How does a living object differ from a nonliving body? How does living things differ from non-living things? Types of objects in the surrounding world

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1..Living things differ from non-living things:

A) the composition is not organic matter C) metabolism

C) the presence of catalysts D) the interaction of molecules with each other

2. The main substances in living organisms are:

A) Carbohydrates. B) Vitamins. C) Fats. D) Proteins.

3. Biological system are called:

A) a union of homogeneous cells C) several adjacent organs

C) organs of a living organism D) any biological objects

A) At the biogeocenotic level.

B) At the population-species level.

C) At the organismal level.

D) At the biosphere level.

5. The subject of studying biology is:

A) Structure and functions of the body.

B) Natural phenomena.

C) Patterns of development and functioning of living systems.

D) Structure and functions of plants and animals.

6. In 1988, a 4-volume work by A.A. Sludsky and A. Bekenov was published:

A) “Flora of Kazakhstan”.

B) “Reserves of Kazakhstan”.

C) “Biological discoveries of Kazakhstan.”

D) “Mammals of Kazakhstan”

7. Prokaryotes include:

A) plants B) animals C) fungi D) bacteria and cyanobacteria

A) plastids C) cell center

C) mitochondria D) ribosomes

9. Ribosomes are involved in the synthesis:

A) ATP B) proteins C) lipids D) carbohydrates

10. Reproduction is a process: A) increase in the number of cells; C) reproduction of their own kind;

C) all cell proteins are built from 20 amino acids;

C) processes of biological synthesis and decay continuously occur in cells;

D) all living organisms, except viruses, are built from cells.

13. Type of cell division that produces sex cells: A) mitosis; B) meiosis; C) amitosis; D) biocenosis.

14. At what cell division the number of chromosomes does not decrease?
A) mitosis; B) mitosis and meiosis; C) meiosis and amitosis; D) meiosis.

15. Proteins are biological polymers whose monomers are:

16. How many chromosomes does a person have??

A) 46; B) 25; C) 47; D) 48

17. Level being highest level life organization:

A) biosphere; B) biogeocenotic; C) population-specific; D) organismic.

18. The core is:

A) double membrane structure; B) single-membrane structure; C) non-membrane structure; D) three-membrane structure.

19. Assimilation is a process:

A) catalysis; B) decay; C) biosynthesis; D) hydrolysis.

20. In reactions of decomposition of substances:

A) energy accumulates; B) energy does not change; C) energy is released; D) energy is conserved.

21. One triplet of DNA contains information:

A) about the sequence of amino acids in a protein; C) about one characteristic of an organism; C) about one amino acid included in the protein chain; D) about the beginning of mRNA synthesis,

A) one; At two; C) three; D) four.

23. Autotrophic organisms obtain energy:

A) due to organic substances synthesized from inorganic ones; B) from ready-made organic substances; C) due to decay inorganic substances; D) due to the breakdown of water.

24. Hormones do not include:

A) insulin; B) oxytocin; C) melanin; D) progesterone.

25. Individual development the body is called:

A) phylogeny; B) ovogenesis; C) metamorphosis; D) ontogeny.

26. All flowering plants experience:

A) double fertilization; B) double pollination; C) simple fertilization; D) triple fertilization.

27. A fertilized egg is called:

A) gamete; B) gastrula; C) blastula; D) zygote.

28. Nervous system, sensory organs, skin epithelium, tooth enamel are formed during organogenesis:

A) from the ectoderm; B) from mesoderm; C) from endoderm; D) from the gastrula.

29. The body’s ability to maintain the constancy of its structure and functionality at the proper level is called:

A) homeostasis; B) irritability; C) ontogeny; D) metabolism.

30. The final phase in mitosis is:

A) anaphase; B) prophase; C) telophase; D) metaphase.

Section 1. Structure and vital activity of living organisms.

The lesson is a generalization of the material studied on the topic “Difference between living and nonliving things.”

The work program was compiled in accordance with the Biology Program for grades 5–9 by the team of authors: I.N. Ponomareva, V.S. Kuchmenko, O.A. Kornilova, A.G. Dragomilov, T.S. Sukhova [Biology: grades 5 – 11: programs./ I.N. Ponomareva, V.S. Kuchmenko, O.A. Kornilova and others - M.: Ventana-Graf, 2014. - 400 p.]. Textbook: Sukhova, T.S. Biology: 5th – 6th grades: a textbook for students of general education organizations / T.S. Sukhova, V.I. Stroganov. – M.: Ventana – Graf, 2014. – 176 p.: ill.).

In the fifth grade, lessons on studying the material on the topic “Difference between living and nonliving” are aimed at developing the concept of the properties of living matter, the relationship between living and inanimate nature, and the substances that make up living organisms. These concepts, being common to the cycle of natural science disciplines, are developed throughout the entire period of studying physics, chemistry, biology and geography at school. Taking these conditions into account, we considered it appropriate to use the technology of the pedagogical workshop, which, through the creation of a creative atmosphere in the classroom, contributes to the formation of such universal learning activities, as the ability to express one’s attitude towards nature through drawings, essays, models, and consciously use speech means in accordance with the task of communication to express one’s feelings and thoughts. Fifth-graders learn to accept and understand the position of their interlocutor, distinguish between opinion (point of view), evidence (arguments), facts, hypotheses, axioms, theories, observe and analyze their own educational and cognitive activities and the activities of other students in the process of mutual verification. The use of modern educational technologies, methods and techniques in teaching biology, based on the methodology of the system-activity approach, becomes an effective tool for understanding the world around us and developing the conceptual theoretical thinking of primary school students.

The main stages of the lesson - pedagogical workshop:

1. Induction is a stage that aims to “include” the child’s feelings, emotions, and subconscious. The inductor can be a word, text, object, sound, drawing, form - anything that can cause a flow of associations.

2. Deconstruction – the stage at which work is carried out with information material, a problem is posed and the known is separated from the unknown.

3. Reconstruction is the creation, in groups or individually, of their own world, text, drawing, project, solution.

4. Socialization is the correlation by students of their activities with the activities of other students and the presentation to everyone of the intermediate and final results of their work in order to evaluate and adjust their activities. At this stage the student learns to speak. This allows the master teacher to teach the lesson at the same pace for all students.

5. Posting is a visual representation of the results of the activities of students and the master. This could be a text, a diagram, a project and familiarize yourself with them all. At this stage, all students defend their creative works.

6. Break - planned in advance by the master. Workshop participants are offered material with paradoxical content for comprehension. First, new knowledge leads students’ thoughts and emotions to a state of impasse, then to find a way out from a dead end and, finally, to “insight” - a “break”.

7. Reflection is a reflection of one’s own attitude, the student’s awareness of his own achievements in the work of the workshop and an assessment of the success of the group.

LESSON PLAN:

First stage. Inductor

Students take their seats.

Everyone has a set of work on the table: printed text (Appendix 1), two sheets of writing paper (alternate sheets of green and yellow color so that one half of the children in the class receive sets with green sheets, and the other half - with yellow ones) and a target card (Appendix 2) for reflection.

Greetings from the master teacher.

Video sequence: photos with images of objects of living and inanimate nature, superimposed on a musical fragment.

After watching the video, the master teacher asks the students questions:

1. What did we see? (students list)

2. How to call in one word everything natural that surrounds us? (nature)

4. Was it easy for you to distinguish living objects from inanimate bodies? (Yes)

5. Why did you succeed? (because we know the characteristics of living organisms).

This is what we will consolidate with you today.

How do we formulate the topic of our lesson? (students make suggestions).

Lesson topic: How can you distinguish living from non-living? Let's summarize.

Second phase. Deconstruction and reconstruction.

Deconstruction. A poetic text is offered. Students who received a set with green sheets select words and phrases from the text that relate to living nature. Those guys whose work kit contains yellow sheets - words and phrases related to objects of inanimate nature. Words in the text must be underlined.

Reconstruction. Each student writes his own poetic text(about living or inanimate nature), using underlined words and your own examples.

Third stage. Socialization.

Students read out the words they underlined and justify their choice. Some words (field, forest, meadow) cause a debate between students about whether they belong to living or inanimate nature. The master teacher helps resolve the conflict: these objects can be classified as both living and inanimate nature, because they are examples of the relationship between living organisms and inanimate nature. The issue is discussed that living organisms consist of organic substances (proteins, lipids, carbohydrates and nucleic acids) and inorganic substances (water and mineral salts).

Fourth stage. Advertising.

Presentation of the works of workshop participants (and the Master): students are invited to read their poems. Students read their essays with expression and post them on the board.

Fifth stage. Gap.

Wildlife is full of secrets. There are many exceptions to the rules of nature. And here is one of them. Scientists are still arguing about whether this object belongs to living or inanimate nature. Let's try to resolve this contradiction. A video clip about viruses is offered.

Sixth stage. Socialization.

Students express their point of view about whether viruses belong to living or inanimate nature. Ultimately, we come to the conclusion that viruses are non-cellular life forms. They exhibit the properties of a living thing only when they enter a living organism. Being in inanimate nature, they are objects of inanimate nature.

Seventh stage Advertising.

Summarizing our work, we formulate conclusions.

1. Nature is divided into living and nonliving.

2. Objects of living nature differ from objects of inanimate nature in that they:

• breathe;
• eat;
• allocate;
• grow;
• develop;
• reproduce;
• have irritability;
• have heredity;
• have variability.

3. Living organisms consist of organic substances (proteins, lipids, carbohydrates and nucleic acids) and inorganic substances (water and mineral salts).

4. The presence of inorganic substances in living organisms proves the unity of nature and the relationship of living nature with inanimate bodies.

5. Viruses are a non-cellular form of life. They exhibit the properties of a living thing only when they enter a living organism. Being in inanimate nature, they are objects of inanimate nature.

We evaluate our work in class.

“Reflexive target” method.

A target is drawn on a sheet of paper, which is divided into four sectors.

In each of the sectors, parameters are recorded - questions of reflection on the interaction that took place:

• 4th sector - assessment of one’s contribution to the activities of the class.

Each participant makes a mark in each sector and “shoots” at the target 4 times. If a participant rates the results low, then he puts a mark in the “0 – 5” field on the target; if higher, then in the “5 – 10” field; if very high, then in the “10” field of the target.

After each of the participants in the interaction “shot” (put four marks) at the reflexive target, it is hung up for general viewing and the master teacher organizes a brief analysis of it.

Summing up, grading.

Homework:

1) paragraph 5 in the textbook, printed notebook paragraph 5 page 11 task 2, page 13 tasks 6 and 7, page 14 task 8.

2) draw objects of living and inanimate nature, sign the drawings.

DURING THE CLASSES

They “shoot” at targets, and hang the targets for everyone to see. Some parents only confuse their children in this. My mother constantly told me: “Don’t throw the bear, it hurts!” It ended quite funny - I decided that the bed was also alive. And she refused to go to bed there - it would be hard for the crib. It was then that my parents came to their senses, giving me a short lecture about

how living organisms differ from nonliving ones.

Living or non-living - how to figure it out So, what are they signs of living organisms

• I learned from my parents:
• Movement.
• Reactions to the external environment.
• Breath.
• Height.
• Reproduction.

Nutrition and excretion. Let me look into this in a little more detail - at.

specific examples

Movement I'll start with movement.

Sometimes it seems to us that some organisms do not move. The same flowers - you look at him, and he’s only swaying from the wind. The thought immediately comes to mind that an error has crept in somewhere - either this sign is superfluous, or plants are not living organisms. But the flowers still move

. You can watch dandelions - when it rains, they close their heads, opening them only when the sun comes back out. Yes, and other plants diligently catch the sun's rays. They can even turn to the sunny side. This can also be considered example of response to the environment – after all, plants change their behavior when external conditions are changing.

This works for all living things.

Breathing, feeding and excretion various gases. With the help of breathing they enter the body intensifying work his cells.

Humans and animals need oxygen. Plants, on the contrary, release it themselves by absorbing another gas – carbon dioxide.

Also An important source of energy is food. From it we get everything we need, and surplus is allocated when going to the toilet.

Reproduction and growth

Living things are changeable. They grow, change and over time die. And, of course, I want pass on your genes. This requires leaving offspring - multiply. There are a variety of methods, but the result is the same - a new organism.

In ancient times, people considered almost everything that surrounded them to be representatives of the living world. They simply treated some objects as part of their life and everyday life, while they deified others, since they could not understand the nature of their existence.

Types of objects in the surrounding world

Nowadays, most of us, having already looked at an object, can immediately say what type of nature it belongs to: living or inanimate. But sometimes the presence of certain signs that are inherent in living organisms can confuse a person - what type of objects can this or that object be classified as?

Both stone and mushroom do not have the ability to move in space, but if the first is clearly classified as a non-living organism, then the mushroom is certainly classified as a species of living nature. Because there are other signs that allow us to distinguish one species from another.

The mouse lives at continuous process breathing throughout life, absorbing from surrounding atmosphere oxygen and releasing carbon dioxide, but a candle also absorbs oxygen with its burning flame, but does not emit carbon dioxide as a processed product. Thus, the metabolic process, as the only sign, can be inherent in various objects and cannot be fundamental classification factor in the environment.

Therefore in modern science There is a set of characteristics that allows us to understand how a living object differs from a nonliving one. And if the study reveals that not all signs of the class of living organisms are present, then such an object can safely be attributed to representatives inanimate world.

Features of living species of nature and their main differences

At first glance, all the nature that surrounds us can be called alive.

So how is it different from the inanimate world? To find the correct answer to this question, you need to carefully study general properties both types.

One of the signs of difference is the continuous exchange process of energy and substances between them - representatives of a certain class of living nature and its environment. Also obvious signs such an organism are already determined at molecular level the presence of protein and nucleic acids within each molecule.

In addition, there are several other signs that directly indicate what Live nature different from inanimate and give an answer to this complex issue.

Only the presence or absence of the entire totality listed signs will allow us to give an unambiguous answer that the object under study belongs to one or another class of nature.

Features of inanimate species of nature

Considering the above set of characteristics that only living organisms can possess, the absence of at least one of them may indicate that the object belongs to inanimate nature.

Here are the main signs of non-living organisms:

Distinguishing living from non-living is sometimes not as easy as it seems. Yes, we can easily distinguish a stone from a dog, and we will never even mistake a stone dog for a living one, but there are also situations that are not so clear. For example, the untrained eye is unlikely to mistake coral for Living being, but it’s not the strangest thing in the world. In fact, this question has worried people for a long time; in fact, this is the primary source of all religions.

In fact, if everything living, even humans, appears from inanimate material, how does life appear in it? We all consist of the same molecules as stones, but the difference is wow! Probably, it could not have happened without some higher power, which “breathed” life into a theoretically inanimate substance... Maybe the soul is the only difference? But this is all from the realm of religious reasoning, which can be done for hours, days, years...

So, if we look at the molecular composition, we will see a huge difference between living and nonliving things - “living” molecules are much more complex. A protein molecule is not some kind of carbonate. And nucleic acids, including DNA, are generally something unimaginably complex. Scientists have only recently figured out the DNA molecule, with modern computers and microscopes... Proteins and nucleic acids must be part of a living organism, otherwise it’s just a stone. This is the first sign of a living thing, although in itself it means little - the totality of signs is important.

Metabolism too important sign alive. Any organism receives energy for growth and reproduction from environment. It also releases waste products into it. Plants receive heat, light, water and other substances from the outside, release oxygen and carbon dioxide... Animals have it differently, but they also have all this. But in inanimate nature, too, many processes require energy from outside - the same tornado, for example, or chemical reaction. This sign is also only one of those necessary to distinguish between living and nonliving things.

Any living organism is capable of reproducing - without this, evolution would be impossible, which, by the way, also distinguishes living from non-living. Crystals can also grow and multiply, but they are all the same.

Any living organism can adapt if living conditions change. Even the simplest bacteria go into a state of hibernation - spores. More complex organisms have more developed means of adaptation. The simplest example- a hare that changes color in winter and summer. Can a stone do that? Sometimes yes, for example - under the influence of temperature or humidity, but this is an ordinary chemical reaction and nothing more.

A living organism can interact with the surrounding world in a two-way manner. This is especially noticeable in animals - try touching some booger. She will immediately take action - run away, pretend to be dead or go on the attack...

Each of the signs separately can easily be found in inanimate nature. But together they make the difference. Even the simplest creature on the planet - a virus, about which there has been a long debate as to whether it belongs to the world of the living - still has one of the signs. The virus has only a shell, but inside it lies a molecule of RNA or DNA - nucleic acid. It is she who dictates her laws in the cage - the victim. In addition, viruses can multiply and interact with the victim, which means they are alive.

By the way, computer viruses also have many characteristics, but not all - for example, they do not consist of proteins and nucleic acids. This means that they are not alive, which was what needed to be proven.

Using these signs, one can more confidently distinguish living beings from dead matter.