question of what a habitat is. Let's expand and deepen our understanding of the habitat of animals of different classes.

Test: Diversity of animals

Tasks:

Determine the level of knowledge of students on this topic;

To form a concept about the diversity of the animal world, about the habitat of animals, about the importance of animals in human life and in nature.

Main groups of animals:

a) mammals, amphibians, reptiles, insects

b) perch, reptiles, arachnids, amphibians, insects

c) earthworm, golden eagle, snow leopard, sturgeon beetle – deer, heron

2. Notches, 3 sections (head, chest, abdomen), 6 legs...

b) insects

3. Which group do butterflies, honey bees, and stag beetles belong to?

a) amphibians

b) insects

c) reptiles

4. Distinctive Features representatives of the fish group are...

a) wings, feathers

5. The second name for freshwater is...

a) amphibians

b) reptiles

c) there is no correct answer

6. The tailed amphibian is...

a) frog

b) salamander

7. Reptiles are the second name...

a) insects

b) reptiles

c) mammals

8. Distinctive features of representatives of the bird group are...

a) wings, feathers

b) notches, 3 sections (head, gills, abdomen), 6 legs

c) scales, fins, gills, swim bladder, lateral line

Learning new material

Associations.

What associations arise when you hear the phrase “HABITAT”? Slide

(forest, pond, steppe, desert, jungle, forest-steppe, tundra, mountains,...)

Assumption.

What is a “habitat”? Slide

Finding answers.

Work according to the textbook. Reading with notes. Page 95 – 96 Slide.

Reflection.

What did you learn about the habitat of animals?

Habitat – natural environment, where the animal finds conditions favorable for its life and lives there permanently. Slide

Physical exercise."Chunga-Changa"

Habitats of organisms

A long time ago, such a magical story happened...
No one today knows when it was, how it was and whether it happened... But on one of the planets in the vast Universe, in the Galaxy Milky Way a wonderful miracle happened. Living beings were born in the vast ocean. These creatures, unlike inanimate bodies Mother Nature had unusual, wonderful, magical qualities.
- What properties distinguished them? from other nonliving bodies ?
- They breathe, reproduce, have irritability, feed, they are characterized by excretion, growth and development, and the metabolic process.
That's right, you know these creatures, their name on that planet is living organisms. To this day they live on that fabulous Planet, although many have changed since those long, long times, some did not live to see the Present, have sunk into the past... But even today there are many of them! The magicians of modern times are chronicling fairy-tale creatures, counting each creature is the sacred duty of magicians. And Magi counted about 5 million species of such creatures! And they are different - huge and microscopic, and shaggy and covered with feathers, predatory - bloodthirsty and harmless - herbivorous, motionless and swiftly - fast...
So many that you can’t count their excellent signs. And the Magi thought:
- Why are all living organisms different? Why are they different from each other?

The students' answers are summarized by the teacher or one of the students - organisms are so different from each other because they live in different conditions.
You also found the answer of the Magi. In fact, living conditions affect appearance, internal structure, behavioral features of creatures. And the Mages divided the entire Planet into fabulous Kingdoms - Habitats of living organisms.
Habitat – the conditions surrounding an organism. (write in notebook)
Magi counted and described several such kingdoms on the magical Planet.(Students draw arrows from the concept of “habitat” and make a diagram in their notebooks).
The first kingdom is Aquatic habitat, the second is Soil environment habitat, the third – Ground-air., the fourth – organism.

There are 4 habitats: water, ground-air, soil, organism. Slide

The first sign of every kingdom is the presence of light.In which habitat, in which kingdom is there more light, in which less?

Student messages

Earthly life originated in water. Everything that now crawls, runs and grows on the ground, flies above the ground and “burrows” underground - all this once came out of the sea. Gradually, fish, birds and animals settled in different places. They chose forests for themselves, others burrowed underground, others liked picturesque meadows and mountains...

1.What conditions are typical foraquatic environment?

First of all, the aquatic environment has low transparency, it often lacks oxygen, little light, and at great depths - high blood pressure. But the temperature here fluctuates in smaller intervals than in the ground-air range.

2. B ground-airThe environment has a lot of oxygen and enough light. But very often the temperature fluctuates widely, especially in areas with cold winter, and, in addition, there is often a lack of moisture. Usually there is little of it in deserts and steppes. Of course, the inhabitants of this environment have adapted to such conditions.

3. The soil environment has little oxygen, no light, and often has too much water. But the temperature is more even than on the surface. A wide variety of animals live in the hidden underground world - birds and bees, badgers and earthworms, turtles and toads. Some, such as moles, spend almost their entire lives in this kingdom of eternal darkness. Others use holes only as temporary shelters - for themselves or for their offspring. For example, burrowing wasps make burrows in the ground, in which they lay eggs and prepare food for future larvae. All the inhabitants of the underworld listed here can be seen. However, the most numerous organisms with which the soil literally teems are so small that they cannot be seen without a microscope.

Consolidation of what has been learned.

Work in groups.

You selected material about animals of each class. Now you will need to summarize the collected material and try to answer the question of how animals in your class adapt to their environment.

Animal habitats and habitats

Living Environments

Animal names

Habitat

Adaptations to the environment

Pond, river, lake, sea, ocean

Ground-air

Tree trunks, forests, steppes, etc.

Soil

Burrows, anthills

Checking group work.

Socialization. Students present their projects.

Reflection.

Teacher: The structure of animals is often so consistent with their habitats and behavior that appearance an animal can be determined where it lives, how it moves, what it eats, etc. What is this connected with?

Suggested answer: With the adaptation of animals to habitats (color, body shape, etc.)

What adaptations do animals have?

Adaptations

For breathing

For swimming

For getting food

For warmth

For camouflage

Fins

Skin and lungs

Webbed feet

Tail-rudder

Webbed feet

Summing up.

Conclusion: in nature, everything is interconnected with each other, each species of animal adapts to environmental conditions.

We all take a corner mother nature

And the roof over our heads is the essence of the dome of the sky!

And all big and old house jam-packed with residents

And we have to get along in it, even if we have a mustache ourselves

There are a lot of different people - some smaller, some larger,

Who chooses the bottom of the river, who chooses faster water,

Who likes to get up earlier than everyone else, and who likes to go to bed late,

Know how to choose a neighbor so you can get along in time.

The neighborhood is sometimes difficult, community is not friendship

The one who will bring more benefit to us is suitable to be our neighbor.

There is something to profit from with him

Some neighbors are dangerous, but overall the world is beautiful!

All of them, even those that seem ugly, terrible, evil to us, bring great benefits to nature. Besides, they are all living beings. Remember this when, just for fun, you have the desire to kill a grasshopper, shoot a pigeon, throw a stone at a defenseless kitten. Remember that they are all caring parents or loving children. Even ferocious predators become kind and affectionate with their children

All animals need our protection. Everything in nature is in balance, and only humans can upset this balance. Due to human fault, 63 species of animals and 94 species of birds have disappeared over the past 300 years. People have created the Red Book, where they list all endangered animals, but continue to kill them. I just want to shout: “People, please remember that you are people! Don’t kill animals and birds!”

Reflection:

How do you evaluate your work in class?

Homework . Page 95-98, retelling

And finally, please place your hands on your chest (one under the other), close your eyes and try to send a piece of your warmth into your hands. Do you feel your hands becoming warmer? Now slowly blow on your hands and send your warmth to the Universe. Let our world become a little better from the warmth of our hearts. The lesson is over.

3rd grade

LESSON TOPIC: Vertebrates: fish, amphibians, reptiles.

LESSON OBJECTIVE : Study the features (general characteristics) of each class

Compare these classes of animals by appearance, skeletal structure, habitat, respiratory organs, method of reproduction

Organize surveillance aquarium fish

LESSON EQUIPMENT : Aquarium with fish

Individual cards for students

Textbook, workbook

Encyclopedias

Presentation on this topic

LESSON PROGRESS:

Organize an exhibition .

1. org. moment. Getting kids ready to work./

In the last lesson, we started studying a large section, big topic: “Animal diversity.”

Explain what the word “Fauna” means? (animal world).

That's right, the fauna is very diverse. Currently, there are about 2 million animal species on Earth. They are distributed throughout the Earth. There are more insects on Earth, more than 1 million species.

2. CHECKING YOUR HOMEWORK ( creative work)

At home, you completed a task in which you had to draw any insect and tell everything about its life from its perspective. (2 people), the drawings of the remaining students go to the exhibition.

Thank you, well done.

3. ACTUALIZATION OF KNOWLEDGE.

So, let's remember what groups are all animals divided into depending on the number of cells? (unicellular and multicellular). SLIDE 1 (click). Why are animals called unicellular? (the body consists of one cell). Give an example of single-celled animals (amoeba). What is the difference between multicellular animals? (the body consists of many cells). Remember how multicellular animals are classified? (SLIDE 1 (click) (vertebrates and invertebrates). Why are animals called invertebrates? (no backbone). Give examples of invertebrate animals (insects, worms, crustaceans, arachnids). Why are animals called vertebrates? (have a backbone). Give examples of vertebrates animals (birds, fish, ------).

4. Getting to know new topic, goal setting.

Today in the lesson we continue to get acquainted with the diversity of animals and will study representatives of 3 classes of vertebrates. SLIDE 2 (lesson topic). Look at the board and tell me which class representatives you are already familiar with? (fish).

That’s right, one of the representatives of vertebrates is fish.

In the second grade on the topic: “Reservoir and its inhabitants,” we learned in detail about fish, their structure, and adaptation to the aquatic environment. Based on the topic of the lesson, what goals do you think we will set today?

(remember the material studied about fish, get acquainted with representatives of other classes of vertebrate animals).

5 Organization of fish observations.

Work in groups.

Now you need to remember the previously studied material, once again observe the aquarium fish “Guppies” (an aquarium with fish). At this stage, your work will take place in groups. Each group will have its own task. You will observe the fish, confer, and group 1 will tell us about the organs of movement of fish, group 2 - about the respiratory organs of fish, group 3 - about the organs of vision, group 4 - about the body cover of fish. And also all groups will remember what they eat and how fish reproduce. A small dictionary is provided to help you. SLIDE 3.

Checking group work.

So, we check how each group coped with their task, supplementing the answers. (1? 2? 3? 4? groups talk about fish).

SLIDE 4.

Group 1 – fins and tail

Group 2 – gills

Group 3 – no eyelids, surrounding water moisturizes and cleanses them

Group 4 - the body is covered with skin in which scales are located, the body of fish is slippery, since there are many mucous glands in the skin. Well done!

Let's remember what they eat and how fish reproduce? (The female spawns eggs into the water, and fry subsequently appear from the eggs. But there are also viviparous fish, for example, a shark that gives birth to sharks. Fish feed on plant and animal plankton. But there are also predators that hunt fish, shrimp, and worms). Right.

6. REPEATING COVERED MATERIAL:

Generalization by the teacher of the material covered in 2nd grade.

Let's pay attention to the structure of the fish skeleton.

The teacher talks about fish (The skeleton of a fish consists of a skull, spine, paired (pectoral, abdominal) and unpaired (dorsal, caudal) fins).

Pay attention to the diversity of fish; this is the most numerous class of vertebrates. It includes more than 20 thousand species. SLIDE 5.

So, let's conclude together: where do fish live? What does the skeleton consist of? What is the body cover? What do fish use to breathe? How do they reproduce?

Filling out the table in the “Pisces” column: SLIDE 6 (click)

Habitat (aquatic environment)

Appearance (body cover) (bone scales, streamlined body, slippery)

Skeletal structure (skull, spine, paired and unpaired fins)

Respiratory organs (gills)

Reproduction method (spawning)

7. INTRODUCTION TO NEW MATERIAL, drawing up a work plan.

The next representatives of vertebrates are amphibians and reptiles. Think about what goals we will set at this stage of the lesson? (get to know representatives of these classes). Right. On the board you see a plan, SLIDE 7, according to which we will work (habitat, appearance of representatives of amphibians and reptiles, their structure, respiratory organs, methods of reproduction). At the end of the lesson we will have a comparison table in which we will compare classes by common features and we'll find distinctive features each class.

8. WORKING WITH THE TEXTBOOK, independent acquaintance with new material.

You will now open the textbook on page 69 ---70

Groups 1.2 read an article about amphibians, 3.4 - about reptiles. After reading, you need to discuss in groups how the names of these classes were formed?

Examination:

So, let’s check your work, groups 1 and 2:

Name the representatives of Amphibians? (_________________). Why are they called that? (adult amphibians often live on land, but reproduction and development occur in water).

Here are some representatives of the class. SLIDE 9.

3.4 groups:

Name the representatives of reptiles? Why are they called that? Maybe one of the guys guessed it? (when moving, they touch the ground with their body, they creep). Here are some representatives of the class. SLIDE 12.

9. Working with reference materials.

WORK IN GROUPS:

We continue to work in groups:

Groups 1 and 2 - try to write a story about amphibians according to this plan on the board (SLIDE 7)

3, 4 – also try to compose a story about reptiles according to plan.

Encyclopedias are provided to help you.

EXAMINATION:

Group 1 answers, Group 2 complements the answers, Groups 3 and 4 listen carefully.

10. Working on new material teacher's story.

Amphibians (amphibians) are a group of terrestrial vertebrates that have maintained a close connection with the aquatic environment. Amphibians, compared to fish, have more complex structure. Let's get acquainted with the structure of amphibians using the example of a frog. SLIDE 10. The body lacks a tail. The head smoothly transitions into the body, 2 pairs of limbs, five-fingered limbs. The skin is bare, covered with mucus from the skin glands. Mucus protects the skin from rapid drying out and plays a bactericidal role. The eyes are large, mobile eyelids protect the eyes from clogging, the lacrimal glands moisten the eyes and wash away dust particles. In external structure Frogs combine features of aquatic and terrestrial animals. Bare skin rich in glands, webbed feet, and bulging eyes are characteristic of aquatic vertebrates. Five-fingered paired limbs, eyes with movable eyelids and lacrimal glands, and eardrums are features of terrestrial vertebrates. Tadpoles have functioning gills, while adult frogs breathe through their lungs. Fertilization is external; fertilized eggs attach to aquatic plants or float in the water. They spend the winter in a daze. They feed on insects, spiders, and slugs. SLIDE 8. SLIDE 11 (triton). This is an aquatic animal that winters on land. The female lays eggs on aquatic plants so that they are wrapped in a leaf. Now watch a video about some types of frogs (frog 1, 2).

Relaxation (motor) (earth, water, air).

We continue our work and the next class of vertebrates are reptiles. SLIDE 12. Groups 3 and 4 prepared their stories about them.

Group 3 answers, Group 4 complements the answers

The teacher summarizes the students' answers:

Reptiles are terrestrial animals. They move, leaning on the ground, breathe atmospheric air, using their lungs, they reproduce on land. Fertilization is internal. They are well adapted to life on land. Let's look at the structure of reptiles using the example of a lizard. SLIDE 13. The body is divided into sections: head, torso, tail, 2 pairs of limbs. Only snakes do not have limbs. They move thanks to the powerful muscles of the body and numerous ribs, the ends of which, protruding through the skin, cling to uneven soil. The outside of the body is covered with dense, dry skin, in which horny scales develop. There are no glands in the skin, this protects the body from loss of moisture in a dry environment. The scales are not bony, like those of fish, but horny, softer. Body growth is accompanied by molting. The old cover is peeling off. Except for turtles, their body is hidden under a bony shell. The eyelids are movable, the tail can regenerate, break off and be restored, 2 pairs of legs, claws. Breathing is pulmonary. There are ribs, there is a rib cage, which protects organs from damage. Like amphibians, reptiles are cold-blooded animals, their body temperature depends on the ambient temperature. Reptiles lay eggs on the ground or in depressions. But sometimes the cubs are carried in the mother’s body (viper, viviparous lizard). They go into torpor during the winter. Here is one of the reptiles, the chameleon. It lives in trees in forests and feeds on insects, which it captures with its long tongue. Body color changes depending on the environment. They are oviparous, in the layer of dry leaves, but they are also viviparous. SLIDE 14. Videos about some reptiles.

So, the fauna is diverse. But, unfortunately, some animal species are on the verge of extinction due to human fault. Realizing this, people began to protect rare species, take care of preserving the number of animals. And in 1966, the International Red Book was published, containing a list of endangered animals.

Relaxation (fish - silence, amphibians - 1 clap, reptiles - 2 clap).

11. DATA COMPARISONclasses of vertebrates

SLIDE 15.

Look at the final table, find the distinctive features of each class of vertebrate animals (children find the differences).

Primary consolidation, creation problematic situation in class(working with drawings)

Here are drawings of representatives of these classes of animals.

Look carefully at the drawings of animals and divide them into 3 groups: fish - 1, amphibians -2, reptiles -3

Frontal check:

Name the representatives of amphibians? reptiles? fish? Which animal did you not put a number next to? (whale). Why?

(vertebrate animal, but mammal) viviparity, feeding the young with milk. Right.

Summing up the lesson:

Generalization of material, testing on this topic.

Independent work students.

So, you have all listened carefully today, and now you are given the opportunity to work on your own and answer some questions on the topic. Take a card and check only the correct statements.

Adult amphibians often live on land, but reproduction and development occur in water.

Amphibians and reptiles have eyes without eyelids or lacrimal glands.

During development, the tadpole's gills are replaced with lungs.

During the wintering period, amphibians and reptiles are in a state of torpor.

Reptiles breathe through gills.

Amphibians and reptiles do not have a constant body temperature.

EXAMINATION:

Turn the card over and test yourself. Correct statements are marked with numbers (1, 3, 4, 6).

Lesson summary: What goals did we set for the lesson? How do you think we achieved our goals?

What new did you learn in class today? (we got acquainted with 3 classes of vertebrates, found out their distinctive features).

Reflection:

And now everyone will try to evaluate their work in class today.In front of you is a pond with water lilies. If you have learned the material well, then take a white petal; if you still have questions and you don’t understand something, then take a yellow petal if new material is poorly understood by you, then take the orange petal. Let's decorate the pond with water lilies. Thanks everyone for your work.

Homework: essay about one of the representatives of the classes. The lesson is over.

If there is a question the children don’t understand, then they can find the answer at home and tell us the next lesson.

Living Environments
Ground-based
Water
Soil
Other
organisms

1. Ground-air habitat

Environment Properties
Adaptations
organisms
Low density
Lots of oxygen
Lots of light
Sharp fluctuations
temperature
Nutrients
and water are common
unevenly
Few floating forms
wings for flight
Respiratory organs
lungs
Night and day
species
Devices for
keeping warm or
cooling
Active search for food

r
Insects
Birds
Reptiles
Spiders
Animals

Inhabitants of the ground-air environment

Swift
Antelope
Cheetah
Move quickly in loose environments

2. Aquatic environment

Environment Properties
1000 times denser than air
Little dissolved
oxygen
Less light with depth
Pressure with depth
increases
No sudden changes
temperature
Adaptations
organisms
Floating Forms
organisms
Streamlined body shape
Filtration type
nutrition
Respiratory organs gills
Benthic organisms
adapted to high
pressure and lack of light
Skin bare
Fat layer in warm-blooded animals

Inhabitants of the aquatic environment

Zooplankton

Inhabitants of the aquatic environment

Nekton (inhabitants of the water column)
Blue whale
Jellyfish
Herring
Shark

Inhabitants of the aquatic environment

Benthos (bottom dwellers)
Shrimp
Coral polyps
sea ​​anemone
Lobster
Polychaete worm
Octopus

Inhabitants of the aquatic environment

Deep sea inhabitants

3. Soil habitat

Environment Properties
Adaptations
organisms
Very dense environment
Low oxygen
Lots of carbon dioxide
High humidity
No light
A lot of humus
No sudden changes
temperature
Burrowing forms
Streamlined body shape
In mammals it is short
wool
Missing organs of vision
They feed on humus

Inhabitants of the soil environment

Mammals
Mole rat
Mole

Inhabitants of the soil environment

Insects and their larvae
Wireworm
Medvedka
May beetle

Inhabitants of the soil environment

Worms
Nematodes
Earthworm

Inhabitants of the soil environment

Soil microorganisms

4. Organisms - habitat

Environment Properties
Adaptations
organisms
No oxygen
No light
High humidity
Various enzymes
Favorable temperature
Lots of nutrients
substances
No respiratory organs
No organs of vision
No digestive organs
or are they very simple
Organs of attachment
Tight cuticle
A large number of eggs

Parasitic organisms

Parasitic worms
Ascaris
Cat fluke
Bull tapeworm
Liver fluke

Parasitic organisms

Developmental cycle of the liver fluke

5. Habitats - the most favorable areas occupied by animals

Common nightingale
The nightingale loves raw
shaded areas of the forest
near ponds and forest edges
Habitat of the nightingale

5. Habitats

Common pike
Prefers in rivers
places with slow
current (pools, pools)
overgrown near the shores
Pike habitat

5. Habitats

Beetle - jumper
Found on dry sandy
areas or along roadsides
dirt roads

5. Habitats

Dolphin
Dolphin habitat

5. Habitats

Great tit
Lives in mixed
forests, groves and oak groves
Habitat of the great tit

How is the steppe adapted to the living conditions?
saiga?

6. Adaptation of animals to living conditions

How adapted to living conditions
pond frog?

6. Adaptation of animals to living conditions

How adapted to living conditions
European stick insect?

7. Animal relationships in nature

Designation
+
+
+
0
/
/
+
+
Interaction type
animals
Predation
Parasitism
Competition
Symbiosis
Tenancy

Predation

Predator
Pike
Hawk
Sacrifice
Roach
Partridge

Predation

Predator
Sacrifice
Spider
Fly
Fox
Mouse

Predation

What adaptations do predators have?
allowing them to catch the victim?
What adaptations do victims have?
helping them escape from a predator?

Predation

Adaptations of predators for catching prey
Spider's catching net
Tiger and wolf have sharp teeth
Owl's claws
Adaptations of victims
Antelope has long legs
The hare has big ears
Hedgehog's needles
Protective coloration in partridge

KEY ANIMAL HABITAT

Parameter name	Meaning
Article topic:	KEY ANIMAL HABITAT
Rubric (thematic category)	Biology

Life form - morphological type of adaptation of an animal to the main factors of its habitat and a certain image life.

Aquatic habitat. All freshwater bodies can be divided into three large groups˸ rivers, standing bodies of water (lakes, ponds, etc.) and temporary - drying up bodies of water.

Animals living in water bodies are divided into large categories life forms according to adaptations to living in different tiers and biocenoses (Fig. 1)˸ Neuston - inhabitants of the surface of the water; plankton - passively moving, or “hovering”, in the water column ; nekton - animals moving freely in the water column, actively swimming; benthos - inhabitants of the bottom of reservoirs; periphyton - animals that attach to underwater objects. On fast current live rheophilic forms that have devices that prevent them from being carried away by water (flattened body, tenacious limbs, attachment devices). Rheophilic forms live in conditions of good oxygen supply, so many of them have cutaneous respiration. These forms include, for example, the larvae of stoneflies, mayflies, and caddisflies. Stagnophilous animals inhabit standing or slowly flowing bodies of water. These are the larvae of dragonflies, bell mosquitoes, swimming beetles and their larvae.

Rice. 1. Ecological groups of reservoir inhabitants

Ground-air habitat. This includes air space, vegetation and soil surface.

Invertebrates that live on more or less open areas of the soil surface are classified as epigeobionts(ground beetles, some types of locusts). Among them are psammobionts - inhabitants of sandy substrate, petrobionts - inhabitants of rocky placers and halobionts - inhabitants of saline soil areas.

Invertebrates that live in the herbaceous layer and are united by similar adaptations to life on thin stems and leaves of plants are classified as hortobionts(snails, leaf beetles, butterfly caterpillars, spiders).

TO tamnobionts And dendrobionts include animals that live on bushes and trees.

The inhabitants of bark and wood are xylobionts(larvae of bark beetles, pine beetles, sapwood beetles, longhorn beetles, golden beetles, and some dipterans).

Soil. Surface-dwelling animals are called epibios, inhabitants of the litter - stratobios, soil thickness - geobios.

There are four size groups of soil animals˸

Nanofauna - protozoa, rotifers and nematodes are physiologically aquatic animals that live in the thinnest films of water surrounding soil particles and in soil capillaries. Their dimensions do not exceed 0.1 mm.

Microfauna- this group includes microarthropods and some nematodes are inhabitants of the smallest soil cavities, through which they move as if through a system of caves and tunnels (Fig. 2). These are ticks, nematodes, spiders, small beetles.

MAIN ANIMALS HABITAT - concept and types. Classification and features of the category "MAIN ANIMAL HABITAT" 2015, 2017-2018.