Ι. Updating knowledge and setting educational problems.
– What did we study last year? (Last year we studied various ecosystems and living organisms.)
– What living organisms do you know? (Plants, fungi, animals, bacteria.)
– How do animals differ from other living organisms? (Animals feed on ready-made organic substances, move around, and do not have photosynthesis.)
– What groups of animals do we know?
Write on the board.
Unicellular organisms, worms, coelenterates, insects, fish, amphibians, reptiles, birds, animals (remind if children don’t remember something).
– How do vertebrates differ from other animals? (Remember the skeleton.) (Vertebrates have an internal skeleton.)
– What vertebrates do you know? (Fish, amphibians, reptiles, birds, mammals.)
– What is unique about the structure of mammals (animals)? (Animals are warm-blooded, covered with hair, have developed sense organs, and take care of their offspring.)
– What is metabolism? (Exchange of substances between the body and environment.)
– What is the name of the smallest part of the body in which metabolism occurs? Optional material.(The smallest part of the body is the cell. Metabolism is the release and absorption of substances by the body.)
– What is an organ? (This is part of the body.)
– What organs do you know? What organs does a person have? Do you think the human body is complex? ( List the organs they know.) (We think that the human body is complex, because there are so many various organs.)
– Analyze all your answers. What question do you have?
What advantages does an organism with a complex structure have?
Let's make a work plan.
Plan
The teacher together with the children draws up a lesson plan.
- What were we doing with you now? (We were planning our activities.)
-What skill did you develop?
ΙΙ. Joint opening knowledge.
1. Work in the textbook.
– Look at the pictures on p. 8 and complete the task for them.
– Can one organ perform the general task of the body? What is needed for this? (One body is not able to perform many tasks. The bodies need to unite into a group and jointly complete the task.)
– In order for the body to perform general tasks, what should the organs do? (Work in harmony.)
– Find in the text of the textbook on p. 8, what is this group of organs called? (An organ system is a group of organs related friend with a friend and jointly performing a common task.)
– Let's get acquainted with the main organ systems. Look at the pictures and complete the task on p. 9.
We work in groups:
1) musculoskeletal system;
2) digestive system;
3) respiratory system;
4) circulatory system;
5) allocation system;
7) nervous system and sensory organs.
Complete the task. The groups take turns giving their answers.
Keywords are listed on the board.
– What was the level of the task?
– Now we are together with... (student's name)
– What do you think is the most important organ system? How should systems work so that the body can perform its tasks? (All organ systems are important, each performs its own task in the body. The systems must work harmoniously.)
2. Game “What would happen if...(one organ was removed from each system).” You can play in a chain: the teacher starts, the students continue in turn.
– How do we answer the lesson question? (An organism with a complex structure can perform complex tasks.)
– Let's take a closer look at the inhabitants of the aquarium. Complete the task from workbook on understanding the text on p. 37–40.
- What were we doing now?
– What skills did you develop?
ΙΙΙ. Independent application of knowledge.
1. Work in the textbook.
Questions on p. 11.
2. Work in a workbook.
Workbook assignments to choose from.
Task 1 proposes to conditionally divide the organs of the human body known to schoolchildren into three groups. The organs that perform a variety of work include most of the organs of the musculoskeletal system, with the help of which we perform useful actions (walk, work with our hands). At the same time, we waste energy. The organs of the first group include, first of all, hands And legs. The energy expended allows the organs to be restored digestive system, i.e. stomach, intestines, liver etc. (restore the supply of nutrients), respiratory system, i.e. lungs (restore the optimal oxygen content), the circulatory system, i.e. heart, vessels(they deliver to the cells all the substances they need and take away waste), the excretory system, i.e. kidneys (extract excess water and harmful substances from the blood). Finally, the organs that control the body include the nervous system, i.e. head And spinal cord, nerve.
These also include internal secretion organs, which schoolchildren may still know nothing about.
IN task 2 In the left column, the guys enter those organs that they can control. This hands And legs, and also head, eyes, language, teeth etc.
The teacher should keep in mind that we can also, to some extent, control the functioning of part of the organs of excretion (conscious removal of urine from the body) and digestion (excretion of feces by relaxing the sphincter of the rectum). The respiratory system stands somewhat apart. We can control the intercostal muscles and the diaphragm and increase the breathing rate, but breathing normally occurs without our participation, since it is controlled by the respiratory center located in the brain.
In the right column, the guys write down those organs that we cannot control. These are, first of all, the organs of the circulatory, respiratory, digestive and excretory systems: heart, vessels, stomach, liver, intestines, kidneys, lungs – most of the organs located inside the body.
IN task 3 students are asked to compare the two previous tasks (if they were completed by different groups of students, then the comparison is made at the summing up stage). Several conclusions can be drawn:
1) organs that restore spent forces, as a rule, act independently, regardless of our will;
2) bodies performing a variety of work, we, as a rule,
We can manage as we wish.
Questions for the student who did the work (the beginning of the formation of a self-assessment algorithm):
-What did you need to do?
– Did you manage to complete the task?
– Did you do everything right or were there any mistakes?
– Did you compose everything yourself or with someone’s help?
– What was the level of the task?
– What skills were developed during this task?
– Now we are together with... (student's name) learned to evaluate their work.
Carrying out verification work.
Possible answers to the tasks of test work No. 1.
Option 1 .
1.Required level. The brain belongs to the organs of the nervous system; eyes - to the senses; vessels - to the circulatory organs; spine - to the musculoskeletal organs.
Increased level. The hand contains the sensory organs, musculoskeletal and nervous systems, and circulatory organs.
Maximum level. The head contains the organs of digestion, breathing, senses, musculoskeletal and nervous systems, and circulatory organs.
2.Required level. Remove carbon dioxide - respiratory organs; digest food - digestive organs; cleanse the blood - excretory organs; continue the genus - reproductive organs.
Increased level. Growth, reproduction, respiration, mobility, inability to convert minerals into organic substances.
3. Increased level. The respiratory system will be affected by a cold; from drugs - nervous system; from too loud music - the senses.
Option 2 .
1.Required level. The lungs belong to the respiratory organs; stomach - to the digestive organs; kidneys - to the excretory organs; heart - to the circulatory organs.
Increased level. The leg contains the sensory organs, musculoskeletal and nervous systems, and circulatory organs.
Maximum level. The body contains the respiratory, excretory, reproductive, sensory, musculoskeletal and nervous systems, and circulatory organs.
2.Required level. Allows you to perceive the world around us– sense organs; allow decision-making - organs of the nervous system; deliver nutrients to cells - circulatory organs; create support for the body - the musculoskeletal organs.
Increased level. Growth, reproduction, respiration.
3. Increased level. From overeating - the circulatory organs (the answer can be considered correct - the digestive organs); from smoking - respiratory organs; from falling from a tree – musculoskeletal system.
V. Lesson summary.
– What is the role and necessity of organ systems? Is it possible to replace one organ system with another? ( Various systems organs perform different jobs - each their own, but together they ensure the coordinated functioning of the whole organism. You cannot replace one system with another: they have different tasks.)
– What work were we doing now?
– What have you learned?
– Who dealt with it easily?
– Who has it been difficult so far?
– Who or what helped you cope?
– Who is happy with their work today?
– Who would like to fix anything? What? What needs to be done for this?
– What mark would you give yourself?
Cells of adipose tissue Almost the entire fat cell, whose function is the accumulation and metabolism of fat, is filled with a fat drop. Fat pushes the cell nucleus to the very edge. In vertebrates, adipose tissue is located under the skin and between organs, forming soft elastic pads. The main significance of adipose tissue: it protects the body from heat loss and serves as an energy depot (during fasting, the amount of fat in cells decreases, and with increased nutrition it increases). In aquatic mammals living in the cold waters of the Arctic and Antarctic, the layer of subcutaneous fatty tissue reaches a significant thickness (in some whales up to 50 cm). Excessive development of adipose tissue in humans leads to obesity. The size of fat cells can reach a millimeter.
Muscles or muscles (from Latin musculus - mouse, small mouse) are organs of the body of animals and humans, consisting of elastic, elastic muscle tissue, capable of contracting under the influence of nerve impulses. Designed to perform various actions: body movements, contraction of vocal cords, breathing. Muscles are made up of 86.3% water. Muscles or muscles (from Latin musculus - mouse, small mouse) are organs of the body of animals and humans, consisting of elastic, elastic muscle tissue, capable of contracting under the influence of nerve impulses. Designed to perform various actions: body movements, contraction of vocal cords, breathing. Muscles are made up of 86.3% water. Muscles allow you to move parts of the body and express thoughts and feelings in actions. A person performs any movement - from such simple movements as blinking or smiling, to subtle and energetic ones, such as we see in jewelers or athletes - thanks to the ability of muscle tissue to contract.
The work can be used for lessons and reports on the subject "Biology"
Ready-made presentations on biology contain various information about cells and the structure of the entire organism, about DNA and about the history of human evolution. In this section of our website you can download ready-made presentations for a biology lesson for grades 6,7,8,9,10,11. Biology presentations will be useful for both teachers and their students.
Teacher: Trofimova Natalya Avenirovna
Slide 2
Living organisms
bacteria
animals
plants
are born
eat
multiply
Slide 3
Journey into the world of cells
All living things consist
from cells.
The world of cells is diverse.
The structure of a cell depends on its function in the body.
cytoplasm
shell
Slide 4
Nervous tissue
Nerve tissue consists of nerve cells - neurons. They ensure coordinated functioning of cells, tissues, organs and their systems. Thanks to the nervous system, the body functions as a single whole.
Slide 5
Adipose tissue cells
Almost the entire fat cell, whose function is the accumulation and metabolism of fat, is filled with a fat drop. Fat pushes the cell nucleus to the very edge. In vertebrates, adipose tissue is located under the skin and between organs, forming soft elastic pads. The main significance of adipose tissue: it protects the body from heat loss and serves as an energy depot (during fasting, the amount of fat in cells decreases, and with increased nutrition it increases). In aquatic mammals living in the cold waters of the Arctic and Antarctic, the layer of subcutaneous fatty tissue reaches a significant thickness (in some whales up to 50 cm). Excessive development of adipose tissue in humans leads to obesity. The size of fat cells can reach a millimeter.
Slide 6
Muscle cells
Muscles or muscles (from Latin musculus - mouse, small mouse) are organs of the body of animals and humans, consisting of elastic, elastic muscle tissue, capable of contracting under the influence of nerve impulses. Designed to perform various actions: body movements, contraction of vocal cords, breathing. Muscles are made up of 86.3% water.
Muscles allow you to move parts of the body and express thoughts and feelings in actions. A person performs any movement - from such simple movements as blinking or smiling, to subtle and energetic ones, such as we see in jewelers or athletes - thanks to the ability of muscle tissue to contract.
Slide 7
Cell division - body growth
Cell division promotes the growth of all tissues of a living organism, the healing of wounds, and the healing of broken bones.
Slide 8
Organ systems
Bone and muscle (musculoskeletal system)
Digestive
Respiratory
Blood circulation
excretory
Slide 9
Organ systems and their functions
Digestive system
Respiratory system
Circulatory system
Muscular system
Provides blood movement in the body
Provides oxygen into the body and removal of carbon dioxide from it
Controls the activities of the entire body
Provides support to the human body and helps it move
Ensures food digestion
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Lesson objectives:
Basic concepts: organ, organ system.
Equipment: Multimedia screen, didactic material, textbooks.
(in the lesson, organ systems are discussed at a glance; each organ system will be studied in detail in subsequent lessons)
Lesson progress
I. Organizational moment.
Creating a positive emotional mood in the classroom.
Teacher: Guys, you learned a lot, learned a lot. Please tell me what you remember most from the past years of study in this subject, what did you like most?
Put all the words together from the cut cards on the magnetic board. If the words are composed correctly, you will read the wish to you.
a o i y k z h r u i m r (the world around us)
Already h e e u l s p a v o!
Turn the cards over and read.
I wish you success!
II. Statement of the problem and updating of knowledge.
1. Updating knowledge.
An excursion into what has been studied. What did you study in grades 1, 2, 3?
Everyone has cards. Correlate with the year of study. Give examples (brief overview).
Plan questions.
Teacher: What living organisms do you know?
Students: Producers, consumers, destroyers. Examples (basic functions).
Teacher: How are animals different from other living organisms?
Students: Plant cells and some bacteria have chlorophyll and are capable of independently producing organic matter from inorganic.
Teacher: How are vertebrates different from other animals?
Students: Vertebrates have a skeleton.
Teacher: What is unique about the structure of mammals?
Students: Female mammals carry their young and feed them with their milk. Their body is covered with fur, have teeth and can chew food. Humans are also mammals.
Teacher: What is the smallest part of the body called?
Students: Cell.
1st slide. Cell.
Teacher: What happens in the cell?
Students: Metabolism occurs in the cell. The cell is capable of independently providing its own metabolism.
Teacher: What is a group of cells that are similar in structure and perform the same function called?
Students: Textile.
Teacher: What is the name of a part of an organism consisting of several types of tissues and designed to perform a specific function?
Students: Organ.
Teacher: What organs do you know?
Students list education different levels(organs can be called both the hand and the finger or elbow joint on it; organs can be called the jaw and the tooth belonging to the jaw; the eye and the eyelid that covers it...).
Problematic question: Why does a person need so many organs?
Students: Each organ in the human body performs its own function (children briefly talk about the tasks of different organs).
Conclusion: Man is a complex organism with diverse functions divided between many organs.
Physical education minute.
Small for little ones (indicate the height from the floor with the palm of the right hand)
Mac stood up scarlet. (Rise up on toes, arms stretch up)
Alenky stood up. (Arms raised high, then lowered to shoulder width)
It remained that way. (Stay in the last pose for a few seconds)
Looked around (turn their head in all directions, look around)
Looked closely, warmed up in the sun (stroking shoulders)
He got flushed and blushed! (Perform circular movements around the cheeks)
III. New material.
2nd slide (external structure of a person)
Students examine the external structure of a person, name the parts of his body (slides appear one by one), explain their significance for the body;
- the head is the part of the body on which all the senses - vision, hearing and smell - are concentrated;
- torso - a part of the body consisting of the chest and abdomen, which contains the internal organs;
- hands – organs of manipulation of external objects;
- legs are the organs of support for the human body and its movement in space.
Problematic question.
Can one organ perform the overall task of the body?
Children's assumptions: with the help of our eyes we see, with the help of our lungs we breathe, the heart makes the blood move throughout the body. Each organ performs only its own certain work. Conclusion: One organ is unable to perform the overall task of the body.
IV. Collaborative discovery of knowledge.
In order for the body to perform common tasks, what must the organs do?
Students give different answers, which are discussed. Conclusion: Bodies must work in harmony.
Teacher: So, what does our body consist of?
Students: From organs.
Teacher: What if we combine organs into different groups with specific functions?
Students do conclusion.
A group of organs connected to each other and jointly performing a common task is called organ system.
Teacher: What will we discuss in class today?
Students: We will talk about organs, human organ systems, and their functions.
Lesson topic on the blackboard. “How does the human body work?”
Teacher: What skills will we develop?
Students: We will learn to recognize human organs and determine their functions.
The lesson objectives appear on the board.
- To develop the ability to recognize human organs, determine the functions of human body systems, independently work with a textbook and didactic material, and justify one’s opinion.
- Develop creative thinking, speech, cognitive abilities.
- Foster a sense of camaraderie (ability to work in a group).
3rd slide (sense organs).
Teacher: Look at the drawing. Name the organs. Students give a brief description of each.
Ears are needed to hear different sounds, eyes to see objects, nose to smell, tongue to taste. Skin is needed to feel an object, and it also protects our body from various damages.
Teacher: What system do the listed human organs belong to?
What role does it play in the body? this system. Children draw conclusions.
The table fills in independently. Part of the table is completed; students must complete the functions of the organs.
4th slide (musculoskeletal system)
Jointly determine what the musculoskeletal system consists of. Children name the organs (slides appear one by one), determine what role they play in the body?
the bones of the skull protect the brain, the rib cage protects the heart and lungs, the bones of the upper limbs provide strength and mobility of the arms, the spine provides support for the entire skeleton, the pelvic girdle provides support internal organs, the bones of the lower extremities provide strength and mobility to the legs. After the discussion, the table is filled in.
Physical exercise (exercises for the eyes).
Starting position – sitting.
Look up, look down (4 times).
Move your gaze to the left corner of the eye, then horizontally to the right (4 times).
Extend your arm forward along the midline of your face. Look at the end of the finger and slowly move it closer until the finger begins to “double.”
Circular movements of the eyes clockwise and back (4 times).
Close your eyes tightly for 3-5 seconds (repeat 4 times).
move your gaze from a near object to a distant one and vice versa (4 times).
5th slide (digestive organs)
A short story about the path a sandwich takes through our body (the names of the digestive organs are revealed one by one).
Once in the mouth, food is tasted, moistened with saliva, chewed, swallowed, through the esophagus (muscular tube) into the stomach, where it is largely digested. From the stomach, food enters the small intestine, where it is finally digested with the help of intestinal juice and bile produced by the liver. What the digestive juices cannot digest passes into the large intestine. There, water is sucked out of undigested food residues, after which they enter the rectum and are excreted.
Summary: general functions of the body's digestive system. The table is filled in.
6th slide (excretory organs)
The diagram of the human excretory system is considered, the organs are named, and brief description everyone.
Circulating through our body, the blood passes through the main organ of excretion, the kidney, where it is filtered twice. Already purified blood passes back into the vessels, and all unnecessary substances in the form of urine flow through the ureters into the bladder. Urine is removed from our body according to our will.
The table is filled in.
7th slide (respiratory organs)
Students, together with the teacher, examine the drawing, name the organs, and determine the role of the respiratory system in the human body. The table is filled in.
8th slide (circulatory organs)
The drawing is examined, the organs and the main functions of the circulatory system are named. The table is filled in.
9th slide (nervous system)
The drawing is examined, the organs are named, a brief description is given, and the role of the nervous system in the human body is determined.
All actions of the human body are controlled by the nervous system. Through nerves, the brain receives information from sensory cells about what is happening inside and outside the body, and makes decisions. If action is needed, the brain sends its command along other nerves to the muscles, which contract the desired organ.
The table is filled in.
10th slide (skin)
Drawings are examined. The functions of the skin are determined. The table is filled in.
Teacher: We did not note one more organ system. Read about it in the textbook. Like all living organisms, people age and die, and are replaced by children. Reproductive organs ensure the birth of a child and its connection with the mother’s body before birth.
The resulting table
| Sense organs help a person see, hear, taste, smell, object |
| The musculoskeletal system consists of the skeleton and muscles. It creates for the body support and lets him move |
| The digestive organs supply the human body building material And energy. |
| Excretory organs are removed from the body water and harmful substances. |
| The respiratory organs provide the body oxygen and take out carbon dioxide. |
| Circulatory organs carry some substances to the cells of the body, others from the cells. |
| The nervous system controls the entire body. |
| Leather protects our body from impacts, germs, harmful substances. |
| The reproductive organs allow humanity to replenish its numbers. |
Teacher: What does each organ system do?
Conclusion (in the textbook)
V. Independent application of knowledge.
Work on the questionnaire in a group. Children take turns reading the questions, answering them, the teacher observes (if difficulties arise, refer to the textbook, table)
- What organ systems are distinguished in humans?
- What organs give us the ability to move?
- What organs allow the body to absorb necessary substances?
- What organ system allows humanity to replenish its numbers?
Independent work with a textbook (with tables)
Task 1: human organs can be divided into several groups. Write in the table the names of organs or their systems known to you.
Frontal check.
Task 2.
VI. Summing up the lesson.
Teacher: Can an organ system be replaced? Why?
Students explain briefly.
Homework. §1, task in the workbook.
Exercise. Compare the results of tasks 1, 2. Show the resulting connection with arrows.
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Slide captions:
How the human body works, grade 4. “School 2100” Elena Anatolyevna Kolosnitsina, teacher primary classes MAOU "Secondary School No. 111", Perm
Guess the riddle: Who walks on four legs in the morning, on two at noon, and on three in the evening?
Perceives the world around him using his senses. Eating. Moves on two limbs. Gives birth to live young and feeds them with milk. Choose properties that are unique to a person who works. Able to think and express his thoughts in words.
How the human body works Topic 1
Purpose of the lesson: Find out what the concept of “human body” means; Find out the structure of the body.
Science Medicine - studies the causes of diseases and methods of treating them. Hygiene is the science of preserving and strengthening human health. Anatomy - studies the external structure of a person.
What main body parts are you familiar with? neck arm chest leg belly back head torso limbs
Science Medicine - studies the causes of diseases and methods of treating them. Hygiene is the science of preserving and strengthening human health. Anatomy - studies the external structure of a person. Physiology is the science that studies the functioning of organs; internal structure of the human body.
What organ are we talking about: Clothes that don’t get wet, don’t wrinkle, don’t fade, you can wear them for at least a hundred years. It is a dense, muscular pouch slightly larger than a fist. He constantly contracts and unclenches, without stopping for a minute.
What organ are we talking about: Some believe that it is needed for decoration, others - in order to lift it up. In fact, it is a filter, a stove, and a guard post. This is the main compartment of your “inner kitchen”.
Respiratory organs
Circulatory organs
Digestive organs
Excretory organs
Nervous system
Sense organs
Musculoskeletal system
Test yourself! (task No. 1) Organs that perform a variety of work Organs that restore spent strength Organs that control the body Organs of the musculoskeletal system Organs of the digestive system Organs of the respiratory system Organs of the circulatory system Organs of the excretory system Organs of the nervous system
Test yourself! (task No. 2) Organs that you can control at will Organs that act independently, regardless of our will heart liver arms legs eyes tongue kidneys lungs stomach
Test yourself! (task No. 3) Organs that restore wasted strength Organs that perform a variety of work Act independently, regardless of our will We can control at will
Define the concept: it is a system of organs interconnected and forming a single whole - the human body. a group of organs connected to each other and performing a common task in the body. Human body - Organ system -
Conclusion: Each system plays its own special role in the body. For proper operation the body needs collaboration all organs.
Homework Topic 1, answer questions 5-9.
Sources used: Vakhrushev A.A., Danilov D.D., Bursky O.V., Rautian A.S. - The world around us. 4th grade. (“Man and Nature”). Textbook. Part 1.- M.: “Balass”, 2008. Information Technology in lessons in elementary school/comp. O.V. Rybyakova. – Volgograd: Teacher, 2008.
On the topic: methodological developments, presentations and notes
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