Habitats and patterns of animal distribution. Training tasks

Lesson type - combined

Methods: partially search, problem presentation, reproductive, explanatory and illustrative.

Target: mastering the ability to apply biological knowledge in practical activities, use information about modern achievements in the field of biology; work with biological devices, tools, reference books; conduct observations of biological objects;

Tasks:

Educational: the formation of cognitive culture, mastered in the process of educational activities, and aesthetic culture as the ability to have an emotional and value-based attitude towards objects of living nature.

Educational: development of cognitive motives aimed at obtaining new knowledge about wildlife; cognitive qualities of a person associated with mastering the fundamentals of scientific knowledge, mastering methods of studying nature, and developing intellectual skills;

Educational: orientation in the system of moral norms and values: recognition of the high value of life in all its manifestations, the health of one’s own and other people; environmental consciousness; nurturing love for nature;

Personal: understanding of responsibility for the quality of acquired knowledge; understanding the value of adequately assessing one’s own achievements and capabilities;

Cognitive: ability to analyze and evaluate the impact of environmental factors, risk factors on health, the consequences of human activities in ecosystems, the impact of one’s own actions on living organisms and ecosystems; focus on continuous development and self-development; the ability to work with various sources of information, transform it from one form to another, compare and analyze information, draw conclusions, prepare messages and presentations.

Regulatory: the ability to organize independent completion of tasks, evaluate the correctness of work, and reflect on one’s activities.

Communicative: the formation of communicative competence in communication and cooperation with peers, understanding the characteristics of gender socialization in adolescence, socially useful, educational and research, creative and other types of activities.

Technologies: Health conservation, problem-based, developmental education, group activities

Types of activities (content elements, control)

Formation in students of activity abilities and abilities to structure and systematize the subject content being studied: collective work - study of text and illustrative material, compilation of a table “Systematic groups of multicellular organisms” with the advisory assistance of student experts, followed by self-test; pair or group performance laboratory work with the advisory assistance of a teacher followed by mutual verification; independent work on the studied material.

Planned results

Subject

understand the meaning of biological terms;

describe the structural features and basic life processes of animals of different systematic groups; compare the structural features of protozoa and multicellular animals;

recognize organs and organ systems of animals of different systematic groups; compare and explain reasons for similarities and differences;

establish the relationship between the structural features of organs and the functions they perform;

give examples of animals of different systematic groups;

distinguish the main systematic groups of protozoa and multicellular animals in drawings, tables and natural objects;

characterize the directions of evolution of the animal world; provide evidence of the evolution of the animal world;

Metasubject UUD

Cognitive:

work with different sources of information, analyze and evaluate information, transform it from one form to another;

draw up theses, various types of plans (simple, complex, etc.), structure educational material, give definitions of concepts;

carry out observations, perform elementary experiments and explain the results obtained;

compare and classify, independently choosing criteria for the specified logical operations;

build logical reasoning, including establishing cause-and-effect relationships;

create schematic models highlighting the essential characteristics of objects;

identify possible sources of necessary information, search for information, analyze and evaluate its reliability;

Regulatory:

organize and plan your educational activities - determine the purpose of the work, the sequence of actions, set tasks, predict the results of the work;

independently put forward options for solving assigned tasks, anticipate the final results of the work, choose the means to achieve the goal;

work according to plan, compare your actions with the goal and, if necessary, correct mistakes yourself;

master the basics of self-control and self-assessment for making decisions and making informed choices in educational, cognitive and educational and practical activities;

Communicative:

listen and engage in dialogue, participate in collective discussion of problems;

integrate and build productive interactions with peers and adults;

adequately use verbal means for discussion and argumentation of one’s position, compare different points of view, argue one’s point of view, defend one’s position.

Personal UUD

Formation and development of cognitive interest in the study of biology and the history of the development of knowledge about nature

Techniques: analysis, synthesis, inference, translation of information from one type to another, generalization.

Basic Concepts

Reasons for the uneven distribution of animals on the planet, the concept of “migration”, types of migrations

During the classes

Updating knowledge ( concentration when learning new material)

Question 1. What could be the reason for the change in the area of ​​the range?

The reason for the decrease in the area of ​​the habitat may be the disappearance of favorable environmental conditions or the presence of obstacles that are insurmountable for the spread of the species. The reason for the increase in the area of ​​the range is that some individuals leave the range, unable to withstand the competition for housing, shelter and food. If they find other favorable conditions for reproduction and development outside of it, they settle there, and the range of their species thus expands.

Question 2. What are the reasons for the formation of discontinuous habitats?

Discontinuous habitats arise as a result of the separation of a continuous habitat into two or more isolated areas, for example, due to the formation of some barrier within the habitat (territory or water area with unfavorable conditions for the life of a given species) or overcoming it in the process of expansion -settlements and formations outside of its borders of a new colony of this species.

Question 3. What determines the size of the range?

The size of the range depends on the ability of the species to adapt to unfavorable living conditions, overcome obstacles, and compete with other species for food, light, warmth, places for reproduction and development.

Question 4. What reasons influence the density of animals in the area?

The density of settlement of animals in the area is influenced by: the presence of favorable conditions for intensive reproduction and maximum survival, intraspecific requirements for the size of the individual territory of each individual, and migration processes.

Question 5. What conditions of existence are necessary for the life of animals

For the life of animals, food resources are first of all necessary, since in natural communities they are not producers capable of producing primary organic substances from inorganic ones. Everything else depends on the individual characteristics of the structure and lifestyle of the animals of a given systematic group.

Learning new material(teacher's story with elements of conversation)

Animal migrations: examples, causes, types. Why do animals migrate?

The reasons for migration are changes in the living conditions of animals. Examples include the migration of birds, locusts to places where there is enough food, etc.

Do you know why animal migration occurs?

7th grade learns about this in biology lessons. And even then, while becoming acquainted with the secrets of biological science, children’s consciousness begins to be accustomed to understanding an everyday fact: people migrate, animals migrate. And if you look carefully, the reasons are the same for everyone. Animal migration (lat. migratio) is the regular movement of a group of animals with a change in the main habitat along a certain route. Such phenomena are most common in birds (we all observe the migration of storks, geese, ducks, starlings and other birds in the fall) and fish. The movements of animals have been studied less. This is due to the fact that they lead a mostly secretive lifestyle; it is often impossible to track them

Migrations have a pronounced adaptive character; this feature of representatives of the animal world is observed in the most different types and arose in the process of evolution.

Seasonal migrations are more typical for birds, inhabitants of temperate latitudes. They are also characteristic of some mammals: they change the habitat of the wildebeest, reindeer, some varieties bats, fish (sturgeon, European eel), reptiles (sea turtle), crustaceans (lobster), insects (monarch butterfly).

Why do animals migrate?

The most important reason for animal movements is a change in living conditions, most often for the worse. For example, with the onset of winter, reindeer move from the tundra to the forest-tundra due to the lack of food and the difficulty of obtaining it in snow-covered areas. A seasonal migrations microscopic animals in shallow waters from deep parts lakes are associated with changes in water temperature. An equally important motivation is reproduction, when the animal needs another environment for procreation. Another reason for migration is related to natural disasters. We will try to consider each of the reasons in this article using an example.

Types of animal migration

Conventionally, two types of migration can be distinguished: active and passive.. In the active migration of animals, several subspecies are distinguished: movements are seasonal (daily), periodic (horizontal and vertical), and age-related. Let's try to figure out what each variety is. So, seasonal (daily) migration of animals. Examples of such movements are best seen in fish and birds. Today, science knows about 8,500 species of birds, most of which are sedentary image life, although they are subject to migration within their habitat during nesting.

Seasonal movements of birds for wintering are more typical for the inhabitants of the Arctic and temperate latitudes: with the approach of winter, birds migrate to milder, warm climate. Interesting fact: how more bird, the longer distances it moves, Moreover, the smallest migrating birds can remain in the air continuously for up to 90 hours, covering a route of up to 4000 km.

Fish migrate vertically: during rain they are practically on the surface, in heat or winter they tend to the depths of reservoirs. But only two fish change their usual habitat - salmon and European eel. Surprisingly, but true: the change of reservoirs with salt and fresh water occurs in these fish twice in life - at the time of birth and during the breeding season, however, this only applies to females, who die after laying eggs.

Interestingly, at the time of salmon spawning, brown bears also migrate, leaving the forests, settling on rivers teeming with salmon. Thus, it turns out that they follow their food supply. As noted earlier, periodic animal migrations can be divided into two subtypes: horizontal and vertical. Let's consider these phenomena in more detail.

Horizontal migrations of animals are associated with the movement of individuals in search of food. For example, the gray whale moves from Northern Ocean to the Atlantic (subtropical, tropical part), where at this time there is a lot of plankton - the main food of the whale.

Vertical migrations are characteristic of high-mountain animals, which in winter descend into the forest belt, and in summer, as the snow melts and the grasses in the lowlands burn out, they rise back to the mountain

There is also such a thing as age migration of animals.. Such movements are better revealed using an example. large predators. Thus, the tiger, at its core, is a solitary animal with its own huge territory, which it leaves only during the rutting period. Once born, tiger cubs live with the female until they reach sexual maturity (usually 3-4 years), after which the males separate and leave the family in search of their own territory.

Reasons and examples of migration

We have already talked about what causes such a phenomenon as animal migration. We will consider examples on specific representatives below. Let's start our acquaintance with fish, since only two of their species are subject to movement. These include salmon and European eel. There are also a few other species of animals that migrate, but we’ll talk about them later. So why do fish migrate? What is the reason for this? Changing fish habitat

Anadromous fish - a species that lives in a certain habitat, but radically changes it during reproduction. What is this connected with? Salmon (lat. Salmo salar) is born in fresh water, then quickly moves with river flows to the sea-ocean, where it lives for 5-7 years while waiting for puberty. And now the long-awaited moment has come - the individuals have grown up and are ready to leave offspring. Only here's the problem - salty water they like it, but the babies refuse to be born in it. The fish “remembers” that it was born in fresh water, which means that it needs to change the salty seas and oceans to rivers, and even better, to mountain ones. There are the most favorable conditions for reproduction. But not all parents will achieve the desired goal - here sits a predator who deftly catches a fish from a mountain stream, ripping open the belly and eating only the eggs. Only Brown bear, which is tied to the migration of animals - the source of food supply.

The European eel (lat. Anguilla anguilla) is the complete opposite of salmon. Eel is born in salt water Sargasso Sea, this happens at a depth of up to 400 m. The female gives birth to about half a million eggs, which develop into a larva similar to a willow leaf. The larvae, due to their radical difference from their parents, received a separate name - leptocephalus. Using the example of these fish, we can consider in detail the type of passive migration: the larvae float to the surface, they are picked up by the Gulf Stream, and so for three years they move in warm water to the coast of the European part of Eurasia. By this time, the leptocephalus takes on the outline of an eel, only smaller - about 6 cm. At this moment, the eel moves to the mouths of the rivers, rising upstream, the fish turns into an adult. So 9, or maybe 12 years (no more) pass, the eels become sexually mature, and gender differences in color sharply appear. It's time to spawn - back to the ocean.

Mammal migrations

The gray whale (from the Latin Eschrichtius robustus) lives in the Arctic Ocean, but, paradoxically, females and males begin to move south along the coast from October. By December-January, the couples reach the Gulf of California, where warm waters begin mating and giving birth, after which the males return to the north, and pregnant females and individuals with cubs return home only in March-April. Pregnancy in whales lasts about a year, so in warm waters they either conceive or give birth to new offspring. This is very important for young animals - in the first 2-3 weeks of life, babies in warm waters gain a layer of fat, which allows them to return to the harsh Arctic Ocean.

Using the example of moose, we can explain the concept of animal migration routes. Elk, commonly known as elk (from the Latin Alces alces), is common in the forest zone of the Northern Hemisphere. As soon as the first snow appears, the rivers become covered with ice, the elk begin to move to the southern regions, where grass remains and water bodies do not freeze. It is interesting that, migrating from October to January, moose follow a well-trodden path: females with young animals follow first, followed by males. On the way back, the animals return the same way, only now the males go ahead, clearing the path from overgrown greenery. As they approach the habitat, the groups scatter - single females in one direction, females with cubs in the other, males in the third. Tigers (lat. Panthera tigris), the most major representatives felines lead a solitary lifestyle: a female requires up to 50 km² of personal territory, and a male requires up to 100 km². The meeting occurs during the breeding season, most often the female herself attracts the male, leaving various marks. Having impregnated the tigress, the male returns to his territory or in search of the next female. Here we see an example of the migration of animals within their habitat, but in violation of territorial boundaries. The new offspring lives with the mother until the “kids” learn to hunt, which takes quite a long time. Thus, the cubs stay with the tigress until puberty, after which the already grown individuals go to conquer new territories. The previously described European eel can be added to examples of age migration.

Mass migrations of animals are common to many species, but the movement of bats is an indescribable spectacle. In general, bats are prone to a sedentary lifestyle, but if the animals live in temperate zone, then they are forced to go south for the winter. If the air temperature in winter stays within 0 ºС, then the bats can overwinter in the attics of buildings. At this time, mice fall into winter sleep. During forced migration, bats are guided by instincts and move along the routes that are used from generation to generation. -

Let's remember vertical migration and pay attention to the inhabitants of the mountains. In the mountains, at an altitude of thousands of meters, there is an extraordinary diversity of animals: chinchillas, Snow leopards, pumas, goats, rams, yaks, juniper grosbeak, white eared pheasant, kea. All inhabitants of the highlands are characterized by thick hair and plumage, which prevents the animals from hypothermia. Some animals hibernate in burrows in winter, and birds make nests in rock crevices and bask in groups. But representatives of ungulates descend to the foot of the rocks in search of food, followed by predators pursuing their prey. Interesting fact: mountain goats and sheep are able to migrate over rocks without setting foot on mountain paths. And all thanks special structure hooves: soft pads quickly recover, hooves have the ability to move widely apart, which is important when moving over rocky terrain.

Reasons for changing bird habitats

Migratory birds observed in both the Northern and Southern Hemispheres. The more abruptly the climate changes, the more pronounced the flights are. Thus, the crows and doves familiar to us become migratory if they live in northern regions where the harsh ones are snowy winters deprives birds of the opportunity to obtain food. The inhabitants of the southern part of Europe lead a sedentary lifestyle due to the absence of sudden temperature changes. The behavior of birds in Africa is interesting: here you can simultaneously observe movements both from north to south and from south to north. The reason for such migrations is hidden in the preference for wet or dry climates. Birds can make fairly long flights. For example, the habitat of the white stork (lat. Ciconia ciconia) is in Europe, and the bird winters in Africa, covering a distance of 10-15 thousand km twice a year. But the most unique among migratory birds is the Arctic tern (lat. Sterna paradisaea). The tern nests in the tundra and breeds its chicks here. With the onset of autumn, it migrates to the Southern Hemisphere, and returns back in the spring. Thus, twice a year this bird travels up to 17 thousand km. It is interesting that in spring and autumn the tern flies on different routes.

Movement of reptiles

Let's look at the example of the sea turtle (lat. Cheloniidae), what is the reason for the mass migrations of animals. Sea turtles only breed in certain places. Thus, the Atlantic ridley (lat. Lepidochelys kempii) breeds on a single island in Mexico, where in 1947 scientists recorded approximately 42 thousand females who sailed to lay eggs. Thanks to the olive sea turtle (lat. Lepidochelys olivacea), the term “arribida” appeared in science. The phenomenon is that thousands of olive ridleys gather in one day to mate, after which, having chosen an island, the females lay millions of eggs almost simultaneously.

Why do crustaceans migrate?

The lobster (lat. Achelata) also moves at a certain time. Science still does not explain the reasons for the migration of animals of this species. In the fall, lobsters gather in a column of thousands of individuals and make a forced march from the island of Bimini to the Grand Bahama Bank. So far, there is only one tentative explanation for this behavior: in the fall, daylight hours begin to shorten, which forces the lobsters to change their habitat. The spiny lobster (lat. Panulirus argus) is also considered a nomadic representative of crustaceans. At the beginning of winter it moves into deeper waters. Scientists have long believed that the reason for the movement of the lobster is reproduction, but it was later found that egg laying occurs much later than migration, only after several months. Scientists name different reasons for the change in lobster habitat. Some, for example, believe that the migration of these crustaceans is a relic ice age, when in winter they exchanged cold waters for warmer deep ones. The migration of lobsters is truly an amazing sight! Several hundred individuals move in columns one after another. What is most interesting is that the lobsters maintain constant contact with each other. So, the one who is behind keeps his antennae on the shell of the one who is in front.

Examples of insect migrations

Monarch butterfly(lat. Danaus plexippus) - the most famous inhabitant North America. During periods of animal migration, it is noticed in the territory of Ukraine, Russia, the Azores, North Africa. In Mexico, the state of Michoacán even has a monarch butterfly sanctuary. In the matter of migration, this insect also distinguished itself: the Danaid is one of the few representatives of its class capable of crossing Atlantic Ocean. Already in August, monarchs begin to migrate to southern territories.

The lifespan of this butterfly is about two months, so the migration of animals occurs over generations. Diabase is the reproductive phase, which is entered by the Danaid, born at the end of summer, which allows the butterfly to live for about 7 more months and reach the wintering site. The monarch butterfly has an amazing “sun sensor” that allows the third and fourth generations to return to the wintering grounds of their ancestors. Interestingly, the most favorable climate for these butterflies was in Bermuda, where some insects remain all year round.

Migrate and European species . Thistles, for example, they winter and breed in North Africa, and their offspring move north and raise the summer generation there, after which they fly back to Africa.

In the spring, history repeats itself. Interestingly, thistles fly in groups and can cover a distance of 500 km in one day. In total, during migration they can fly as much as 5,000 km! And their flight speed is quite high - it is 25-30 km/h. Some butterflies do not migrate constantly, but only depending on conditions. These include urticaria, swallowtail, mourning, cabbage, admiral. All these species live in Northern and Central Europe, but can move south under unfavorable circumstances. But the oleander hawk moth, for example, migrates annually from Turkey and North Africa to Eastern and Central Europe. These butterflies breed there, but, unfortunately, in winter most of their offspring die. In the spring, the next generation migrates from the south.

conclusions

So we figured out a little about why animals migrate. Indeed, the reasons are varied, but I would like to note the two most common. We all remember the story of Mowgli, especially the moment when a period of drought began in the jungle. All the animals were drawn to the only river where parity was supposed to be observed: everyone is equal, hunting is taboo. Such migration occurs, as a rule, within the habitat, when animals (usually inhabitants of steppes, semi-deserts, deserts) migrate in search of food and water from place to place during a drought, most often these are representatives of ungulates. However, the movement of herds and herds also entails the movement of some predators (hyenas, vultures), which need to be close to the food supply.

Thus, food and water force migration large groups several species of animals.

An important reason is reproduction. Active migration of animals during the breeding season, in particular sea ​​turtles, is impressive and captivating.

Moves a lot animal species: some within their habitat, others travel thousands of kilometers to reach a favorable climate; still others radically change their habitat (remember the sturgeon and European eel). Yes, the migrations of different animals have different characters, different reasons, but they all have one thing in common - the thirst for life.

MigrationANIMALS

Interesting! Documentary 1 "Call of the Wild" great migrations

Bird migrations (narrated by ornithologist Sergei Kharitonov)

Migrationbirds - observationfromspace

Sockeye salmon migration on the Adams River

Mass sardine migration attracts predators and divers (news)

Resources

Biology. Animals. 7th grade textbook for general education. institutions / V.V. Latyushin, V.A. Shapkin.

Active formsAndbiology teaching methods: Animals. Kp. for the teacher: From work experience, -M.:, Education. Molis S. S.. Molis S. A

Working programm in biology 7th grade to V.V. Latyushina, V.A. Shapkina (M.: Bustard).

V.V. Latyushin, E. A. Lamekhova. Biology. 7th grade. Workbook for the textbook by V.V. Latyushina, V.A. Shapkina “Biology. Animals. 7th grade". - M.: Bustard.

Zakharova N. Yu. Control and testing work in biology: to the textbook by V.V. Latyushin and V.A. Shapkin “Biology. Animals. 7th grade” / N. Yu. Zakharova. 2nd ed. - M.: Publishing house "Exam"

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Lesson objectives:To develop students’ knowledge about habitats and migrations; introduce the patterns of distribution of animals in their habitat caused by changes in habitats and changes in environmental conditions; show that the placement of animals is adaptive in nature and is the result of evolution.

Equipment:Geographic map of Europe and Asia.

Answer the questions:

-What is divergence?

-What is evolution?

-What evidence of evolution do you know?

-What is the meaning of heredity and variability?

-What is natural selection?

-What is a vestigial organ? Give examples.

-What organs are called homologous? Give examples.

-What is atavism?

-What does the science of paleontology study?

1.Teacher's story.

In nature, each species of animal inhabits a specific territory that meets the needs of that species. The habitat of a species, the region where the species can live due to the presence of conditions suitable for it, is called the range. Within the habitat there can be a wide variety of obstacles: rivers, mountains, deserts, etc. All of these obstacles can prevent free interbreeding between groups of individuals of the same species. Such relatively isolated groups of individuals of the same species are usually called populations.

Habitats can be:

Solid.Within its continuous range, the species is found in all suitable habitats. An example of a continuous habitat would be the distribution polar bear beyond the Arctic Circle, hooded crow in Eurasia, polar owl, viviparous lizard, common viper, etc.

Torn, i.e. divided into two or more isolated areas. For example, the black rat lives on Far East and in the European part of Russia, common lynx, chamois, Dagestan vole, blue magpie. Broken habitats can arise due to the death of animals in intermediate territories or when habitats change, as well as due to human intervention. In addition, a discontinuous range can arise when a species overcomes isolating barriers during a period of mass abundance or at the moment of temporary disappearance of barriers and the formation of a new population in a new place.

Relict (from lat. "relictum" - remnant) - a residual, small-area habitat of an ancient, once more widespread species. A relict species or relict is an organism that has not changed morphologically in comparison with past geological eras and has survived in small numbers to the present day after the extinction of most related species. In Russia, this is the habitat of the muskrat, European beaver, and saiga. On the territory of Russia, the presence of relict habitats is associated with glaciation periods. If a relict species is found only in a given territory and nowhere else in the world, this species is calledendemicorendemic.Endemic to Lake Baikal are the Baikal ringed seal and the golomyanka fish. The pink gull is endemic to Yakutia.

Habitats may vary in size. There are species that occupy an extremely small territory, such as the golomyanka and the Caspian seal, and there are species whose range can be very large. Such species are calledcosmopolitan species.An example of a cosmopolitan species is the house sparrow, earthworm, common fox, weasel, and gray rat.

The distribution of animals within the range can be uniform, which is very rare due to the uneven living conditions. But most often, in the center of the range or some part of it, the population is denser, and closer to the border of the range the number of animals is much lower.

The boundaries of habitats may be constant or may change over time. Expansion of boundaries is observed with a sharp increase in the number of species. Animals become cramped in the territory they occupy, fierce competition arises and they are forced to look for new habitats outside the boundaries of this area. If they manage to overcome the boundaries of their range and find suitable territories for life, the range of the species expands. Also, expansion of the boundaries of the range can occur with the disappearance of insurmountable barriers - drying up of rivers, swamps, the emergence of new reservoirs, etc.

A reduction in the boundaries of the range can occur when favorable environmental conditions disappear: drying up of reservoirs, expansion of deserts. Humans often play a role in the decline of natural habitats. He builds dams, preventing the passage of fish into spawning rivers and flooding vast areas, taking away natural areas for the construction of cities, builds roads and oil pipelines, which are artificial barriers to the movement of animals.

2.Independent work of students with a textbook on the article “Patterns of animal placement”, §52 (pp. 263-264).

-What is the consequence of the heterogeneity of habitats?

-In what cases can phenomena of range expansion or contraction be observed?

-What is the role of humans in changing the boundaries of habitats?

-Formulate the basic patterns of distribution of animals within their habitat.

3.Teacher's story.

Some animals are characterized by movement from one habitat to another. This may be due to changes in habitats or the passage of a development cycle.

The regular movements of animals between different habitats, spatially distant from each other, are called migrations.

Migrations occur along relatively constant paths, in contrast to migrations. Nomads in search of favorable feed bases characteristic of many birds: crossbills, nutcrackers, waxwings.

The reasons for migration are changes in external abiotic or food conditions or intra-population structure. There are several types of migrations.

Active migration is the independent movement of animals.

Passive migration - movement with the help of a substrate. For example, pinnipeds move using ice floes.

Periodic (regular, seasonal) migrations occur annually in a certain season. Such migrations are typical for migratory birds, fur seals, reindeer.

Non-periodic (irregular) do not occur every year. Can be caused by food failure (lemmings, squirrels), natural disasters.

4.Independent work of students with a textbook on the article “Migrations” §52, (pp. 264-266).

ABOUTFill out the table:

Type of migration	Description and features	Examples

-What explains the peculiarities of the species composition of animals in isolated areas?

-What is a zoogeographic region? What zoogeographical regions are distinguished on the globe?

Homework

§ 52, answer the questions.

Level A assignments

Choose one correct answer from the four proposed

A1. Paleontology is the science that studies

2) ancient organisms of past geological eras based on fossil remains

A2. By comparing animals from different geological eras, it was established that over time the animal world

1) changed slightly

A3. Studying embryonic development representatives of various groups of vertebrates made it possible to establish

4) similarity of embryos different groups animals

A4. The commonality of the structural plan of vertebrates indicates

1) about the origin of modern chordates from primitive ancestral organisms

A5. The manifestation of the characteristics of ancestors in modern individuals is called

2) atavism

A6. The occurrence of identical changes in a number of related animals under the influence of identical living conditions C. Darwin

1) uncertain variability

A7. Charles Darwin called the occurrence of various changes in a number of related animals under the influence of similar conditions

3) natural selection

A9. Divergence, according to Charles Darwin, is a process

1) divergence of signs

A10. The diversity of species is formed by

1) divergence and directed action of natural selection

A11. The area is

2) strictly certain territory occupied by each species

A12. The habitats may be

1) continuous, intermittent, relict

A13. Regular movements of animals associated with changes in habitats and caused by changes in living conditions are called

1) migration

Level B assignments

Choose three correct answers out of six given

IN 1. The existence of animal evolution is proven by the following sciences:

2) paleontology

3) comparative anatomy

6) embryology

AT 2. In vertebrates, homologous organs are

2) bat wings

3) whale flippers

5) monkey hands

AT 3. Select the causes of evolution that led to the current diversity of vertebrate species

1) hereditary variability

4) struggle for existence

5) natural selection

AT 4. Establish a correspondence between animals and the types of their migrations

ANIMALS

A) harp seal

B) lemming

B) common squirrel

D) crossbill-spruce

E) common waxwing

MIGRATION TYPE

1) non-periodic

2) periodic

AT 6. Establish a correspondence between examples of variability and its main forms

EXAMPLES OF VARIABILITY

A) change in the density of rabbit fur when kept at low temperatures

B) increasing egg production in chickens

B) born with short legs

D) growth retardation of wild and domestic animals

D) lack of pigment in the feather cover of birds

FORMS OF VARIATION

1) certain

2) uncertain

AT 8. Arrange the groups of vertebrates that have different ways reproduction, in order to simplify the reproduction system

Mixed up table. Types of habitats. Features Examples Types of habitats 1. Disrupted Characterized by the distribution of the species in all habitats suitable for it. - Hatteria, living on the nearest islands of New Zealand 2. Relict = discontinuous Arises as a result of the separation of a continuous habitat into two or more isolated areas. - White bear in the Arctic Circle - Common fox on the territory of the Russian Federation 3. SolidSpecies preserved from past geological eras live in small areas. -Black rat in the European part of Russia and the Far East

Exercise. Using the textbook text (page), correct the columns of the table and fill them out correctly. Answer the questions asked.

Answer to the task. A habitat is a strictly defined territory occupied by a species in natural conditions. Endemics are relatively small groups of animals that live in certain, often small areas and are not found anywhere else. An example of an endemic species: the pink gull. Cosmopolitans are organisms that are widely distributed large territory. Example of cosmopolitan species: passerines

Mixed up table. Types of habitats. Types of habitats Features Examples 1. Continuous Characterized by the distribution of the species in all habitats suitable for it. - White bear in the Arctic Circle - Common fox on the territory of the Russian Federation 2. Broken = discontinuous Arises as a result of the separation of a continuous habitat into two or more isolated areas. -Black rat in the European part of Russia and the Far East 3. RelictSpecies preserved from past geological eras live in small areas. Hatteria, living on the nearest islands of New Zealand

Incomplete table. Types of migrations. Types of migrationFeaturesExamples 1. Age Search for the conditions of existence necessary for an individual of a certain age tunicates 2. Periodic = seasonal Very diverse and associated with the movement of animals within the range Far Eastern salmon fish 3. Non-periodic = irregular Accompanied by the eviction of individuals of the species from the range far beyond its boundaries. Butterflies, dragonflies, orthoptera

Zoogeographical regions (265 p. 195) Zoogeographical regions are………………………………………………………. Zoogeographical regions are……………………………………. Types of zoogeographical areas: Types of zoogeographical areas:

Sections: Biology

Goal: to master a complex of knowledge, skills and abilities on the topic.

Educational objectives: students know the concepts: habitat, migration, endemic, cosmopolitan, relict, students are able to give examples of species of endemics, cosmopolitans, relicts, various types of migrations (age-related, periodic, non-periodic), draw up and voice diagrams (types of habitats, types of migration) .

Developmental tasks:

• identify the reasons for migrations, changes in species ranges,
• human influence on the distribution of animal species,
• assess the acclimatization of animals,
• development of interhemispheric interactions.

Educational tasks:

• respect for living nature,
• developing a responsible attitude towards animals.

Lesson type: combined (lesson of learning new knowledge)

Lesson plan:

1. Organizational moment – ​​1 min.
2. Checking homework – 11 min.
3. Updating new knowledge – 2 min
4. Learning new material – 15 min.
5. Homework – 3 min.
6. Consolidating new material – 7 min.
7. Lesson summary – 1 min.

Materials for students for the lesson.

Tasks for independent work:

1. Run the test. Choose the correct statements (a task to test the knowledge of left-hemisphere visual learners).

Option 1.

1. The study of ancient extinct organisms is called paleontology.
2. Embryology deals with identifying similarities and differences in the structure of animals.
3. The similarity in the structure of vertebrate embryos indicates their common origin.
4. Charles Darwin is considered the founder of modern evolutionary theory.
5. All beneficial changes in organisms are necessarily inherited.
6. The survival and fertility of animals does not depend on environmental conditions.
7. White fur The white hare always camouflages it from predators.
8. The number of predators depends on the number of herbivores.
9. Differences in size between puppies of the same litter are determined by the variability of organisms and the conditions in which they grew up.
10. In the struggle for existence, the species most adapted to the environment survive.

(correct answers: 1, 3, 4, 8, 9, 10)

Option 2.

Choose the correct statements.

1. The development of the second circle of blood circulation is associated with the emergence of vertebrates onto land.
2. Through digestive system first appeared in roundworms.
3. All amphibian larvae breathe atmospheric air.
4. The four-chambered heart allowed the blood to be divided into venous and arterial.
5. Warm-blooded animals are more common on earth than cold-blooded animals.
6. Internal fertilization does not provide any advantage to animals.
7. Lobe-finned fish played a significant role in the appearance of terrestrial vertebrates.
8. Modern birds and mammals are descended from ancient amphibians.
9. Through divergence and the directed action of natural selection, a variety of species is formed.
10. All species of Galapagos finches are descended from a common ancestor.

(correct answers: 1, 2, 4, 5, 7, 9, 10).

2. Correspondence between the concept and the term (right hemisphere kinesthetic).

Establish correspondence between terms and concepts.

(correct answer: A-3, B-2, C-1, D-5, D-4).

3. Correspondence between concept and example (left-hemisphere kinesthetic)

Match.

(correct answer: 1 – A, B, D, F; 2- C, G, 3 – E)

4. “Proofreading test” How many terms can you find among this sequence of letters? Write them down in your notebook and define each term. (right-brain visual)

Option 1

Sbtsprofzhd evolution prvogshzue paleontology oovtm rudiment vrtskuyubys atavism oouyusashk homologous organ.

Option 2.

Archiopterspeciation rraovn ceukt natural selection abyatchisveuykhab heredity tprvogans yubimtor variability aryotsemnvt embryo arpol

5. Knowledge testing tasks with oral answers.

Work on flannelgraph. (concepts and definitions are written on the cards, strips of velvet paper are glued on the back side, the cards are “glued” to a stretched flannel )

Establish a correspondence between concepts and definitions (right hemisphere kinesthetic).

“Find the odd one out”

Groups of concepts are written on the board. Find the odd one out and explain your choice.

1. Whale flipper, chimpanzee hand, kiwi wing, bat wing.
2. Natural selection, heredity, variability, paleontology.
3. May beetle, gray toad, blue whale, fish.
4. Duck, mink, crucian carp, diving beetle.
5. Poor vision, burrowing limbs, lightweight skeleton, poor vision.

“Extract all information from the proposed object.”

Living objects are given (hamster, guppy). It is necessary to compose a story about the animal according to plan:

1. Systematic position (phylum, class, order, species). Why did you classify this animal as this systematic group?
2. What conditions did the ancestors of this animal live in? Describe adaptations to the environment.
3. What signs did this animal develop thanks to humans?

Learning new material.

When studying new material, various methods of perception are used: active listening, working with the textbook text, collapsing information into diagrams, analyzing the information received, evaluating the presentation.

Teacher: We talked about the diversity of the animal world. Scientists count 2 million species of animals. How are they distributed across the planet? They occupy a certain territory. We will not meet a swamp turtle in the Sahara Desert. Why?

Students: There are no conditions for its habitat.

Teacher: Thus, we found out that certain conditions are needed for the existence of a species. And the territory. where a species lives is called its habitat. Let's write down the diagram in our notebook:

A continuous range is a territory in which all possible areas are occupied by a species. From the textbook, choose examples of animals with a continuous range.

A broken range is a range that is crossed by insurmountable geographical features. Write down examples of species with a broken range.

Relict area - area relict species. (example from the textbook text).

What new concepts did you come across while reading the text of the textbook?

Students: Endemic, relict, cosmopolitan.

(Using a flannelgraph and a textbook, we write down concepts and definitions with examples).

Teacher: One of the characteristics of animals is the ability to actively move, and the movement of animals due to changing conditions or the life cycle is called migration.

Homework.

Thus, we became acquainted with the concept of area and migration, identified the reasons influencing the area and causing migration. Homework is written on the board: § 52, in workbooks on a printed basis, complete No. 3,7,10.

Consolidation of the studied material.

Now you will watch the presentation prepared by 11th grade students. You need to look and give your assessment. What did you like, what worked, what would you change?

Summing up the lesson.