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Presentation on the topic: Natural selection and its types.
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Darwin suggested that in nature, in a similar way, traits that are useful only for organisms and the species as a whole accumulate, as a result of which species and varieties are formed. In this case, it was necessary to establish the presence of uncertain individual variability in wild animals and plants. Darwin suggested that in nature, in a similar way, traits that are useful only for organisms and the species as a whole accumulate, as a result of which species and varieties are formed. In this case, it was necessary to establish the presence of uncertain individual variability in wild animals and plants.
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Darwin showed that in representatives of wild species of animals and plants, individual variability is very widespread. Individual deviations can be beneficial, neutral or harmful to the body. Do all individuals leave offspring? If not, what factors retain individuals with beneficial traits and eliminate all others? Darwin showed that in representatives of wild species of animals and plants, individual variability is very widespread. Individual deviations can be beneficial, neutral or harmful to the body. Do all individuals leave offspring? If not, what factors retain individuals with beneficial traits and eliminate all others? Darwin turned to the analysis of the reproduction of organisms.
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Most The organisms that are born die before reaching sexual maturity. The causes of death are varied: lack of food due to competition with representatives of their own species, attack by enemies, the effect of unfavorable physical environmental factors - drought, severe frosts, high temperature etc. This leads to the second conclusion made by Darwin: in nature there is a continuous struggle for existence. Most of the organisms born die before reaching sexual maturity. The causes of death are varied: lack of food due to competition with representatives of their own species, attack by enemies, the effect of unfavorable physical environmental factors - drought, severe frost, high temperature, etc. This leads to the second conclusion made by Darwin: in nature there is a continuous struggle for existence .
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This is a process that occurs in living nature: the individuals of each species that are most adapted to existing conditions survive and leave offspring, while those less adapted die. This is a process that occurs in living nature: the individuals of each species that are most adapted to existing conditions survive and leave offspring, while those less adapted die.
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This selection contributes to a shift in the average value of a trait or property and leads to the appearance new form instead of the old one, which no longer corresponds to the new conditions. The driving form of natural selection acts when conditions change external environment. This selection contributes to a shift in the average value of a trait or property and leads to the emergence of a new form instead of the old one, which no longer corresponds to the new conditions. The driving form of natural selection operates when environmental conditions change.
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Very striking examples of the action of selection in favor of a trait that promotes survival can be the emergence of animal resistance to pesticides. For example, resistance to a poison that causes bleeding spread very quickly among gray rats. Very striking examples of the action of selection in favor of a trait that promotes survival are the emergence of resistance in animals to pesticides. For example, resistance to a poison that causes bleeding spread very quickly among gray rats
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Thus, the leading role in the spread of new characteristics within a given species when environmental conditions change belongs to the driving form of natural selection. Thus, the leading role in the spread of new characteristics within a given species when environmental conditions change belongs to the driving form of natural selection.
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A change in a sign can occur both in the direction of its strengthening, greater severity, and in the direction of weakening, up to complete disappearance. Examples of the loss of a trait as a result of driving selection are the reduction of eyes in moles that lead an underground lifestyle. The role of natural selection is not limited to the elimination of individual traits that reduce the viability or competitiveness of organisms. Selection determines the direction of evolution by consistently collecting and integrating numerous random deviations. A change in a sign can occur both in the direction of its strengthening, greater severity, and in the direction of weakening, up to complete disappearance. Examples of the loss of a trait as a result of driving selection are the reduction of eyes in moles that lead an underground lifestyle. The role of natural selection is not limited to the elimination of individual traits that reduce the viability or competitiveness of organisms. Selection determines the direction of evolution by consistently collecting and integrating numerous random deviations.
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operates under constant environmental conditions. The significance of this form of selection was pointed out by the outstanding Soviet scientist I. I. Shmalgauzen. operates under constant environmental conditions. The significance of this form of selection was pointed out by the outstanding Soviet scientist I. I. Shmalgauzen. the size of the body or its individual parts in animals, the size and shape of a flower in plants, the concentration of hormones or glucose in the blood in vertebrates, etc.
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Stabilizing selection preserves the fitness of the species by eliminating sharp deviations in the expression of a trait from the average norm. Thus, in insect-pollinated plants, the size and shape of flowers are very stable. This is explained by the fact that flowers must correspond to the structure and body size of pollinating insects. Stabilizing selection preserves the fitness of the species by eliminating sharp deviations in the expression of a trait from the average norm. Thus, in insect-pollinated plants, the size and shape of flowers are very stable. This is explained by the fact that flowers must correspond to the structure and body size of pollinating insects.
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Consequently, the genes that cause deviations from the norm are eliminated from the gene pool of the species. The stabilizing form of natural selection protects the existing genotype from the destructive effects of the mutation process. In relatively constant environmental conditions, individuals with average expression of traits have the greatest fitness, and sharp deviations from the average norm are eliminated. Consequently, the genes that cause deviations from the norm are eliminated from the gene pool of the species. The stabilizing form of natural selection protects the existing genotype from the destructive effects of the mutation process. In relatively constant environmental conditions, individuals with average expression of traits have the greatest fitness, and sharp deviations from the average norm are eliminated.
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Thanks to stabilizing selection, “living fossils” have survived to this day: the lobe-finned fish coelacanth, whose relatives were widespread in the Paleozoic era; a representative of ancient reptiles, the hatteria, which looks like a large lizard, but has not lost the structural features of reptiles of the Mesozoic era, the opossum, the gymnosperm plant ginkgo, which gives an idea of the tree forms that became extinct in the Jurassic period of the Mesozoic era. Thanks to stabilizing selection, “living fossils” have survived to this day: the lobe-finned fish coelacanth, whose relatives were widespread in the Paleozoic era; a representative of ancient reptiles, the hatteria, which looks like a large lizard, but has not lost the structural features of reptiles of the Mesozoic era, the opossum, the gymnosperm plant ginkgo, which gives an idea of the tree forms that became extinct in the Jurassic period of the Mesozoic era.
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Promotes the maintenance of two or more phenotypes within a population and eliminates intermediate forms. A kind of rupture in the population occurs according to a certain characteristic, i.e. polymorphism (for example, in sockeye salmon - salmon fish Far East) Contributes to the maintenance of two or more phenotypes within a population and eliminates intermediate forms. A kind of rupture in the population occurs according to a certain characteristic, i.e. polymorphism (for example, in sockeye salmon - the salmon fish of the Far East)
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High incidence of unspecified hereditary changes. High incidence of unspecified hereditary changes. The large number of individuals of a species, increasing the likelihood of polychanges. Unrelated crossing increases the range of variability in the offspring. Isolation of a group of individuals, preventing them from interbreeding with the rest of the organisms in a given population. Wide distribution of the species.
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EO is often compared to the activities of a sculptor. Just as a sculptor creates a work from a shapeless block of marble that amazes with the harmony of all its parts, so selection creates adaptations and species, removing from the gene pool populations that are not effective from the point of view of the survival of the genotype. EO is often compared to the activities of a sculptor. Just as a sculptor creates a work from a shapeless block of marble that amazes with the harmony of all its parts, so selection creates adaptations and species, removing from the gene pool populations that are not effective from the point of view of the survival of the genotype. The accumulating action of the EO, which is where its creative species-forming activity lies.
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Darwin showed that the principle of natural selection explains the emergence of all, without exception, the main characteristics of the organic world: from characteristics characteristic of large systematic groups of living organisms to small adaptations. Darwin's theory ended a long search by naturalists who tried to find an explanation for many similarities observed in organisms belonging to different species. Darwin showed that the principle of natural selection explains the emergence of all, without exception, the main characteristics of the organic world: from characteristics characteristic of large systematic groups of living organisms to small adaptations. Darwin's theory ended a long search by naturalists who tried to find an explanation for many similarities observed in organisms belonging to different species.
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Darwin explained this similarity by kinship and showed how the formation of new species occurs, how evolution occurs. Selection creates adaptations and species by removing from the gene pool populations that are not effective in terms of the survival of the genotype. The result of its action are new species of organisms, new forms of life. Darwin explained this similarity by kinship and showed how the formation of new species occurs, how evolution occurs. Selection creates adaptations and species by removing from the gene pool populations that are not effective in terms of the survival of the genotype. The result of its action are new species of organisms, new forms of life.
Slide description:2. The process as a result of which predominantly individuals with hereditary changes useful in given environmental conditions survive and leave behind offspring is called 2. The process as a result of which predominantly individuals with hereditary changes useful in given environmental conditions survive and leave behind offspring is called A-natural selection B- struggle for existence C- artificial selection D-dimorphism 3. The driving forces of evolution include A - diversity of species B - speciation C - fitness D - hereditary variability
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4. The main factor that determines the direction of the evolutionary process, 4. The main factor that determines the direction of the evolutionary process, A - the struggle for existence B - genetic drift C - hereditary variability D - natural selection 5. The driving forces of evolution do not include A - hereditary variability B - struggle for existence B- fitness G-natural selection
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6. The results of evolution include 6. The results of evolution include A - diversity of species B - variability C - natural selection D - heredity 7. Relationships between individuals of a population are aggravated as a result of A - hereditary variability. B - struggle for existence C - natural selection D - speciation
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Slide no. 27
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9. Two hares with different running speeds exhibit different speed glucose oxidation and ATP formation in muscles. Explain how EO is expected to operate among these animals (if all other characteristics are equal): 9. Two hares with different running speeds have different rates of glucose oxidation and ATP formation in the muscles. Explain how EO is expected to operate among these animals (if all other characteristics are equal): Probably, the hare in which glucose oxidation occurs faster survives and leaves offspring; - The hare in which glucose oxidation occurs more slowly will survive and leave offspring; - Both hares survive.
Driving selection The driving form contributes to a shift in the average value of a trait or property and leads to a new average norm instead of the old one, which no longer corresponds to new conditions. The driving form contributes to a shift in the average value of a characteristic or property and leads to a new average norm instead of the old one, which no longer corresponds to new conditions. Operates when environmental conditions change. Operates when environmental conditions change.
Thus, the leading role in the spread of new characteristics within a species when environmental conditions change belongs to the driving form of natural selection. Changes in symptoms can occur both in the direction of its intensification, greater severity, and in the direction of weakening until complete disappearance.
The role of selection in nature is not limited to the elimination of individual traits that reduce viability or competitiveness. The role of selection in nature is not limited to the elimination of individual traits that reduce viability or competitiveness. In reality, in nature, selection preserves not individual traits, but entire phenotypes, i.e. the whole complex of characteristics, and therefore certain combinations of genes inherent in a given organism. In reality, in nature, selection preserves not individual traits, but entire phenotypes, i.e. the whole complex of characteristics, and therefore certain combinations of genes inherent in a given organism.
Stabilizing selection Operates under constant conditions environment. Operates in constant environmental conditions. Aimed at maintaining a previously established average trait or property: the size of the body or its individual parts in animals, the size and shape of a flower in plants, etc. Aimed at maintaining a previously established average trait or property: the size of the body or its individual parts in animals, the size and shape of a flower in plants, etc.
A stabilizing type of selection preserves the fitness of the species by eliminating sharp deviations in the expression of a trait from the average norm. A stabilizing type of selection preserves the fitness of the species by eliminating sharp deviations in the expression of a trait from the average norm. Genes that cause deviations from the norm are eliminated from the gene pool of the species. Genes that cause deviations from the norm are eliminated from the gene pool of the species. The stabilizing form of natural selection protects the existing genotype from the destructive effects of the mutation process. The stabilizing form of natural selection protects the existing genotype from the destructive effects of the mutation process.
Sexual selection is the competition between males for the opportunity to reproduce. Sexual selection is the competition between males for the opportunity to reproduce. This form of selection should be considered a special case of intraspecific natural selection. This form of selection should be considered a special case of intraspecific natural selection.
Relicts are a blind lateral branch of primitive reptiles (eosuchians) found on the islands of New Zealand. Retained primitive features: absence of a middle ear, copulatory organ; the presence of a parietal eye, abdominal ribs, and a venous sinus in the heart (a sign of amphibians). tuateria
A relict plant is ginkgo biloba. It was discovered in 1690 in Japan by the German physician and botanist Kaempfer and described by him in 1712 under the name Ginkgo, which translated from Japanese means “silver apricot” or “silver fruit”. This was the name given to the edible seeds of this tree sold in Japanese shops.
Coelacanth In December 1938, South African ichthyologist J. L. B. Smith received a letter dated December 23 from the head of the East London Museum, Miss M. Courtenay-Latimer: “You can help me identify the fish. It is covered with powerful scales, real armor, fins that resemble limbs and are covered with scales right up to the edge of the skin rays. Each ray of the spiny dorsal fin is covered with small white spines."
The second specimen of the lobe-finned fish was caught near the islet of Pamanzi, in the Comoros archipelago, on December 20, 1952. On Christmas Eve, James Smith received a telegram from his friend, a captain from the Comoros Islands. He was extremely brief: “20 caught a coelacanth. They placed formalin. We are waiting for an answer.”
From 1930 to 1952 near the island of Grande Comore, northwestern and the largest in the Comoros archipelago, about three hundred coelacanths were caught. All specimens were caught at a depth of 100 to 300 meters, in December - March, and mainly at night. the structure of the coelacanth has remained virtually unchanged for 300 million years
While discussing sexual selection, Darwin also considered the surprising behavior of bowerbirds: a family of passerine birds, representatives of which are found in Australia and the islands of New Guinea. A golden bowerbird builds tall, thorny towers of brushwood around two young trees. At the same time, he chooses a place where there is a horizontal branch between the supports, on which the bird can demonstrate its dancing and singing talents. Sometimes this bowerbird entwines twigs with several more trees located within a radius of 2–3 m from the main hut towers, and decorates the free space on the ground with fresh white flowers, which it replaces as they wither.
1. A male bowerbird strengthens the walls of his hut with twigs. 1. A male bowerbird strengthens the walls of his hut with twigs. 2. During the courtship process, the male presents the female with various decorations. 2. During the courtship process, the male presents the female with various decorations. 3. In the absence of the owner, another male can destroy his hut. 3. In the absence of the owner, another male can destroy his hut. 4. After mating, the female lays eggs and feeds the chicks in a nest located away from the father’s hut. 4. After mating, the female lays eggs and feeds the chicks in a nest located away from the father’s hut.
Satin bowerbird Near the entrance to the hut, illuminated as much as possible by the sun, the male arranges a mating platform, which he carefully decorates, laying out blue parrot feathers, yellow and blue flowers, beautiful insect wings, shells of terrestrial mollusks against a background of bright yellow leaves and straws, and in a separate pile entrance to the hut - smaller decorations, which the male takes into his beak at the time of courtship of the female.
Male red bird of paradise (Paradisaea raggiana) displays in groups of 10–20 birds. At dawn they gather in the treetops shouting “wow, wow.” When females appear on the lek, the males become silent and “hang” with their backs down. An inconspicuous female moves among the silent males, choosing a partner for herself. After mating, the female flies away, and the males continue their current, attracting the next female. Male red birds of paradise spend at least 6 months of the year in a state of current!
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Goals:
- educational– expand, generalize and deepen knowledge about the main driving forces of evolution - the struggle for existence and natural selection; reveal the relationships between organisms within a population, between organisms of different species, the relationships of organisms with factors of inanimate nature.
- developing– develop students’ cognitive interest, the ability to work with a textbook, tables, slides, draw conclusions, and be able to use previously studied material.
- educational- cultivate interest in biology lessons, caring for the nature around us.
Methodological goal: the use of ICT as one of the ways to form creative thinking and develop students’ interest, expand the experience of research activities based on previously acquired knowledge, develop information and communication competencies.
Lesson type: combined.
Lesson type: lesson in the formation and systematization of knowledge.
Method of conducting: dialogue based on working with textbook materials, tables, slides.
Level of knowledge acquisition: partially search.
Interdisciplinary connections: biology, ecology, geography, literature.
Educational and methodological support:
- General biology: a textbook for students. education institutions of secondary prof. education ed. V.M. Konstantinova,
- textbook “General biology 10-11 grades.” D.K. Belyaev, table “The struggle for existence and its forms”, presentation on the topic: “Natural selection is the main driving force of evolution.”
Logistics: teacher's workplace, laptop, projector, screen, student workplaces.
Lesson progress
| Lesson steps | Teacher's activities | Student activities |
| 1. Org. moment. | Examination payroll students. Bring to students the goals and objectives of the lesson. | Report. |
| 2. Checking previously studied material. | Frontal survey on the topic: “Struggle for existence.” 1) Explain the terms: (Slide No. 4-6)
2) Find the relationship between pictures and concepts. (Slide No. 7) |
Reflection of students' knowledge on the topic and answers to the proposed questions. |
| 3) Give answers to the questions: (Slide No. 8-9)
Thus, the basis for the success of evolution is the diversity of organisms. 4) At the same time, three students complete an individual task (the task is given on separate sheets). |
Complete the task. They look at the slides. Fill out the table. Answer questions. |
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| 3. Studying new material. | Lesson plan: (slide number 3 on screen)
Presentation of new material, dialogue with students through a system of problematic questions, using slide presentations. When considering new lesson material, students complete tasks on the control sheet (Appendix 2). Tasks No. 5 and No. 6 on the control sheet can be recommended as homework. |
Work in notebooks on a lesson plan. |
| Natural selection always acts as main factor transformations of living organisms. Its mechanism of action is the same, i.e. Natural selection each time promotes the survival and leaving of offspring of the fittest individuals. (slide number 10). Natural selection is a process as a result of which the most fit individuals of each species preferentially survive and leave offspring and the less fit ones die. Here are the selection characteristics: (slide No. 11-12). |
Perception and partial understanding of new things by students. | |
| 1. A necessary prerequisite is hereditary variability; 2. Character - directional, it is always directed towards greater adaptability to environmental conditions; 3. Selection factor – natural environment with its own conditions; 4. Genetic essence - consists in the non-random preservation of certain genotypes in the population and their selective participation in the transmission of genes to the next generation; 5. The result is the transformation of the gene pool of the population, the formation of adaptations; 6. The consequence is an increase in the diversity of forms of organisms; consistent complication of organization in the course of progressive evolution; extinction of less adapted species. Thus, natural selection is capable of purposefully selecting from generation to generation individuals that are more adapted to environmental conditions (slide No. 13). |
Answer questions with reasons for their answer. (Why do you think so?) Participate in dialogue with the teacher and make the necessary notes. |
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| Let's consider the mechanism of natural selection (slide No. 14-15). Natural selection is revealed quite fully only in fairly large populations, since as the population decreases, the role of random factors increases. However, depending on its focus, effectiveness and characteristics of the living conditions of organisms, the forms of natural selection can be different (slide No. 16). Let's give them a description. |
Offer their answers with justification. They write it down. |
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| Driving (directed, leading) selection (slide no. 17-18) - a form of selection that favors only one direction of variability and does not favor all its other variants. Under the control of driving selection, the gene pool of the population changes as a whole, that is, there is no separation of daughter forms (divergence). Mutations accumulate and spread in the gene pool of a population, ensuring a change in the phenotype in a given direction. In a population, under the influence of driving selection, a trait changes from generation to generation in a certain direction. |
Working with textbook material on page 147. Perception and comprehension of new material. |
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| Let us give examples of the action of driving selection (slide no. 19-20) A classic example of driving selection is the evolution of color in the birch moth. The color of the wings of this butterfly imitates the color of the lichen-covered bark of trees on which it spends the daylight hours. Obviously, such a protective coloration was formed over many generations of previous evolution. However, with the beginning of the industrial revolution in England, this device began to lose its importance. Atmospheric pollution has led to massive death of lichens and darkening of tree trunks. Light butterflies against a dark background became easily visible to birds. Beginning in the mid-19th century, mutant dark (melanistic) forms of butterflies began to appear in birch moth populations. Their frequency increased rapidly. By the end of the 19th century, some urban populations of the birch moth consisted almost entirely of dark forms, while rural populations continued to be dominated by light forms. This phenomenon was called industrial melanism. Scientists have found that in polluted areas, birds are more likely to eat light-colored forms, and in clean areas, dark ones. The introduction of air pollution restrictions in the 1950s caused natural selection to reverse course again, and the frequency of dark forms in urban populations began to decline. |
Working with terminology. They take part in the dialogue, ask questions, and make the necessary notes. |
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| - Increase in body size in a horse (phylogenetic series of the horse). Development of resistance to pesticides (in rats). Stabilizing selection. (slide No. 21-22) Stabilizing selection preserves the state of the population that ensures its maximum fitness under constant conditions of existence. Provides phenotypic invariance of species. In each generation, individuals that deviate from the average optimal value for adaptive traits are removed. Selection pressure is directed towards organisms with an average expression of the trait. As a result, it is protected from the destructive effects of the mutation process. Many examples of the action of stabilizing selection in nature have been described. For example, at first glance it seems that greatest contribution Individuals with maximum fertility should be added to the gene pool of the next generation. However, observations of natural populations of birds and mammals show that this is not the case. The more chicks or cubs in the nest, the more difficult it is to feed them, the smaller and weaker each of them is. As a result, individuals with average fertility are the most fit. Selection toward the mean has been found for a variety of traits. In mammals, very low- and very-high-weight newborns are more likely to die at birth or in the first weeks of life than average-weight newborns. A study of the size of the wings of birds that died after the storm showed that most of them had wings that were too small or too large. And in this case, the average individuals turned out to be the most adapted. (slide No. 23-25) Examples of stabilizing selection are the preservation of flower size and shape in insect-pollinated plants, since flowers must correspond to the body size of the pollinating insect, or the preservation of relict species (hatteria, coelacanth, ginkgo, etc.) |
They work with slide materials, drawing certain conclusions. | |
| Conclusion: the driving and stabilizing forms of natural selection are closely related to each other. Disruptive or disruptive selection. (slide No. 28) |
They work with the materials from slides No. 26-27 “Comparison of selection forms”, drawing certain conclusions. | |
| Occurs when different environmental conditions exist in different parts of the range of a given species, or population. This form of selection favors two or more directions of variation (classes of phenotypes), but does not favor the average (intermediate phenotype). Under the influence of discontinuous selection, polymorphism usually arises within a population—several distinctly different phenotypic forms. The action of disruptive selection within a species leads to the isolation of populations from each other, up to their isolation as new species. Let's look at examples of a disruptive form of natural selection (slide No. 29-32). Among some bird species (skuas, cuckoos, falcons, etc.) color forms are common. Sexual dimorphism (difference in appearance of males and females, for example, stag beetles, lions, Galliformes, etc.) is a special case of polymorphism. The polymorphism of some snail species makes it possible for them to exist on various types soil In the created conditions, selection begins to operate for each of the forms, aimed at their stabilization. |
They draw their own conclusions. Take part in the dialogue and make the necessary notes. |
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| Sexual selection (slide No. 33-37) Sexual selection is a form of natural selection in some species of animals, based on the competition of one sex for mating with individuals of the other sex. Due to sexual selection appeared sexual dimorphism and developed secondary sexual characteristics(bright plumage, branched antlers, etc.) These signs can be harmful both for the individual and for the species (for example, heavy branched antlers in deer, heavy bright tail in some birds). Why, then, does selection preserve and often aggravate these traits? |
They take part in the dialogue and draw their own conclusions. | |
| 4. Consolidation of the studied material. | Summarizing conversation while learning new material. Complete the tasks of the control and generalization test. (slide no. 39-40) Giving grades to students for their work in class. If there is time left in the lesson, then we work with the table “Comparison of artificial and natural selection” (slide No. 42-43) When leaving the lesson, I ask you all to reflect your attitude towards the lesson by placing a sign in the column of the table that corresponds to your mood.
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Demonstration of knowledge acquired in the lesson. They take part in the dialogue and draw their own conclusions. Work with slide presentation materials. Summing up the lesson. Reflection of interest in the material studied. Leave notes on the survey sheet. |
| 5. D\z (2 min). | Paragraph 3.4, pp. 136 – 139 textbook for students. education institutions prof. Education “General Biology” V.M. Konstantinov. Paragraph 47, pp. 166 – 169 textbook “General Biology” D.K. Belyaeva. Fill out the table “Comparative characteristics of artificial and natural selection” |
Write down d\z. (Slide No. 32) |
List of literature for students
List of literature for the teacher
1. General biology: a textbook for students. education institutions of secondary prof. education / V.M. Konstantinov, A.G. Rezanov, E.O. Fadeeva; edited by V.M. Konstantinova.- M.: Publishing Center “Academy”, 2010.
2. General biology: Textbook. For 10-11 grades. general education institutions/ D.K. Belyaev, P.M. Borodin, N.N. Vorontsov and others; Ed. D.K. Belyaeva, G.M. Dymshitsa. – M.: Education, 2004. – 304 p.
3. Lerner G.I. Biology lessons. General biology. 10th, 11th grades. Tests, questions, tasks: Study guide. – M.: Eksmo, 2005. – 352 p.
4. I.F. Ishkina Biology. Lesson plans. 11th grade / Ed. D.K. Belyaeva, A.O. Ruvinsky. – Volgograd, 2002. – 120 p.
5. Petunin O.V. Biology lessons in 11th grade. Detailed planning - Yaroslavl: Development Academy, Academy Holding, 2003. - 304 p.
When preparing the presentation we used information resources:
12. “Black form” of the two-spot ladybug
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