Summer creative work of students in biology. Summer Student Homework Summer Student Biology Assignment

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

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

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

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

Summer tasks are performed in the most favorable period of the year, when all vital processes are intense and there are noticeable changes in wildlife. In summer, the closeness of people to nature, the activity of communication with it, is greatest.

The system of summer creative assignments developed by us for students of grades 5-10 includes preparatory, work and reporting stages. The topic of work covers the entire course of school biology.

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

- instruction cards were drawn up for different types of tasks;
- a collection of bioecological research methods has been accumulated,
- individual and group consultations are organized during the academic year and during the holidays.

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

Such work in the microdistrict of our gymnasium is aimed at drawing up an ecological passport for the unique territory of the center of Shuya in order to assign it the status of a natural monument in the future. This is a long-term environmental project that includes field research, chemical analyzes, and biological indication. The work is supervised by teachers of biology, geography, chemistry, the scientific leaders of the project are teachers of the natural-geographical faculty of the Shuya State Pedagogical University (ShSPU).

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

Summer assignments for students of the 10th grade of science are closely intertwined with their activities during creative practice in the summer profile camp "Ash". For graduates of the physics and mathematics class, it is interesting to develop topics in bionics, the technical embodiment of the perfect principles of the structure and functioning of living systems:

- biomechanical models,
- live weather stations,
- biocommunication, biolocation and navigation,
- beauty and expediency in architecture, etc.

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

Graduates of the 9th and 11th grades annually defend research papers at the final certification. Our students present their research works and collective projects at a scientific conference of students of the natural-geographical faculty of ShSPU.

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

1. General acquaintance with flowering plants

1.1. Organs of a flowering plant.
1.2. Annuals and biennials.
1.3. Variety of trees.
1.4. A variety of shrubs.
1.5. Variety of shrubs.

2. Root

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

3. Escape

4. Flower and fruit

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

5. Plant ecology

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

6. Classification of flowering plants

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

7. Agricultural plants

7.1. Wheat development phases.
7.2. Variety of oilseeds.
7.3. Variety of fruit and berry crops.

8. The main departments of plants

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

9. “Bacteria. Mushrooms. Lichens "

II. Experienced work

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

- potatoes with whole tubers, tops, eyes, sprouts;
- gooseberry horizontal, arcuate, vertical layering;
- lignified currants and green cuttings;
- garlic with airy bulbs and chives;
- peonies by dividing the bush, cuttings, layering.

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

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

III. Observations, research in nature, project activities

Study of the influence of various factors on the growth and development of plants.
Study of the condition of trees and shrubs in the area of residence.
Lichenoindication of the air condition in the area of residence.
Study of the adaptations of plants to cross-pollination.
Study of the plant community of a stagnant reservoir.
Phytodesign project activities.
Reports on excursions to museums, botanical gardens, natural communities.
Phenological observations.

Instructional card

Production of a visual aid (handout) "Wheat development phases"

2. Watch its development, fixing the dates:

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

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

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

5. Prepare 5-15 of these montages.

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

Paporkov M.A. and etc.

Instructional card

Study of plant adaptations to cross-pollination

1. Determine the methods of pollination in different types plants using simple visual observations.

2. Place glass slides smeared with petroleum jelly near the flower. Examine the pollen of the studied plant species adhering to the glass under the microscope, describe and sketch it.

3. Take a close look at the structure of the flowers different plants... Find out how they are adapted to a particular type of pollination. Describe and sketch the flowers and their accessories.

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

5. Follow the "behavior" of the inflorescences, the arrangement of flowers in them. Find out if the flowers in the inflorescence are the same, if they open at the same time.

6. Observe the behavior of insects on the studied plants: which insects visit flowers, how an insect sits on a flower, how long it stays on it. Follow the movements of the legs and mouth of the insect. Calculate the frequency of insects visiting a flower in one hour in different time days.

7. It is possible to trace the peculiarities of pollination of one plant species in different conditions(in the forest, in the meadow, at the edge ...).

8. Establish a connection between the structure and "behavior" of flowers and inflorescences of plants, insects.

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

Give a message in a lesson, school environmental conference.

1. Aleshko E.N. Botany reader for grades 5-6. - M .: Education, 1967. S. 84–93.
2. Plant life. T. 5 (1). - M .: Education, 1980. S. 55–78.
3. Traitak D.I. A book to read in botany. For students of 5-6 grades. - M .: Education, 1985. S. 63–80.

Instructional card

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

1. This experience is accompanied by a practice of keeping a research diary. Checkout title page diary: the topic of the experience, by whom (surname, name of the student, class, school, city, region), the leader of the experience, the year of the bookmark of the experience.

2. The purpose of the experiment.

3. Biological characteristics of the culture, varieties.

4. Scheme of the experiment: options, replication, plot size (sq. M), area under the experiment, drawing of the arrangement of plots and replicates.

5. Description of the site: relief, soil, weediness, predecessor, fertilizers.

6. Schedule of work for the experiment.

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

7. Monitoring the growth and development of plants.

8. Harvesting and accounting of the harvest.

9. Conclusion from experience and its biological justification.

10. The conclusion of the teacher, assessment of the work.

Paporkov M.A. and etc. Teaching and Experiencing Work in the School Site: A Guide for Teachers. - M .: Education, 1980.

Themes of summer assignments for the course "Animals"

I. Production of teaching aids

Demo collections

1. Shellfish shells.
2. Order Coleoptera, or Beetles.
3. Order Lepidoptera, or Butterflies.
4. Order Diptera, or mosquitoes and flies.
5. Order Hymenoptera.
6. Order Hemiptera, or Bedbugs.
7. Order Orthoptera.
8. Detachment of the Dragonfly.
9. Building art of caddis flies.
10. Leaves damaged by insects.
11. Amazing feathers.

Collectible handout

1. Shellfish shells.
2. Trunk and tail vertebrae of fish.
3. Scales of different types of fish.
4. May beetle.
5. Lime shell of poultry eggs.
6. Types of bird feathers.

II. Observations and experiments

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

- cabbage butterflies (cabbage moth, apple moth, apple moth);
- ringed silkworm (winter scoop, etc.);
- Colorado beetle (clicker, ladybug, ground beetle, etc.);
- Hymenoptera: ants, bees, wasps, bumblebees, sawflies, etc.;
- Diptera: mosquitoes (biters, bell, squeak), midges, biting midges, etc .;
- caddis flies;
- spiders (cross, silverfish, dolomedos, etc.).

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

Instructional card

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

The family of real earthworms, or lumbricide, ( Lumbricidae) includes about 300 species. The most common in the middle zone of the European part of Russia is the common earthworm, or large red crawling, ( Lumbricus terrestris), distinguished by its large size, flattened and widened caudal end and intense coloration of the dorsal side of the anterior third of the body. This view is convenient for observation and experimentation.

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

- What is the body shape of an earthworm?
- Why is the earthworm called annelid?
- Find the front (thicker and darker) and rear ends of the body of the worm, describe their color.
- Find a thickening on the body of the worm - a belt. Count how many body segments form it.

Turn the worm with the abdominal side up, slide your finger moistened with water along the abdominal side from the back of the body to the head. What do you feel? Let the worm crawl on the paper. What do you hear?

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

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

2. Observe how the worm reacts to stimuli. Touch it with a needle. Bring a piece of onion to the front end of the body without touching the worm. Shine a flashlight. What are you seeing? Explain what's going on.

3. Make a narrow-walled cage of two identical glasses (12 × 18 cm) and spacers between them (rubber tube, wooden blocks). Fasten the glasses together using staples cut from thin sheet metal. You can also use two glass jars (half-liter and mayonnaise), placing the smaller one in the larger one.

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

5. Describe, sketch or photograph in detail the changes in soil conditions in the cage every 3-5 days. Examine the inner surface of the earthworm's passages. What is the significance of mucus for the life of a worm in the soil?

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

7. Make a detailed report on the performance of experiments and your observations, accompanying the description with drawings, photographs. Estimate the significance of the activity of earthworms in nature and for humans.

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

Instructional card

Pet watching

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

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

6. Feeding:

- feed, their preparation for feeding;
- biological justification of the feed ration;
- feeding regime;
- feeders, drinkers, their device.

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

1. Akimushkin I.I. The world of animals: stories about pets. - M .: Mol. guard, 1981.
2.Onegov A. School of young naturalists. - M .: Det. lit., 1990.
3. Harriott J. About all creatures - large and small / Per. from English Ed. D.F. Osidze. - M .: Mir, 1985.

Themes of summer assignments for the course "Man and his health"

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

1) questioning by topics:

- the state of your health,
- the degree of anxiety,
- the nature of the diet,
- physical activity,
- daily regime;

2) self-control of indicators of their physical development during the summer period (academic year);
3) predicting your growth using various techniques;
4) determination of the harmony of the physical appearance of their parents;
5) analysis of factors affecting the physical state of the body, and determination of ways of self-improvement.

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

3. Work on professional self-orientation "Choosing a profession".

4. Essay-essay on the topic "Beauty as biological expediency".

Instructional card

Formation and inhibition of a conditioned reflex

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

- set the alarm for the same time,
- determine after how many days you began to wake up on your own by this time,
- do not set the alarm clock and do not observe the wake-up time,
- determine after what time the developed reflex of waking up at a certain time will disappear,
- Give a physiological explanation for the observed phenomena.

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

- carry out regular work on training the dog to perform any command, encouraging its correct actions with a treat,
- determine after what time the dog, without waiting for a treat, confidently begins to execute the command,
- further do not encourage the dog,
- determine after what time it stops responding to your command,
- Imagine observation diary,
- Give a physiological justification for the observed phenomena.

3. Try to suggest your own schemes for the development and inhibition of a conditioned reflex in humans or animals.

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

1. A.M. Tsuzmer, O.L. Petrishina Biology: Man and His Health. 9th grade textbook high school... - M .: Education, 1990. § 49-50.
2. Rokhlov V.S. Biology: Man and His Health. 8th grade: Textbook. for general education. institutions. - M .: Mnemosina, 2005.
§ 23-27.

Instructional card

Professional self-orientation work

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

1. Start your career choice by diagnosing the severity of your personality's interests. To do this, you must pass special psychological tests with the help of a school psychologist or employees of the local Employment Center.

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

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

3. Determine the correspondence of personal qualities to the requirements of the chosen profession:

- health status,
- physical fitness,
- focus of interests,
- features of thinking, memory,
- contact, etc.

4. Make a program of possible self-improvement in the chosen direction.

1.Klinkov S.A. How to choose a profession. - M .: Education, 1990.
2. A.M. Tsuzmer, O.L. Petrishina Biology: Man and His Health. Textbook for grade 9 high school. - M .: Education, 1990. § 56-57.

Topics of summer assignments for the course "General Biology"

I. Making teaching aids (handouts for laboratory work)

Themes laboratory work and necessary benefits

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

II. Experimental and experimental, project activities

Theme "Fundamentals of Genetics"

1. The main patterns of inheritance of traits.

Monohybrid crossing: "Inheritance of seed color traits in peas (maize)".
Incomplete dominance: "Inheritance of the traits of spinousness in wheat"; "Inheritance of the color of the perianth in the night beauty (snapdragon, cosmos)."
Dihybrid crossing: "Inheritance of color and shape traits in peas"; "Heritage
the formation and color of fruits in tomatoes ”.
Analyzing crossing: "Finding out the purity
peas with yellow smooth seeds ”.
Interaction of genes: "Inheritance of the shape of the fruit of the pumpkin"; "Inheritance of the color of the fruit of the pumpkin"; "Inheritance of the ability of strawberries to form a mustache."
Linked inheritance: "Inheritance of seed color traits and endosperm character in maize."
Sex-linked inheritance: "Patterns of plumage inheritance in chickens (canaries)."

2. The main patterns of variability of characters.

"Regularities of modification variability of traits in organisms."
"Study of polyploids in wheat, sugar beet".
"Acquaintance with gene mutations illustrating the law of homologous series in hereditary variation."

The topic "Basics of breeding"

"Study of various types, varieties and varieties of cabbage, wheat, sunflower, etc.".
"Study of Heterosis in Tomatoes".
"Conducting an individual selection for wheat."
“Carrying out mass selection from rye”.
"Obtaining new sphero-resistant gooseberry varieties based on interspecific hybridization."
"Study of breeds of chickens with different directions of productivity."
"Study of breeds of rabbits with different colors and quality of wool."

The topic "Evolutionary doctrine"

The role of variability in evolution: "Study of the variability of a trait in a population."
Intraspecific struggle for existence: "The influence of planting density (feeding area) on the growth, development and yield of carrots, on the duration of asters flowering, etc."
The Interspecies Struggle for Existence: "A Study of the Mutual Oppression of Species at the Darwinian Site"; "Study of the mutual favoring of species in joint crops of peas and oats, corn and beans, alfalfa and wheatgrass, etc."

The topic "Fundamentals of Ecology"

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

“The effect of day length on the development of long day plants. Experience with radishes ".
"The influence of day length on plant development have a short day... Experience with millet. "
"The influence of the habitat on the growth and development of the arrowhead."
"Influence of different illumination on the growth and development of a dandelion."
"Influence of different illumination on the color of Coleus leaves."
"Effect of temperature change on flower color in Chinese primrose."
"The influence of temperature on the color of the fur of rabbits."

Topic "Biosphere and scientific and technological progress"

Collective research project "We and our city"

"The problem of clean water."
"The air we breathe."
"City and household waste".
"Energy production and consumption in the city".
“Industry of the city. Environmental problems, search for solutions ”.
“Car in the city. Problems, Search for a Solution ”.
"Green areas of the city".
« Country cottage area as an ecosystem ”.
"A man's dwelling in the city."
"The ecological state of school premises."
"My needs and ecology".
"Citizen's Health".
"The city of the future is the future of the city."

The collective research project “MasTerskaya nature "

"Bionics is the Science of Greatest Possibilities."
"The world of sensations."
"Living barometers, hygrometers, seismographs".
"Biomechanics".
"Harmony of Beauty and Purpose."
"Biological connection".

3. Abstract works.

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

Instructional card

Studying the variability of a trait in a population

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

2. These may be signs such as:

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

3. Process the collected material:

- make a variation series of the severity of the studied trait in the population and indicate the frequency of occurrence of each variant;
- determine the average value of this trait in the population;
- Build a graph of the relationship between the value of the trait and the frequency of its occurrence in the population.

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

5. Fill out the work on A4 paper.

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

7. Think:

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

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

Excursion activities during the summer creative practice

Medical direction

I. Blood transfusion station.

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

II. Municipal industrial pharmacy.

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

III. Drug Dispensary.

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

IV. Shuisky regional dermatovenerologic dispensary.

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

Agricultural direction

I. Zonal veterinary laboratory.

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

II. Veterinary laboratory in the central market.

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

III. Veterinary station for the fight against animal diseases.

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

IV. Greenhouse facilities of AOZT "Shuyskoye".

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

V. Oil extraction plant.

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

Environmental direction

I. Ecology Committee.

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

II. City head water intake facilities.

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

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

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

III. City sewage treatment plants.

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

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

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

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

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

V. Aquatic and coastal plants of the Teza River.

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

Vi. Rodnikovsky Botanical Garden of Doctor Saleev.

1. The purpose and history of the garden.
2. Garden departments.
3. Species and varietal variety plants.
4. Types of decorative compositions.
5. Directions of the garden, development prospects.

Vii. Anthill as a model of ecological connections.

1. Location, size, shape of the anthill, its structure, building material.
2. Characteristics of the soil: structure, density, moisture, temperature, texture, pH.
3. Intraspecific relations: the relationship between the external structure and behavior of ants with the nature of their activity.
4. Direction and length of ant paths, ant diet.
5. Conclusions.

2 Summer assignments in biology, grades 5-6

Summer botany assignments for grades 5-6

biology teacher MBOU SOSH

s.p. "Village Molodezhny"

Piltyay O.A.

Students' choice of certain summer assignments held before the end of the school year in agreement with the teacher. Written reports on the completion of assignments and attached herbarium sheets, photo collections, compositions, panels, presentations are provided to the biology teacher at the beginning of the new academic year. Observations are recorded in an observation diary (a regular notebook) or in an electronic diary.

Choose any topic that interests you.

Task 1. The diversity of the flora.

Take a closer look at the plants that surround you in the city or your village. What kind of plants are they? Try to determine their systematic affiliation; belonging to life forms: trees, shrubs, grasses. Look at the condition of their trunks and crowns, what species bloom, what flowers and fruits they have, who pollinates them and who then feeds on their fruits.

Task 2. Spore plants.

When you are out of town, in a park, at a dacha, in a forest or in another natural community, going there for berries, mushrooms, or just for relaxation, pay attention to spore plants. See how varied and beautiful the green mosses are. Pick one or two shoots of each species. Make a moss collection for yourself or for school.

Task 3. Floristic miniatures.

Take part in the production of beautiful floral miniature crafts, panels or compositions. Collect and dry flattened beautiful leaves, shoots, flowers, inflorescences, fruits and cones. Create an arrangement in the form of a picture, a gift card, or a bookmark for a book.

Task 4. Visual aids.

Produce visual aids, for example, on the following topics: Leaves variety, Leaf veins, Leaf damage, Garden weeds, Pine forest lichens, Coniferous cones. Use adhesive tape to collect a collection of spores of various mosses, ferns, and cap mushrooms for the school, write them down.

Task 5. Investigation of the flowering process of herbaceous plants.

Find insect flowers and wind-pollinated flowers. Compare them with each other. Observe what insects visit these flowers, how the plants attract them. Take photos. Note how they behave flowering plants in sunny and cloudy weather, cool mornings and hot noon. Make a note about this in the observation diary.

Task 6. Observing the state of plant barometers.

· Observe the state of flowers of yellow acacia, mallow, field bindweed, woodlice and dandelion inflorescences, marigolds (calendula). Find out what happens to their flowers or buds in inclement weather before the onset of rain. Think about what gave them such adaptations.

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

Task 7. Observations of plants with a flower clock.

· Observe the opening and closing times of flowers or blooms of some wild and garden flowering plants, such as dandelion, marigold, garden bindweed, morning glory. Take photos. Find out when the flowers of any other flowering plants you know best open and close.

· Establish what the observed phenomena in plant life are connected with. Collect several plants for drying and making herbarium leaves that open flowers or inflorescences at a strictly defined time of the day.

“Nature excites and attracts inquisitive minds with the beauty and variety of its forms, now with their greatness, now with the extraordinary strength, mystery and strict completeness of its manifestations. This is a wonderful book full of meaning, which is open before us and in which we can all read, but at the same time it is also a dark mine that hides the richest treasures in its depths. "

Professor V.O. Kovalevsky

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

Summer homework on assignments, which are mandatory, should be considered promising means of increasing the cognitive activity of students.

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

During the summer holidays, when everything comes to life, the guys are on their own. The teacher's task is to help students use the summer holidays to get directly acquainted with the life of plants and animals, with various forms of living communities in nature. When children come into contact with living organisms, they test and consolidate the knowledge gained at school. The educational and upbringing value becomes undoubted summer jobs demonstrating the independent, research activities of schoolchildren.

What can summer homework be like? In practice, you often come across a situation when, as a summer job, the teacher is given the task to collect 10 any plants or insects. In our opinion, summer work should not consist in mechanical gathering of plants and insects, assembling collections. The task of collecting a collection of lichens and determining the state of the atmospheric air by lichens will not arouse interest among sixth grade students, because this is unfamiliar material.

Summer assignments should be of a research nature, requiring detailed instruction and self-preparation of students for setting up experiments. To do this, students are encouraged to read about a plant or animal, draw up a research plan. For example, after studying the topic insects, students are asked the following task: Catch a smoothie and a water scorpion and place them in an aquarium. Consider the features of the external structure. Make sketches. Determine which lifestyle features are responsible for the differences in structure. Find out if bugs can fly and how they fly out of the water. Find out what the smoothie and water scorpion eat. Are they competing for prey. What are the features of their food under water. See if the bugs need outside air to breathe or if they breathe like fish.

Summer assignments should be clearly formulated and focused on resolving or confirming a specific biological issue, the development of ideas about living objects, life processes in the body, about the relationship of plants and animals with the environment. In addition, it is necessary to develop a system of assignments throughout the course of biology.

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

Each student completes two tasks: one to conduct the experiment, and the other to build a collection. For example: Analyze the daily activity of cabbage whites. Track the most active times and the end of butterfly summer in early summer. Perform the task within 7 days, record the results for each day in the observation diary, determine the average duration of the daily activity of cabbage.

What helps the student to get the job done? The teacher's assistance consists in determining the direction of observation and instructing in the choice of methodology.

Previously, students must have formed skills for:

observation records;
processing of experiments;
assembling collections;
herbarization of plants;
the production of zoological and ecological collections.

I give this component great attention in the classroom and in extracurricular work.

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

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

Correctly performed work is not only rich handouts, but also valuable aids for demonstration in the classroom, which enlivens the lesson, arouses the undoubted interest of students, and is educational in nature.

Thus, properly organized summer work, increases students' interest in wildlife, helps to consolidate knowledge of biology and provide very valuable illustrative material for the lesson.

Summer jobs are the door through which students enter wonderful world nature, making small discoveries every time.

List of used literature:

Anashkina E.N. What is the cuckoo singing about? Watching birds. - Yaroslavl: Development Academy: Academy Holding, 2004.
Verzilin N.M. Fundamentals of teaching methods of botany. M .: Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1955
Zaitseva E.Yu., Skvortsov P.M. School parkicum. Biology. Animals. 7-8 cl. - M .: Bustard, 1998.
Nikishov A.I. Biology: Animals: 7th grade: School workshop. - M .: Humanit. Ed. center VLADOS, 2001.

Summer assignments in invertebrate biology (grade 7)

Collect information on the prevalence of leeches in the water bodies of the Orenburg region. Mark the water bodies most inhabited by leeches. Track the breeding of leeches in the reservoir, taking care of the offspring. Observe the appearance of young leeches, their behavior
Collect several different molluscs on the aquatic plants of the coastal part of the reservoir. Identify their names. Place the collected snails in the aquarium. Watch how they move. Compare the structure of their tentacles. Track which molluscs rise to the surface of the water and which ones stay at the bottom. Find out how the snails you have collected react to various stimuli: touch, light. If eggs are deposited on the walls of the aquarium, then follow the development of the snails.
Observation of pearl barley and toothless. Take some live clams and empty shells. Determine which of them are pearl barley and which are toothless. Touch the twig to one of the siphons or the barley leg. Observe how the animal reacts to the action of that stimulus. Dip one of the pearls in heated water, and then remove and examine the body of the mollusk, gills and other organs. Place 3-4 large pearls or toothless pearls in an aquarium with aquatic plants and two or three small crucians. Look for small brownish specks on their fins, gills, and body surfaces. These are pearl barley larvae - glochidia. Pay attention to how many of them. Establish on what day after the start of observation you noticed them. Observe the behavior of infected fish and the development of glochidia.
Explore local waters. Establish where daphnia and cyclops are found. Track how the numbers of these animals change during the summer. Learn to artificially breed Daphnia.
Observe crayfish. To do this, find out if crayfish live in local waters. Determine which crayfish are found in your waters. Transfer the captured crayfish to bodies of water where they are now absent, but previously lived. During the summer, observe if the crayfish have taken root in the body of water
Catch a silver spider and plant it in a small jar with a few sprigs of elodea. See how he swims, what limbs work for this. Pay attention to the spider's abdomen when submerged in water. Explain what is happening to him and how it matters, why the spider is called a silverfish. Track your watch to see how long a spider can stay underwater without atmospheric air. Place a few spiders in a small aquarium and put the insect larvae in there, watch how the spider hunts and what it does when it grinds its prey.
Catch the smoothie and water scorpion and place in the aquarium. Consider the features of the external structure. Make sketches. Determine which lifestyle features are responsible for the differences in structure. Find out if bugs can fly and how they fly out of the water. Find out what the smoothie and water scorpion eat. Are they competing for prey. What are the features of their food under water. See if the bugs need outside air to breathe or if they breathe like fish.
Examine the waterways in your area for the content of dragonfly larvae. Describe the nature of the reservoirs and mark the timing of the mass emergence of dragonflies of various families. Catch adult dragonflies with a net near water bodies, mark the place and time of collection.
Describe the reservoirs in your area, note the features of the bottom, aquatic vegetation, flow. Collect caddisflies in various reservoirs, establish differences in species composition depending on the habitat.
Place the grape snails in glass jars with a 5 cm layer of moistened soil. Give various plants as food. Determine which leaves she prefers to eat. Make a herbarium of these plants. Observe how the snail will behave in a dry habitat if you transplant it, for example, into a jar without land. Draw a conclusion about the requirements of the snail to the environmental conditions. What environmental factors will be vital for her, what are secondary
Find a fast running centipede under the bark of old stumps. Brown color... Place her in a glass jar. Carefully consider the details of its structure, sketch. Observe the work of her limbs as she moves. Determine the structure of the limbs. Feed her with spiders, beetles, small insects. Feed should be given in the evening. To observe the feeding habits of millipedes during the day, you need to let them starve for a day, and then you can determine what kind of prey they prefer, how they kill it.
Observe the life of the nest and the reproduction of ants.
Observe the daily activity of insect inhabitants of the meadow. To do this, you need to start work at sunrise and continue until 24 hours. Note the time of the appearance of the first insects, their mass appearance, decrease in numbers and cessation of activity. Specifically identify the object of observation. Make observations in sunny and cloudy weather.
Conduct seasonal observations of insect inhabitants of the grass cover. It is necessary to determine the time of the first appearance, mass development and disappearance of the most noticeable insects. Record the results in your diary
Explore the grassland insect fauna. During the summer, observe the species composition of the upland and flooded meadows. Describe the nature of the grassy vegetation of the meadows where you are observing. Compare the species diversity of insects. Select useful and harmful insects from them. Record the results in your diary.
May beetle is a serious pest in forest nurseries. Do the following research: a) mark the beginning of summer May beetles(month, day, time of day); b) determine the sex of the first flying beetles; mark the start of summer for beetles of the opposite sex; c) determine the time of the mass summer of the May beetles; d) track what the beetles eat, at what hours of the day. Determine the nature of the damage to the leaves by beetles, collect herbarium samples of damaged leaves; e) determine the degree of damage to the leaves of different plant species on a five-point scale; f) find out where, at what hours of the day and how long the beetles are at rest; g) determine when the female beetles begin to burrow into the ground for laying eggs, in which soil they burrow; h) determine at what depth the beetle is laying eggs, in what quantity.
Fish under stones and planks for ground beetles. Place the captured animals in the jar. Observe their daily activity. Feed a variety of foods. Find out what kind of food you prefer. Observe the larvae; what they eat, how they move when they turn into pupae.
Observations are carried out in nature or in a cage. Calculate how many aphids are destroyed by a ladybug larva or beetle in 10-15 minutes. After collecting several adult larvae and feeding them with aphids, one can observe the appearance of variegatedly colored pupae. Later, beetles emerge in the cage. Make a report on the work.
Collect beetles with vibrant warning coloration, and submit insect watercolor drawings or photographs.
Map out specific fly control measures. Find out which stickies - sweet or simple - attract flies more. Taking into account the number of stuck flies every evening, it is possible to determine in which places they are kept in greater numbers, where the fight against them will be more effective and necessary.
Study the daily activity of pollinating insects. Start work at sunrise and finish at 24 hours. In a flowering meadow, observe the appearance of the first insects, their massive summer, decline in numbers and disappearance. Mark the time on the clock for each group of insects separately. Make an observation for comparison under different weather conditions. Collect pollinating insects for collection, dry the plants. The daily activity of certain species of pollinators can be clearly seen on the graph.
Study the most important garden pests. Collect pests of the vegetable garden, garden and traces of their activity. Make a collection of garden pests, vegetable garden, collect and dry damage. Write a written report.
Analyze the daily activity of cabbage white butterflies. Track the most active times and the end of butterfly summer in early summer. Perform the task within 7 days, record the results for each day in the observation diary, determine the average duration of the daily activity of cabbage.
Accounting for pest infestation in vegetable gardens. Explore 6-7 individual vegetable gardens. In each vegetable garden, an inspection is made from the roots to the top of the cabbage plants from the middle and edges of the garden bed. On the prepared forms, the clutch of eggs, larvae and adult stages of pests are taken into account with symbols for the degree of infestation. Accounting time: when planting seedlings in the ground; summer months; harvest.

Summer assignments in botany (grades 6-7)

An introduction to wild strawberry culture
Introduction to the culture of wild wild plants
Selection of the best plants for seeds
Sowing apple seeds
Compilation of a collection of seedlings of cultivated plants
Determination of the amount of weeds
Root development
The effect of fertilization on cabbage yield
Influence of feeding on cabbage yield
Influence of soil moisture on cabbage yield
Determination of soil fertility
Effect of mulching on beet yield
Influence of light on cabbage harvest
Effect of light on greening and growth
Effect of shading of leaves on their size
Collection "Leaf development"
Collection "Metamorphoses of the Leaf"
Plant growth rate
Obtaining aboveground potato tubers
The effect of hilling potatoes on obtaining more tubers
Bulb development
Plant development from rhizome
Plant formation
Collection of cuts of woody plants
Potato breeding methods
Propagation of potatoes by seeds
Propagation of strawberries with a mustache
Propagation of currants by layering
Plant grafting
Artificial pollination of plants
Prolongation of flowering time
Flower clock
Flower calendar
Pollination of flowers by insects
Collection "Methods of vegetative propagation"
Collection "Wind-pollinated plants"
Collection "Insect pollinated plants"
Collection "Distribution of fruits and seeds"
Comparison of the development of two plants
Determination of the influence of day length on plant development
Vernalization of potato tubers
Influence of living conditions on the duration and development of plants
Getting a high yield of strawberries
Comparison of tomato varieties
Obtaining cabbage seeds
Selection of apple seedlings
The effect of bacterial fertilizers on the yield of legumes
Planting spore and gymnosperms
Transplanting early flowering spring plants
Blooming conveyor

Summer Mission Cards

1. Study of the adaptations of plants to cross-pollination

1. Determine pollination patterns in different plant species using simple visual observations.

2. Place glass slides smeared with petroleum jelly near the flower. Examine the pollen of the studied plant species adhering to the glass under the microscope, describe and sketch it.

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

5. Follow the "behavior" of the inflorescences, the arrangement of flowers in them. Find out if the flowers in the inflorescence are the same, if they open at the same time.

6. Observe the behavior of insects on the studied plants: which insects visit flowers, how an insect sits on a flower, how long it stays on it. Follow the movements of the legs and mouth of the insect. Calculate how often insects visit a flower in one hour at different times of the day.

7. It is possible to trace the peculiarities of pollination of one species of plants in different conditions (in the forest, in the meadow, at the edge ...).

8. Establish a connection between the structure and "behavior" of flowers and inflorescences of plants, insects.

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

Give a message in a lesson, school environmental conference.

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

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

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

– What is the body shape of an earthworm?
- Why is the earthworm called annelid?
- Find the front (thicker and darker) and rear ends of the body of the worm, describe their color.
- Find a thickening on the body of the worm - a belt. Count how many body segments form it.

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

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

3. Make a narrow-walled cage from two identical glasses (12x18cm) and spacers between them (rubber tube, wooden blocks). Fasten the glasses together using staples cut from thin sheet metal. You can also use two glass jars (half-liter and mayonnaise), placing the smaller one in the larger one.

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

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

3. Watching pets

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

6. Feeding:

– feed, their preparation for feeding;
- biological justification of the feed ration;
- feeding regime;
- feeders, drinkers, their device.

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

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

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

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

5. Aquatic and coastal plants of rivers, lakes.

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

6. Anthill as a model of ecological connections.

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

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

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

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

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

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

Decide what growing conditions affect the appearance of the trees. Make a schematic drawing of the observed trees with the signatures of their growing areas.

10. Study of the species composition of plants growing on wastelands. Choose some unused area between buildings, along fences, or in other places called wastelands. Find out which of the plants - burdock, thistle, thistle, nettle, wormwood, dope, henbane - grow in the selected area, what signs are characteristic of this group of herbaceous plants and why people and animals usually bypass their places of growth, which of them have thorns, stinging hairs or other devices to protect against eating by animals, which of them are Compositae, and which are nightshade.

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

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

Find out which of the roadside plants have a shortened stem, and which are creeping or low-rising, which plants have leaves with highly developed elastic veins, and which ones are small or strongly dissected. Decide how important these structural features are in the life of roadside plants.

Establish in what state (flowering or fruiting) certain roadside plants are in summer, which of them prevail in number, and which are quite rare.

Collect material for mounting herbarium sheets according to the species composition of the roadside community plants.

12. Observing the state of plant barometers. Observe the state of flowers of yellow acacia, mallow, field bindweed, woodlice and dandelion inflorescences, marigolds (calendula). Find out what happens to their flowers or buds in inclement weather before the onset of rain. Think about what gave them such adaptations.

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

13. Observations of plants with a flower clock. Observe the opening and closing times of flowers or blooms of some wild and garden flowering plants, such as dandelion, marigold, garden bindweed, morning glory. Find out when the flowers of any other flowering plants you know best open and close.

Establish what the observed phenomena in plant life are connected with. Collect several plants for drying and making herbarium leaves that open flowers or inflorescences at a strictly defined time of the day.

14. Study of adaptations of weeds to living conditions. Find in the fields of cultural cereal plants weeds similar to them in their external structure: in rye, wheat and barley, oats - rye fire, field fire, wild oats; millet has a barnyard, chicken millet.

Find out how the named weeds are similar to cultivated crops. Decide what is the significance for weeds that resembles cultivated plants that they accompany.

Collect and craft a herbarium of cultivated grasses and associated weeds.

15. Study of ways of spreading fruits and seeds by plants. Determine the time of formation of fruits and seeds in some plants, for example, sow thistle, thistle, string, burdock, balsam, dandelion. Collect their fruits and seeds and find out which of them have developed adaptations for spreading by wind or animals, self-scattering, and in what this or that adaptability is manifested.

Make a collection of fruits and seeds spread by plants by wind, animals and self-spreading.

16. Study of the composition of mixed forest plants. Identify which trees are most common in a mixed forest, which of them form the first (upper), and which - the second tier, what is the difference between the trees that form the first and second tiers. Which plants form the third and fourth tiers of the mixed forest? How do the living conditions of plants of these tiers differ from the living conditions of plants of the first and second tiers?

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

17. Plan for the summer assignment on invertebrate zoology.

1. Find literature about your chosen natural object (insect).

2. Carefully read the literature, mark Interesting Facts in his observation diary

3. In the research diary (it may be in in electronic format), note:

a) Describe your lifestyle.

b) External structure animal, and adaptations for life in this environment

c) Nutrition (what he eats, dietary habits, adaptations)

d) Animal movement

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

It is no less difficult to make a good photo collection of insects, especially if you set yourself the task of determining the species from the species, studying the way of life, and so on.

But in general, it is quite interesting just to photograph insects and other animals. And then, just on occasion, learn something about them ...

18. Plan for the summer assignment on vertebrate zoology.

1. What kind of birds fly to us in the summer? (Find the species name in the literature). Photograph and record in your observation diary.
2. Remember (or ask relatives and friends) the signs, weather forerunners associated with the behavior of animals, write in a diary and, if possible, make observations of the animals. Are the predictions true? (write down date and result).

The work is considered excellent if natural material (photographs) and a record of observations are presented.

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