ENVIRONMENTAL PROJECT

ANIMAL KINGDOM

Members:

Children of the senior group, teacher Yaroslavtseva Tatyana Vasilievna, parents, specialists of the preschool educational institution

PROJECT:

1 According to the dominant method: information-creative.

2 By the nature of the content: the child and the living world

3. By the nature of the child's participation in the project: a participant from the inception of an idea to obtaining a result.

4. By the nature of contacts: within the same age group

5. By the quality of the participants: group.

6. By duration: long-term (1 year or more)

Project relevance:

AT modern conditions The problem of environmental education is becoming particularly acute and relevant. It is during the period of preschool childhood that the formation of the human personality, the formation of ecological culture takes place. Therefore, it is very important to awaken in children an interest in wildlife, to cultivate love for it, to teach how to protect the world around us.

Children are insufficiently aware of the way of life, habits, nutrition and dwellings of wild animals of our forests, animals of hot countries, animals of the north, animals of the seas and oceans. Also, children are not sufficiently aware of the geographical location of the habitat of these animals. To give children an idea of ​​the geographical location of the habitat different kind animals.

Children are not sufficiently versed in such concepts as "time", "past". Give an idea of ​​time using the example of the very first extinct animals on Earth - dinosaurs.

To educate children in curiosity, the desire to receive elementary knowledge about nature, to maintain interest in the knowledge of the world around them. To develop ethical ideas in children, the ability to empathize with living beings.

Tasks:

Educational:

- Give an idea about animals ( external features, needs for their growth and development, habitat characteristics).

- Let the kids know how geographical position, climate features, the ecological state of nature affects the habits, habits and lifestyle of animals.

- Learn to classify animals, divide them into groups according to various features: by living environment (wild, domestic), by nutrition (predators, herbivores, omnivores); mammals, birds, reptiles.

- To give an idea of ​​endangered and endangered species of animals, what is the Red Book of Nature.

- To develop a cognitive interest in the animal world.

Developing:

- to give an idea of ​​the diversity of the animal world;

- deepen children's knowledge of the animal world through reading works about animals;

- develop the ability of children to negotiate, share, help, support in work, show interest in the completed task;

- develop creative activity, attention, imagination, memory;

Educational:

- through personal communication with animals, to promote the upbringing of good feelings, interest and love for animals in children;

- foster sympathy for cubs, sick and injured animals;

- educate the desire to care for animals;

- create conditions for search and research activities,

- support children's initiative, inquisitiveness, activity in cognitive and other activities,

- to develop the physical, personal and intellectual qualities of the child;

-expand children's knowledge about animals middle lane Russia, tropical, animals of the north, seas and oceans;

- teach children safe behavior in the forest, field, swamp, when communicating with domestic animals.

-to teach children to find causal relationships (why some birds fly to other countries and others do not, why some animals hibernate and others do not, etc.)

Expected Result:

-Kids will develop knowledge about the animals of central Russia, rainforest, animals of the north, seas and oceans. Children recognize extinct animals (dinosaurs, mammoths)

-Children will develop a steady interest in wildlife,

-Children will be able to apply the acquired knowledge in various activities.

For teachers:

Generalization pedagogical experience, implementation innovative technologies and new ways of working environmental education preschoolers.

Raising the theoretical and professional level of teachers through mastering the project method in working with children.

For parents:

Educating parents in this direction, providing them with the necessary information on a particular issue (individual and subgroup counseling, information sheets, leaflets, etc.). Family uniting in search of answers to questions about the life of various animals.

The project is being carried out in three phases:

Stage 1 - organizational

Stage 2 - planning

Stage 3 - final

ORGANIZATIONAL STAGE

Planning

Final

Literature

1. Ageeva S.I. Learning with passion. Parts 1 and 2. M.: Laida, 1995.
2. Skorolupova O.A. Wild animals. Moscow: Scriptorium Publishing House, 2006.
3. Sladkov N. Talk about animals. M.: “Dragonfly – Press”, 2002.
4. Soboleva A.V. Riddles are smart. A practical guide for speech therapists, educators and parents. M.: Publishing house "Gnome and D", 2000.
5. “On different continents. Tyrannosaurs": Dragonfly-Press Publishing House, 2007.
6. "An interesting atlas. Animals. Dinosaurs: EPITION ATLAS Publishing House, 2007
7. "Atlas of the Earth".: I. Svetlova., Publishing house EKSMO, Moscow, 2012
8. "An interesting atlas. Seas and oceans, Atlas Publishing House, 2007
9. "The Big Book of Animals", : Bely Gorod LLC, Moscow, 2009.
10. "An interesting atlas. Wild Animals, Atlas Publishing House, 2007.
11. "Who lives in Africa": OOO "Publishing House" Satori ", Tver, 2008.
12. "Who lives in Russia": OOO "Publishing House" Satori ", Tver, 2008
13. "Who lives in America": OOO "Publishing House" Satori ", Tver, 2008
14. “Who lives at the Pole” LLC “Publishing House “Satori”, Tver, 2008
15. "Who lives in Asia": OOO "Publishing House" Satori ", Tver, 2008
16. "Who lives in Australia": Satori Publishing House LLC, Tver, 2008
17. T.D. Nuzhdin, Encyclopedia for kids. Miracle is everywhere. The World of Animals and Plants": Publishing House "Academy of Development", Yaroslavl, 1998

Q4.features.

A) the flowers are large, brightly colored, with a strong smell.

B) the flowers are small, odorless, collected in inflorescences

C) pollen is large and heavy

D) pollen is small, dry and light.

D) flowering occurs in early spring before the leaves bloom

E) bloom throughout the summer.

pollination type:

• by the wind
• insects.

Think about what we are talking about?

A living organism, a creature that has the ability to move and feeds on ... ready-made organic substances.

Topic: Kingdom Animals. The main signs of animals.

Target: Consider signs of animals.

Work with the textbook.

Page 88

The founder of zoology is Aristotle, who was the first to think about dividing animals into groups.

He divided them into animals with blood and bloodless.

Living environments and habitats

The main habitats of animals are water, land-air and soil. We must not forget about the organism's habitat

FOOD

HETEROTROPHIC

MOVEMENT

MOVABLE THAT IS ABSOLUTELY NECESSARY FOR FOOD PROCESSING

GROWTH

LIMITED

BODY SYMMETRY

BILATERAL

RADIATION

STRUCTURE OF CELLS

No rigid cell wall

No chloroplasts and plastids

Vacuoles are small

Organ systems

Respiratory, nervous, excretory, etc.

irritability

regulated by hormones and

nervous system

signs

Plants

Food

autotrophic

Cell structure

Animals

There is a cellulose membrane, vacuoles, plastids.

Ability to grow

heterotrophic

activity in search of food

Unlimited

No cell center

There is no vacuole (with the exception of digestive protozoa), plastids.

Not active

Has a cell center

storage substance

Limited

Organs

body symmetry

Starch

In most cases active

Vegetative

Generative

Glycogen

Somatic. Sexual

Organs form organ systems

bilateral

Radiation

The flower was sleeping and suddenly woke up - (trunk to the right - to the left)

I didn't want to sleep anymore.

(body forward, back)

Moved, stretched

(arms up, stretch)

Soared up and flew.

(hands up, left, right)

The sun will only wake up in the morning, the butterfly is circling and winding (circling)

Distribute signs.

Autotrophic type of nutrition.

Unlimited growth.

The storage carbohydrate is starch.

They are consumers in the food chain.

Finish the phrase.

I found out)…….

Homework

1)p. 88

Page 88 fig.

2) Creative task: prepare facts from the life of animals.

Stage 1 Ancient Greek scientists and doctors - Aristotle, Hippocrates. Stage 2 Ancient Roman scientists and naturalists - Claudius Galen. Stage 3 Renaissance scientists Stage 4 of the century Basic ideas about the structure circulatory system animals - A. Vesalius. Stage 5 Dutchman A. Leeuwenhoek discovery of unicellular animals and microorganisms. Stage 6 "System of nature" -Carl Linnaeus 1735 7th stage 18th century Italian physicist L. Galvani discovered "animal electricity". Stage 8 The emergence of paleontology - J. Cuvier.

Stage 9 An outstanding contribution to the development of zoology was made by domestic scientists: A.N. Formozov, V.A. Dogel, A.A. Zenkevich, K.I. Scriabin, M.S. Gilyarov. Comparative Morphological Genetic Zoogeographic Historical Paleontological Physiological Ecological

1. In the biosphere, there are ... .. animal species. 2.Zoology is a science……… 3.The Animal Kingdom is divided into two….:….. and…. Determine the type of symmetry of the body of animals: Butterfly, cork sponge, dragonfly, octopus, crucian carp, snake, sea anemone, starfish, chicken, jellyfish, cat. Classify the proposed animals: beetle, mouse, octopus, snake, hare, snail, frog, fish, bird, jellyfish, starfish, butterfly, bee.

Kingdom Animals. General characteristics. Animal classification.

Biology lesson (Grade 7).

The purpose of the lesson: show the diversity of the animal world, determine the signs of representatives of the Animal Kingdom, consider the principles of classification of animals.

Lesson objectives:

- educational: to study the signs of the Animal Kingdom, to expand ideas about wildlife;

- developing: continue to develop the ability to independently formulate hypotheses, establish cause-and-effect relationships;

- educational: to form a culture of mental work, to develop communicative qualities.

Zoology - the science of animals (from the Greek "zoon" - animal).

Ethology - the science of animal behavior.

Entomology - insect science.

Ornithology - bird science.

Herpetology - reptile science.

Batrachology - amphibian science .

Ichthyology - fish science.

Arachnology - spider science...

Currently known about 2 million animals.

The fauna of the Earth is far from being fully studied. Most often, new species of insects are described, the number of which is over 1/ 3 all kinds of animals.

Variety of animals.

Protozoa 28,000

Intestinal 9000

Arthropods 1,500,000

Worms (flat, round, annelids) 32,000

Shellfish 128,000

Pisces 20,000

Reptiles 6 000

Amphibians 2 600

Birds 8 000

Animals 4 000

• What is

is it diversity?

“Animals are the kingdom of living organisms, one of the largest subdivisions in the system of the organic world…”

(Biological Encyclopedic Dictionary)

Animals are living organisms.

What means alive organism?

But along with the signs of living organisms, animals have bright, peculiar features only to them.

Compare animals and plants.

How do they differ from each other?

Features Animals:

1. Lack of a strong cell wall

4. Development of functional organ systems

The circulatory system of crayfish

Nervous system earthworm

5. Clear body symmetry

Symmetry is a certain geometric order in the arrangement of similar parts (organs).

- bilateral symmetry

- ray symmetry

What can the evolutionary tree tell?

Keywords:

- evolutionarily young groups

• evolutionarily old groups
• complex organisms
• simply arranged organisms
• origin

This is science...

• this is very ancient science, giving rise to numerous hypotheses;

• the object of its study is far from completely familiar to scientists;
• labels with unpronounceable Latin names are associated with it;

• she is looking for a system that would fit all living things in the surrounding world and the result of her search is the most complex classification tables.

… SYSTEMATICS

Animal Classification

Kingdom Animals

Kingdom Animals

Subkingdom Subkingdom

Unicellular Multicellular

1. Type Sarkotizhguticosa 1. Type Sponge

2. Type Sporozoans 2. Type Coelenterates

3. Type Ciliates 3. Type Flatworms

4. Type Roundworms

5. Type Annelids

6. Type Shellfish

7. Type Arthropods

8. Type Echinoderm

9. Type Chordates

Meaning of animals

Types of animals

Significance in nature and human life

1. Bees, bumblebees, butterflies…

Improve soil structure and fertility.

3. Ants, nutcracker, squirrels ...

Participate in the decomposition of the corpses of other animals.

5. Cows, sheep, chicken, bees…

Conclusion Today in class I learned something new:

Animals are the most numerous of the kingdoms, with about 2 million species. The diversity of animals is striking in their shape and size: a blue whale can have a mass of 150 thousand tons, and an amoeba is a microscopic organism.

However, animals have common features: the structure of cells, the ability to feed, develop, reproduce, respire and grow; and special features that other organisms do not have.

Animals have the following differences from plants and fungi:

• Eat ready-made organic substances;
• They do not have the ability for photosynthesis;
• Almost all animals can make active movements and move around;
• Almost all animals have organ systems: musculoskeletal, respiratory, nervous, excretory, digestive.

Animals are unicellular and multicellular. Multicellular animals form the largest group of living organisms on the planet, with more than 1.5 million living species. One of the most important features of their organization is the morphological and functional difference between body cells. Between cells in the course of evolution there was a division, which allowed them to perform their functions more efficiently. Different tissues united into organs, and organs into corresponding organ systems. To implement the relationship between them and coordinate their work, regulatory systems were formed - nervous and endocrine. Thanks to the control over the activities of all systems, a multicellular organism works as a whole.

Multicellular animals are larger. To provide nutrients, they form a digestive canal, which allows them to swallow large food particles that supply a large amount of energy. For their splitting, digestive glands appear that secrete enzymes. developed musculoskeletal system ensured the maintenance of a certain body shape, protection and support for organs, as well as the active movement of a multicellular animal in space. Thanks to this ability, animals were able to search for food, find shelter and settle.

With an increase in the size of the body, a need arose for the emergence of systems that perform the role of delivering nutrients and oxygen to cells and tissues remote from the digestive canal and body surface, as well as removing metabolic products from them. This is how the circulatory, respiratory and excretory systems arise.

The main transport function began to play liquid connective tissue - blood. The intensification of respiratory activity went in parallel with the progressive development nervous system and sense organs. The central sections of the nervous system moved to the anterior end of the body, as a result, the head section became isolated. This body structure allowed animals to receive information about changes in environment and respond appropriately to them. Multicellular animals reproduce mainly sexually, while primitive multicellular animals reproduce vegetatively and asexually.

On the basis of the absence or presence of an internal skeleton, animals are divided into two groups: invertebrates and vertebrates. Multicellular animals, as a rule, are characterized by the symmetry of the body structure. In intestinal cavities, symmetry is radial, bilateral symmetry allows animals to actively move in a straight line, maintaining balance, with equal ease to turn to the right, to the left.

The most highly organized animals are birds and mammals.

The role of animals (especially insects) is great as pollinators of flowering plants, seed and fruit distributors. Their contribution to soil-forming processes (worms, insect larvae, burrowing rodents) and to the formation of landscapes (burrowing animals, ungulates, beavers) is indisputable.

The significant role of animals in human life is associated primarily with the use of many species as food objects and suppliers of various forms of raw materials. Animal food enriches the human diet with high-calorie, easily digestible complete proteins. Its suppliers are different kinds crustaceans, molluscs, fish, hunting and human-bred domestic animals. Fur raw materials are supplied by many types of animals: sable, marten, squirrel, beaver, arctic fox, sea otter, cat. A person receives natural silk as a result of breeding silkworm. Suppliers of valuable medicinal raw materials are bees, snakes. The glands of some animals are used in the production hormonal drugs. Many animals are indispensable for humans as a means of transportation and for physical work (horse, camel, deer, buffalo, elephant). Some representatives of the animal world are used as laboratory objects in educational and experimental work, are objects of scientific research (amebas, ciliates, beetles, insects, frogs, pigeons, rats, mice, guinea pigs, cats, dogs, etc.).

Many animal species have already disappeared as a result of direct extermination and a number of indirect reasons. A person must make a lot of effort and material resources to save the gene pool.