Lesson planning perspective. How to create a lesson plan: step-by-step instructions

The work of a teacher in a school requires careful planning of his activities and the work of his students. This allows us to draw a conclusion about the effectiveness of training over a certain period.

The essence and goals of planning

The work of a teacher involves the development of clearly regulated activities to develop knowledge, skills and abilities in students. Plans are the basis of the goal-setting function of education. The learning process is managed precisely through the preparation of guidelines. A work plan is a diagram of the order of actions of teachers, the director and his deputy, which are aimed at increasing the effectiveness of student achievement and forecasting the work of the school as a whole. In addition, it makes it possible to identify the main methods of work in the classroom. The work plan expresses the frequency of classroom and extracurricular activities, individual lessons, Olympiads and competitions. Thus, this is the goal of the pedagogical process, expressed in writing.

Main planning goals:

• Formation of learning objectives.
• Statement of problems of the educational process.
• Prospects for the school's teaching activities.
• Advanced training for employees of educational institutions.
• Formation of a basis for social protection of students and teachers.
• Identification of the effectiveness of the educational process.

Identifying learning opportunities

The plan for the year demonstrates the main tasks that the educational institution sets for itself. It expresses the development prospects of schoolchildren of different age groups. Plans are an opportunity to predict personnel changes and restructuring, introduce innovations, improve the level of equipment in classrooms and the professionalism of teachers.

The identification of prospects is based on standards and laws in the field of education, information in this industry obtained through monitoring and analysis. To draw up a plan, you will need a clear goal, coordination of actions among the teaching staff, among parents and students. You need to know your spending budget.

The plan is drawn up by the council of the school or other educational institution. It is approved at the general meeting. It is necessary to be guided in the formation of a plan by a chronological framework, assigned tasks, and available resources.

Development of an educational institution

The school development plan aims to increase the level of knowledge of students using the latest. It is based on the modern doctrine of education and pedagogical standards.

The main goals of development planning are:

• Focus on innovation in pedagogy.
• Formation of values ​​among students: moral, spiritual, civic.
• Increasing the sense of responsibility, independence, initiative, duty.
• As part of the development plan, teachers must introduce the latest methods of education and upbringing of schoolchildren, technologies for maintaining health, and set specific goals, guided by the doctrine of student-centered learning.
• School administrations are responsible for providing the means of acquiring knowledge and skills, for methods and technologies, and for the qualifications of teaching staff. The main task is to systematize the regulatory framework of the educational process.

The results of developmental planning should be: increasing the level of knowledge and skills of students, creating conditions for the development of the student’s personality, and introducing innovative technologies.

Long-term planning

The main classification criterion is the time frame. Thus, there are two fundamental types: long-term and short-term.

The purpose of the first is to develop guidelines for a long period. The main time unit is the academic year. What's being discussed?

• How to apply for admission to school.
• Organization of work with parents.
• Cooperation with medical and higher educational institutions.
• How to develop children's personality through extracurricular activities.

What is the value of long-term planning? It reflects the global goals of the school and its staff. Broad goals have meaningful consequences, so they should be approached responsibly.

Short-term planning

Short-term planning is more narrowly focused. It is focused not on the educational process in general, but on the personality of each student. If we take an example of a plan, we will see in it the needs of various age groups and specific children. For example, it is possible to work with specific students on an individual basis. The purpose of such classes is to increase the student’s level of knowledge, taking into account the peculiarities of his perception, memory, and attention.

A unit of time in short-term planning is a school day, week, quarter, lesson. The age group of students, external conditions (climate, weather, season), the condition of a particular student, and their goals are taken into account.

The summer work plan allows you to think through activities for students during the extracurricular period: these are both recreational and recreational activities.

Thematic planning

It is carried out on the basis of a curriculum approved by the Ministry of Education. Calendar-thematic planning - development of a scheme for studying a certain discipline throughout the academic year, semester, quarter. At the state level, regulations have been developed that regulate its rules.

The thematic plan provides for a certain investment of time and effort in studying the course, setting goals and problems. It spells out the key skills that the student must master. Plans are structured documents according to which each topic should be studied for a designated number of hours. This directive is drawn up by the teacher himself, and at the end of the course he has the opportunity to determine the level of achievement of educational and developmental goals.

The task of the school administration is to monitor the implementation of the plan, which, in addition to the topic and time, indicates teaching aids for study. Plans are a way of determining teaching aids and rules for their use in the lesson.

Lesson planning

The smallest unit in making plans is a guide to action for each lesson. The objectives of the lesson, the type of lesson and its main milestones, and the learning outcomes are determined.

Must correspond to the curriculum for the subject, as well as the thematic plan. Its value is that the teacher has the opportunity to distribute time by topic. What to follow? Firstly, the program. Secondly, the complexity of the topic. Some problems require more detailed study and more time. Thirdly, the individual characteristics of the perception of students in a particular class.

What are the learning objectives?

The concept of the triune goal is fundamental here:

• Cognitive. It determines the level, quantity and quality of knowledge that the student must master in the lesson. This Knowledge must be fundamental, deep, meaningful. For example, in a history course, lesson planning includes a list of dates, historical figures, and concepts that the student must master in the course of mastering knowledge on the topic.
• Educational. Since personality formation is one of the tasks of the school, lesson planning determines what character qualities should be instilled in the student. For example, patriotism, respect for comrades, a sense of duty, tolerance.
• Developmental- the most difficult. Here, the student’s diversified development is necessary: ​​sensory, mental, motor, speech and more.

The goal should not only be written in the plan. It is necessary to check the quality of the results achieved at the end of the lesson. If the teacher has not monitored the quality of learning the material - knowledge and skills - such a lesson cannot be considered effective.

What kind of lessons are there?

Planning involves determining the type of lesson. What are they? The main classification criterion is the goal. Depending on it, lessons are distinguished:

• Gaining knowledge of something that has not been previously studied. The methods used by the teacher depend on the age of the audience and the specific topic.
• Skill learning is a lesson in which new types of work are tried out. For example, laboratory or practical.
• Systematization and consolidation of knowledge - consolidation of previously learned.
• Quality control of what is learned. Simply put, it is a test, but the forms of its implementation can be different - oral or written, individual or frontal.
• Combined - a lesson that involves both learning new and reinforcing old material.

The last type occurs most often - several didactic tasks can be set and solved.

New knowledge is acquired through lectures, conversations, the use of technical teaching aids, and independent work. The formation or consolidation of skills can be carried out during an excursion, laboratory work, or seminar. Systematization and control of knowledge include written tests and independent work, or individual types.

Each type has a specific structure, which is determined by the set objectives. By observing the learning goals and acting according to the plan, you can teach the material more effectively, and it will be easier for students to assimilate it.

How to create a lesson plan?

Plans are a necessity in the work of a teacher. You will have to compile them - but this is not a formal requirement. Having a plan will make the job easier because you can think through all the little details in advance.

Here is an example of a history lesson plan on the topic “World War II.”

Cognitive goal: students must master the concepts: “blitzkrieg”, “offensive operation”, “Anti-Hitler coalition”, “forcing” and main dates.

Educational: formation of a sense of patriotism, respect for the feat of war heroes.

Developmental: consolidate the ability to use a historical map, operate with terms and concepts, justify your thoughts, work with chronology, and synchronize events.

Learning Tools: map, textbooks, test book.

Lesson type: combined.

Lesson progress

1. Greeting students.

2. Updating basic knowledge (by talking with the class):

• What was the internal political situation in Germany at the end of the 30s of the twentieth century? And in the USSR?
• Describe the system of international relations. What organizations were formed? What was the state of the Versailles-Washington system?
• Which countries can you name as leaders in 1939 and why?

3. Studying new material according to plan:

• German attack on Poland.
• Aggression towards the USSR.
• The initial stage of the war.
• Years of turning point: Stalingrad and the Kursk Bulge.
• Seizing strategic initiative. The USSR is going on the offensive. Liberation of territories.
• Japanese campaign.
• Consequences of military actions.

4. Consolidation of acquired knowledge - the written survey method is used. Test assignments from a special problem book.

5. Results (homework, grading).

Instead of a conclusion

Competent planning of educational activities at school is the key to high-quality, strong knowledge of students. It makes it possible to determine the level of preparation of schoolchildren. Planning is the key to the successful implementation of the goal-setting function of education. The main source for drawing up a plan is the curriculum - with its help, lesson, thematic, and annual directives for educational activities are formed.

A good, useful lesson cannot be taught without preparation. That's why it's so important to think through his move in advance. The Federal State Standard for Basic General Education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to create a lesson plan.

What is a lesson summary?

Every competent teacher, before teaching a lesson, draws up a lesson plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a summary is the information that has just been listened to in writing. In the teaching world, everything is different. The outline (or in other words, the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information collected together about what the lesson is about, how it is structured, what meaning it carries, what its purpose is, and how this goal is achieved.

Why do you need to create a lesson plan?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, and practice it, then the process of assimilation will go much faster and better.

Often, lesson notes are required to be presented to the head teacher, because this is a direct reflection of how the teacher works, how the teaching methodology corresponds to school requirements and the curriculum. The teacher's strengths, as well as his methodological errors and shortcomings, are clearly visible from the notes.

Basic Requirements

It is difficult to come up with general requirements that all lesson plans must meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The Russian language lesson plan will be fundamentally different from the lesson plan, for example, on the world around us. Therefore, there is no single unification in pedagogy. But there are several general requirements for what a lesson plan should look like:

What else is worth paying attention to?

As a rule, when creating a lesson plan, a teacher needs to think through every little detail. Up to how much time will be spent on implementing each of the points of the plan. It is necessary to write down all the remarks said by the teacher and give the expected answers of the students to them. All the questions that the teacher is going to ask should also be clearly stated. It would be a good idea to separately indicate what equipment you are supposed to work with during the lesson. If some kind of handouts are used during the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson notes in printed and electronic form. The summary should end with a summary and homework.

How to properly prepare an outline?

The teacher can draw up a plan for himself in any form. This could be simple notes, individual lines, sentences, or a detailed script. Some diagrammatically depict the necessary information. If you need to submit your notes for review by your superiors, the most common form is in the form of a table. It is very convenient and visual.

An example of drawing up a short outline

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

Objective of the lesson: introduce students to a new part of speech.

Main tasks:

• develop speech skills and abilities;
• practice the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

Lesson progress:

• organizational moment;
• checking homework;
• explanation of new material (reading the rules, working with them, doing exercises to consolidate the material);
• repetition of studied material;
• summing up the lesson, assessing students' knowledge;
• homework.

Please note that all points of the lesson must be described in detail by the teacher, down to each remark. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. This way, the situation will not arise that the lesson is coming to an end, and only half of what the teacher planned has been done.

Not all notes will be the same. The age of the students is very important when we talk about lesson plans. 6th grade, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For grade 2, this option will be ineffective. For children, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another summary.

English lesson plan, 7th grade

Subject: repetition of the grammatical material covered.

Lesson type: combined.

Objective of the lesson: consolidate acquired skills on the topic of translating sentences from direct speech to indirect speech.

Main tasks:

• develop communication skills;
• develop the ability to work in a team;
• develop the ability to highlight the main thing in the studied material.

Equipment: blackboard, chalk, presentation, tape recorder.

Lesson progress:

• organizational moment;
• phonetic warm-up;
• lexical warm-up;
• repetition of the material covered (exercises, independent work, team work);
• checking homework;
• summing up the lesson;
• homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be carried out at the beginning of the lesson, in the middle, or even at the end of the lesson. The main thing for a teacher is not to be afraid to experiment, invent and bring something new to each lesson, so that the lesson is interesting and special for the children. So that they look forward to it. Depending on which type is chosen, the lesson plan will depend. 7th grade (unlike, for example, younger schoolchildren) allows you to structure a lesson in a non-standard way. Repetition of what has been learned can be carried out in the form of a game or competition. You can give students the opportunity to demonstrate their skills through independent work. The main thing is to understand what type of activity is suitable for a specific class, a specific group of students (you need to take into account both age and overall performance in the class).

Summing up

So, let's summarize all of the above. Step-by-step instructions for drawing up a lesson plan will look like this:

1. Subject/class.
2. Kind of a lesson.
3. Topic of the lesson.
4. Target.
5. Main tasks.
6. Equipment.
7. Lesson progress:

• organizational moment, warm-up, etc. (we begin to describe in detail the speech of the teacher and students);
• checking homework;
• introduction of new material, its development;
• consolidation of what has been learned, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the notes are not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it’s not a matter of experience or the ability to experiment on the spot. Nobody bothers you to bring something new and unique to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the notes). But in any case, a lesson plan must be present. You got 8th grade, 3rd or 11th - it doesn’t matter! The class is active or passive, grasps it “on the fly” or requires long explanations - it doesn’t matter! Make it a rule - make a plan before each lesson. It definitely won’t be superfluous.

The productivity of the lesson will be determined by the quality of the teacher’s preparation for the lesson. The teacher must clearly understand what the goals of the lesson are, what needs to be taught, what knowledge, skills and abilities students will receive as a result of this lesson.

Lesson planning is carried out on the basis of a calendar-thematic plan.

Lesson planning can be presented in different types and forms.

TYPES OF LESSON PLAN:

Collapsed outline plan.

Detailed (expanded) outline plan.

The type of outline plans is not strictly regulated, but regardless of its design, it must contain the following components:

lesson number according to the calendar-thematic plan;

Class;

date of the event;

lesson topic;

lesson objectives:

A goal may consist of smaller tasks.

Examples of wordingeducational tasks:

Give an initial (or primary) idea about...;

Form skills, skills... (or contribute to the formation, or continue the formation...);

To consolidate concepts (knowledge)…;

Summarize (systematize) knowledge...;

Deepen the following ideas...;

Expand knowledge...;

Ensure assimilation...;

Examples of wordingeducational tasks:

Contribute to the formation and development (or continue the formation) of moral, labor, personal qualities (for example, such as responsibility, hard work...);

Contribute to the development of technological culture, accuracy, careful attitude to equipment, and economical use of materials;

Improve aesthetic and environmental education;

Foster initiative and independence in work activities;

Foster a critical attitude towards existing technologies and a desire to rationalize the technological process.

Examples of wordingdeveloping tasks:

Develop skills (analyze, draw conclusions, make independent decisions, apply existing knowledge in practice...);

Develop students' professional interests;

Promote the development of special abilities;

Develop personal qualities (will, determination, accuracy, responsibility, self-control, etc.).

Material and technical equipment of the lesson:

equipment (indicated: name, class, subclass or type, as well as quantity);

tools and devices;

materials;

educational and methodological equipment of the lesson:

visual aids and handouts (listed: the name of posters, drawings, textbooks, samples, written instructions and other aids, necessarily indicating their quantity);

notes;

TSO (TV, overhead projector, computer, etc.)

chalkboard design;

lesson type;

lesson structure indicating the logical sequence of its stages and the approximate distribution of time for these stages;

lesson progress outlining the content of each stage and methodological recommendations.

LESSON PLAN FORMS:

TEXT

TABLE

GRAPHIC

COMPLEX

In most cases, the design of the beginning is the same for all forms and includes the indication of the points listed above except the last two. The structure and course of the lesson are designed depending on the chosen form of the curriculum:

for text form – a detailed outline is written;

for a tabular form – Most of the components are presented in the table. Examples are given in tables 1,2,3.

for graphic form – symbols are introduced and a graphical model of the plan is created. Examples:

for the combined form – characterized by a combination of the previous forms. In this case, tabular and graphic forms can be accompanied by a detailed text description of the content.

Calendar and thematic planning

in biology for grade 7 was developed in accordance with the following regulatory documents:

Federal Law “On Education in the Russian Federation” No. 273-FZ.

Federal component of the state educational standard of general education.

Curriculum of MBOU "Leonovskaya Secondary School".

Regulations on the work program of teachers of the MBOU "Leonovskaya Secondary School".

Charter of MBOU "Leonovskaya Secondary School".

The main educational program of the MBOU "Leonovskaya Secondary School" of basic general education.

A collection of biology programs for general education institutions to accompany the set of textbooks created under the leadership of V.V. Beekeeper.

"Biology. Animals"

V.V. Latyushin, V.A. Shapkin. M. - Bustard, 2012

Task 1. Thematic and lesson planning on the theme of the school section “Animals”:

« Phylum Arthropods."

laboratory

works

tests

Phylum Arthropod

Class Insects.

Insect orders: Hymenoptera.

Test and general lesson by topic:

“The simplest. Invertebrates"

Total

Chapter

topic

Lesson type

Main types of educational activities. Types of control

Requirements for the learning outcome

Use of equipment, TSO, computer equipment and software

Date

Plan

Fact

Phylum Arthropods. Class Crustaceans.

Laboratory work “Getting to know crustaceans”

KU

Frontal,

individual work.

Laboratory work

"Getting to know

crustaceans."

Current knowledge control

Question 4 on p.62

Recognize animals of the phylum Arthropods.

Recognize and describeexternal structure and diversity of arthropods.
Highlight structural features of arthropods.

Reveal adaptation of crustaceans to their environment and way of life.

Explain the role of crustaceans in nature and in human life.

Tables. Collections. Presentation.

Phylum Arthropods. Class Arachnida.

KU

Front work

Viewing the collection.

Exercise 12-13 on p.32.

List role in nature and human life.

Prove Arachnids belong to the phylum Arthropods.

Characterizeaccording to the representatives' planClass Arachnida.

Reveal adaptations of spiders to terrestrial habitats.

Collections.

Presentation.

Tables.

Class Insects.

Laboratory work “Study of representatives of the order of insects.”

KU

Frontal work.

Work in pairs.

Laboratory work

"Study of Representatives

order of insects."

Current knowledge control –

writing.

Give examplesinsects with different types of mouthparts.

Reveal adaptation of insects to their habitat and lifestyle.

Explain connection between the type of oral apparatus and the nature of the food consumed.

Drawings.

Tables.

Presentation.

Insect orders: Cockroaches, Orthoptera, Earwigs, Mayflies.

KU

Frontal work.

Viewing collections.

Current knowledge control –

survey.

Playback

Recognize by drawings and collectionsrepresentatives of insect orders.

Describe representatives of various groups.

Intellectual level

Prove belonging of various insects to orders.

Compare lifestyle of representatives of various orders of insects.

Explain structural features in connection with lifestyle.

Analyze the contents of the demonstration table and textbook pictures.

Drawings.

Tables.

Presentation.

Orders of insects: Dragonflies, Lice, Beetles, Bugs.

KU

Frontal work.

Viewing collections.

Current knowledge control –

survey.

Drawings.

Tables.

Presentation.

Insect orders: Butterflies, Homoptera, Diptera, Fleas.

KU

Frontal work.

Viewing collections.

Messages.

Test on the topic "Arthropods".

Drawings.

Tables.

Presentation.

Test tasks.

Test and general lesson on the topic:

"Invertebrates"

UKZ

Individual work.

Test

on topic: "Invertebrates"

Show ZUN on topic:

"Invertebrates"

Blank K.R.

The following conventions are used:

KU - combined lesson;

UKZ is a lesson in knowledge control.

Lesson topic:"Class Insects"

Lesson type: combined.

Lesson type:lesson-lecture; laboratory lesson.

Lesson objectives:expand and deepen knowledgeOphylum Arthropods by studying the class of insects, identify the most progressive characteristics of the class in comparison with crustaceans and arachnids.Slide No. 2

Tasks:

Cognitive: identify the peculiarities of the organization of Insects, which allowed them to widely explore our planet and adapt to a wide variety of living conditions; study the external structure of an insect using the example of the cockchafer (by performing laboratory work).

Developmental: continue to develop the skills of independent thinking, the ability to draw conclusions and work in pairs.

Educational:continue to instill in schoolchildren love and respect for nature.

Equipment: teacher’s computer, multimedia projector, screen, multimedia presentation, drawings of Arthropods, tables “Type Arthropods. Class Insects. Class Crustaceans. Class Arachnida”, collections “Chafer Beetle”, “Honey Bee”, “Mulberry Moth”.

1.Organizational moment

( 1 min.)

Greeting students. Checking readiness for the lesson.

The bell is ringing for us.

The lesson begins.

They stood up straight, pulled themselves up and smiled at each other.

We sat down quietly and got ready for the lesson.

Frontal

2.Updating basic knowledge and motivating learning activities

(2–3min.)

We continue our acquaintance with the phylum “Arthropods”.

Guys, after listening to S. Marshak’s poem, you will understand which class of “Arthropods” will be discussed in today’s lesson:

Golden insects are wandering in the grass.

All blue, like turquoise,

She sat down, swinging on the corolla of a chamomile,

Like a colored airplane, a dragonfly.

Here is a dark red ladybug,

His back, divided in half,

Deftly raised her transparent wings

And she flew on important business.

Here in identical dresses, like sisters

The butterflies sat down in the grass to rest.

Then they close it with a colorful book,

Then, opening up, they rush again.

Right. About insects.

For every nature lover, insects are a holiday for the soul.

A baby starting to take his first steps and a gray-haired “young naturalist” treat these wonderful works of nature with the same spiritual awe, intuitively wanting to be purer, kinder, more perfect.

So today in our lesson we will get acquainted with these amazing creatures that inhabit almost all corners of our planet, the Insects class.

Let's write down the topic of the lesson in a notebook.

What tasks do we set for ourselves in today's lesson? ( write down the best problems put forward by students on the board)

Frontal.

(Class Insects).

Write in a notebook.

Individual activities of students.

Students answer questions.

(Study the structural features, lifestyle, habitats of insects).

3. Test of knowledge.

(4-5 min.)

The class Insects belongs to the phylum Arthropods. What other classes belong to this type? Slide No. 3

Let's remember the characteristic features of the Arthropod phylum by completing the test.

Each of you has a sheet of test questions on your desk. Look carefully: you need to circle the correct answers.

Test General characteristics of arthropods

1.The body of arthropods is covered

A. Horny skin

B. Calcium carbonate shell

B. Chitin cover

2. All arthropods have

A. Limbs in the form of parapodia

B. Jointed limbs

B. Leg-shaped outgrowths of the body

3. The ancestors of all types of arthropods were

A. Aquatic animals

B. Land animals

B. Both soil and aquatic inhabitants

4. Arthropods evolved from the group

A. Flatworms

B.Molluskov

B. Annelids

5. Body cavity in arthropods

A. Primary

B. Mixed

B. Secondary

6. Circulatory system in arthropods

A. Unclosed

B. Closed

B. Absent

7. Sense organs of arthropods

A. Poorly developed

B. Only the sense of touch and balance are developed

B. Well developed

8. Arthropods

A. Mainly aqueous forms

B. Mainly ground-air inhabitants

B. Mastered all habitats

9. Arthropods

A. An endangered group of organisms

B. The most numerous type

B. They have a small number

10. Arthropods are characterized by:

A. Only sexual reproduction

B. Asexual reproduction

B. Vegetative propagation

Now exchange a piece of paper with your desk neighbor and check that the task was completed correctly. Cross out the wrong answers. Use the correct answer key (Slide No. 4).

(test evaluation criteria: 10-9 tasks – “5”, 8-7 – “4”; 6-4 tasks – “3”). (Slide No. 5)

Classes: Crustaceans, Arachnids.

Individual.

1B, 2B, 3A, 4B, 5B, 6A, 7B, 8B, 9B, 10A.

Work in pairs.

4.Learning new material

(25 min.)

Despite their similarities with other representatives of arthropods, insects have fundamental differences. These differences relate to both structure and life processes.

Insects are the largest group not only among arthropods, but also among animals in general.

Insects make up 2/3 of all organisms on Earth.Slide No. 6

Guys, do you know who is classified as insects?

Currently, 1.5-2 million species are known. But this is not the final figure. Thousands of new species are described every year.

The science that studies insects is called entomology. Many scientists have devoted their lives to studying these animals. These are K. Linnaeus, Fabre Jean Henri, Aristotle and others.

1. History of the class name

Question. Why did they get this name?

They got their name from the characteristic notches on their abdomen.

2. Living conditions.

Who can answer what living environments insects have mastered?

Insects are resistant to unfavorable environmental conditions: temperature range from –30 to +50 0 WITH.

3. Types of oral apparatus.

– The food of insects is very diverse. In species adapted to feeding on certain foods, the oral apparatus has a certain structure. It can be sucking, like that of butterflies, licking, like that of flies, gnawing, like that of beetles and grasshoppers, piercing-sucking, like that of mosquitoes and bedbugs. Slide No. 10

4. Lifestyle of class representatives.

– There are insects that prefer to live alone (predatory beetles, riders, etc.).Slide No. 11

There are social insects that live in large families (ants, termites, bees). Slide number 125.

The structure of the insect's body.

Let's consider the features of the external structure of an insect using the example of the cockchafer by performing laboratory work. Slides No. 13-15

Laboratory work “Study of representatives

order of insects”.

Target: study the features of the external structure of arthropods using the example of the cockchafer; познакомитьсяwith a variety of arthropods.

Equipment:cockchafer, bath, dissecting knife, magnifying glass ordrawings of arthropods of different classes, collections of arthropods.

Work progress

I. To study the features of the external structure of the arthropod type using the example of the class of insects, the May beetle.

Examine the undivided cockchafer, determine its size,body coloring.

On a dismembered beetle, find three body sections: head, chest, abdomen.

Examine the beetle's head, find antennae on it - organs of touch, smell, eyes - organs of vision and oral organs.

Establish the structural features of the beetle's legs, determine how many there are, towhat part of the body they are attached to.

On the beetle's chest, find two pairs of wings: the front pair, orelytra, and the posterior pair are membranous wings.

Examine the abdomen, find notches on it and examine it with help.I look at the magnifying glass of the spiracle.

Sketch a cockchafer.

Physical education minute.

Are you probably tired?

And now the guys are up!

They quickly raised their hands up,

To the sides, forward, backward,

Turned right, left,

They sat down quietly and got back to work.

Frontal

Students answer the question:

These include, for example,beetles, flies, mosquitoes, butterflies, bees, ants.

Problem-solving activity of students.

Students answer the question:

Insects have mastered all living environments - terrestrial, air, water, soil.

Review of collections, tables, presentations.

Independent practical activities of students in order to deepen and consolidate theoretical knowledge and develop skills.

Analysis, comparison, conclusion.

Problem-solving activity of students.

Individual.

Working with insect collections, posters, textbooks (p. 65)

Students sketch a cockchafer (individual work)

Frontal.

5. Fastening

min.)

Task 1. (Slide No. 16)

Identify the characteristics of insects that have allowed them to become a thriving group of animals.

	Diverse structure of the oral organs.	Ability to use a variety of foods.
4. Orientation in the environment.		The ability to find food and detect enemies.
5. Body dimensions.	Small sizes.
6. Breathing method.		Consumption of atmospheric oxygen for breathing.
	Development of the brain, presence of the ventral nerve cord.	The presence of more complex reflexes.

Task 2. (Slide No. 17)

So, let's try to identify the general characteristics of insects.

Frontal.

Working with a table.

Student answers:

division of the body into head, chest and abdomen;

the presence of one pair of antennae (crests), 1 pair of compound eyes,

the presence of various types of oral apparatus,

the presence of wings, three pairs of limbs,

presence of a tracheal system.

the presence of Malpighian vessels - excretory organs, development by metamorphosis.

6.Reflection

(1 min.)

Summing up the lesson:

Guys, what did we study in class today?

Guys, have we completed the task of the lesson?

Did we manage to do everything in class today?

(Lutoshkin’s color painting technique):

Remember how we worked. How did you personally work? What feelings did you experience?

In front of you is a flower with petals of three different colors,

Each color is responsible for a certain mood. Attach the ladybugs that are on your table to a petal of the color that matches your attitude towards today's lesson. (Slide No. 19)

Frontal.

Analysisand assessment of activities in the lesson.

Individual.

7.Homework

(1 min.)

Homework: paragraph No. 15, answer questions No. 1-3 after the paragraph orally.

That's it. Thank you for your work.

Goodbye!

Individual.

List of used literature.

I.F. Ishkin “Lesson planning” Biology. 7th grade"

Tests and tests in biology grades 6-8: Method. Manual.- M.: Bustard, 1996.-160 p. ill.

Latyushin V.V., Shapkin V.A. "Biology. Animals. 7th grade" – M.: Bustard, 2013

Latyushin V.V., Ufimtseva T.A. “Thematic and lesson planning” - zoology 7th grade.

Lutoshkin A. Emotional potentials of the team. M.: Pedagogy, 1988.– 128 p.

Pasechnik V.V., Latyushin V.V., Pakulova V.M. “The program of basic general education in biology for grade 7 “Animals.”

Sample Lesson Plan

Subject: take the name of the topic from the collection of curriculum, from the standard or lesson planning you developed.

Lesson No.: write out the serial number of the lesson and its name from your lesson planning.

Lesson type: You determine it yourself, based on the goals and objectives of the lesson. There may be: a combined lesson, a lesson on consolidating new material, a repeating and generalizing lesson, etc.

Lesson objectives: Briefly list the content of educational, developmental and educational tasks.

The objectives of the lesson include the following elements:

1. Educational task:

Knowledge(concepts, phenomena, quantities, formulas, laws, theories, etc., smaller ones according to presentation plans)

Skills:
special (solving problems, carrying out measurements, etc.)

general educational (written and oral speech, monologue and dialogue, various methods of working with educational and additional literature, highlighting the main thing in the form of a simple and complex plan, memos and algorithms, theses, outlines, diagrams; mastery of the main types of answers (retelling, thematic answer, comparative characteristics, message, report), build a definition of concepts, comparison, evidence, determine the purpose of the work, choose rational ways of doing the work, mastery of methods of control and mutual control, self- and mutual assessment, the ability to work collectively, manage the work of a team, etc.

Skill- this is a skill brought to automatism; when teaching physics, the formation of skills is not provided.

2. Educational: moral and aesthetic ideas, a system of views on the world, the ability to follow norms of behavior, to obey laws.
Personal needs, social motives. behavior, activities, values ​​and value orientation, worldview. (structure of matter, substance - type of matter, dynamic and statistical patterns, influence of conditions on the nature of physical processes, etc.)

3. Developmental: development of speech, thinking, sensory (perception of the external world through the senses) spheres of personality, emotional-volitional (feelings, experiences, perception, will) and needs of the motivational area.

Mental activity: analysis, synthesis, classification, the ability to observe, draw conclusions, identify essential features of objects, the ability to identify goals and methods of activity, check its results, put forward hypotheses, build an experimental plan.

Equipment for the lesson: here you list the equipment and instruments for demonstrations, laboratory work and workshops (beakers, rulers, scales, dynamometers, etc.). Here you also include a list of technical teaching aids (TSO) that you plan to use in the lesson (overhead projector, overhead projector, video recorder, computer, television camera, etc.). It is allowed to include didactic material and visual aids (cards, tests, posters, filmstrips, tables, audio cassettes, videos, etc.) in this section.

The chalkboard is included in the lesson equipment.

Lesson plan: written in brief form according to the main stages of the lesson, often presented in notes in the form of tables with the following content:

1. Organizational part - 2–3 minutes.
2. Communication of new knowledge - 8–10 min.
3. Practical work of students - 20–26 min.
4. Message homework - 3–5 minutes.
5. Completion of the lesson - 1–2 minutes.

The homework that students will receive for the next lesson is indicated.

Lesson progress- the main part of your outline plan. Here, in detailed form, outline the sequence of your actions for conducting the lesson. This section in the outline can be presented in the form of a table.

Here the course of the lesson is outlined, where the teacher gives the necessary formulations of individual terms and concepts, reveals the sequence of presentation of the educational material, and methods of using visual aids. You need to be especially careful when presenting methodological techniques for constructing an image. What is elementary for a teacher often turns out to be incredibly difficult for students. Therefore, in the lesson notes it is necessary to set out the methodology for working with the class in as much detail as possible. If the teacher wants to use the statements of outstanding artists, then in the summary they must be enclosed in quotation marks and indicate which book the quotation is taken from, indicate the place and year of publication, publisher, page.

Think over a plan for several lessons at once. Formulate the purpose of each lesson and its place in the lesson system. This makes it possible to establish relationships between lessons and achieve rational use of time. The more closely this lesson is connected with other lessons in this section of the program, the more complete the lesson itself is, the deeper the students’ knowledge will be.

Unadapted use of work plans from previous years is NOT ACCEPTABLE.

Achieve consistency between the purpose of the lesson, the content of the educational material, teaching methods and forms of organizing the cognitive activity of students. The higher this correspondence is at each stage, in each teaching and educational moment, the more effective the final result of the lesson will be.

Preparation for a lesson is preparation for guiding students' thinking. It is extremely important for the teacher to formulate questions in advance in such a way that they stimulate the students' thoughts. It is important to find questions in the material being studied that students may have in order to facilitate their learning process.