Presentation of the history of the development of zoology modern zoology. A Brief History of the Development of Zoology

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Abstract of a lesson in biology, grade 7

History of the development of zoology

BOU "Secondary School No. 24", Omsk,

Strekozina Yu.S.

Topic: History of the development of zoology

Lesson type: learning new material

Goals of the lesson: to form students' knowledge about zoology as a science of animals, about the stages of its

development; introduce the classification of animals, its main systematic categories;

introduce the methodological apparatus of the textbook, the rules for working with it, with educational literature.

Lesson objectives: highlight the stages of development of zoology - evidence of the accumulation of knowledge about animals;

to introduce students to life and in a creative way the Greek scientist Aristotle;

Dutch scientist Antonivanne Leeuwenhoek; highlight the merits of K. Linnaeus in the development

biological science; note the distinctive features of the taxonomy of the animal world.

Planned learning outcomes

Subject: students should be able to characterize zoology as the science of animals,

which is part of the science of biology, to know the main stages of its development, can name the main

Metasubject: Students must be able to work with the textbook.

Personal: students develop an interest in the knowledge of nature.

Equipment: textbook, interactive whiteboard, computer, presentation material.

During the classes

1. Organizational stage.

A) lesson requirements

B) familiarity with the textbook

2. Motivation and actualization of knowledge.

Guys, let's remember the name of the science that studies wildlife?

O. Biology

What kingdoms of living nature does biology study?

O. bacteria, fungi, plants and animals

You met representatives of the kingdoms of bacteria, fungi and plants while studying biology at 5-6

What is the name of the science that studies bacteria?

O. bacteriology

What is the name of the science that studies mushrooms?

O. mycology

What is the name of the science that studies plants?

O. botany

What is the science that studies animals called? Maybe someone already knows?

O. zoology

What do you think we will talk about in the first lesson of zoology?

Student Assumptions

biological family. And today, our first lesson will be devoted to how this science appeared and

how it has developed historically.

Lesson topic……

3. Learning new material

1) the concept of zoology

The word "Zoology" is of Greek origin and consists of two small Greek words.

What do you think these words are? How do you think they are translated?

O. "zoon" - animal, "logos - science"

How can we formulate and write down what zoology is?

A. Zoology is the study of animals.

2) ideas of our ancestors about animals

How long do you think a person has been familiar with the animal world? (student answers)

About 6 thousand years ago, people outwardly looked the same as you and me. But their life was

another: they did not know iron knives, axes, firearms. But they knew very well

edible plants, mushrooms. They were skilled hunters and fishermen: they knew the habits of animals and

birds, their migration routes, animal trails. They knew how to deceive a beast or a bird, how to pretend

dead to lure prey.

?. Why did people hunt animals?

O. a source of food, sewed clothes from wool, made weapons

How did modern people find out what animals and how were hunted in the Stone Age?

O. from the drawings depicted on stones, rocks (slide 4)

The teacher draws attention to the drawings in the textbook on pages 4-5, gives a few examples from the chapter

primitive people.

One of the most beautiful caves with drawings of primitive people is located in Dordogne (France).

It's called Lasko. This cave was found in 1940 by several boys quite by accident.

They were walking past with a dog, and suddenly the dog disappeared somewhere. The guys moved the bushes, removed

stones and saw a large gap. One of the boys climbed into it and began to make his way forward. All of a sudden

he slid down somewhere, but still continued crawling in the darkness farther and farther - to where he heard

frightened scream. Finally, in a large, spacious cave, he saw a dog and called his

comrades. They crawled after him. But soon, scratched, ragged, everyone crawled back

to the surface. The children decided to keep their discovery a secret for the time being and explore the cave themselves. On the

the next day the boys returned to her with ropes and lanterns. The journey has begun.

The guys told later that it was dark and creepy in the cave and their hearts were beating with fear. One of

a lantern lifted them and noticed some lines on the wall. Then everyone put a light on the walls and

saw images of bulls, deer, wild horses.

Boys heard about primitive people at school. Therefore, they first talked about

cave teacher. He wanted to quickly examine all the drawings, but he did not succeed: there were no drawings.

too much. This could not be done by the scientist Breuil, who subsequently carefully studied

cave. It is believed that on the walls of this cave more than two thousand single-colored and more

many color drawings. Images often overlap and sometimes it's hard to see

what is shown there. Until now, some drawings in the cave have not yet been unraveled.

Now this cave is well lit with electricity. The lamps are cleverly hidden, but the light from them

On some of them, animals reach a length of six meters. All drawings are made with

great skill. A thin stalactite cover formed over the centuries

protected them from harm. The cave can be entered relatively easily. The locals have been

there were even earlier boys in it, but they did not pay attention to the drawings. Now they are proud of "their"

a cave that was discovered not by visiting scientists, but by their children. Samirebyata then worked in a cave

3) history of development of zoology

It would be very difficult for a modern person, if he got there in those days.

Listen to an excerpt from Seton-Thompson's book about a white boy traveling through the forests of Canada

with an Indian friend [Seton-Thompson E. Rolf in the woods. –M.: Det. lit., 1993, p. 80]:

Gunpowder and shot were too precious to waste on revenge, and Rolf

climb up the tree, but Quonab hastily stopped him:

- No, no, don't think. I once saw a white man climb for a cake. Kak let him get closer, and

then he turned his back and wagged his tail. White covered his face with his elbow, but the needles stuck into his

hand in fifty places, and he failed to save his face. He climbed down, but the cake went down

faster and beat him with his tail. Then his fingers unclenched, he fell to the ground and broke his leg. A hand

It swelled three times, and the swelling lasted for six months. The needles are very poisonous. He almost died.

- Well, I'll knock him down! - exclaimed Rolf and grabbed the axe.

Wa! - Quonab stopped him. - Not! My father used to say that you shouldn't kill a kek just like that.

Only if you need needles for some items and you have made a sacrifice. Kill the cake - be

Who is kek?

O. prickly pig

What two rules did Rolf learn from the Indian?

You will say that modern people it is not necessary to know what the primitive hunters knew.

So is it necessary to study zoology?

Where can zoological knowledge be useful?

O. domestic animal husbandry, hunting and fishing, parasites and vectors

diseases, gardening and horticulture (pollinators, entomophages, pests), hiking in the forest,

protection of the animal world, creation of biorobots, dog breeding.

D) the history of the development of zoology

The first stage in the development of zoology - prescientific, or descriptive. Is it easy to describe the animal?

Let's try to do it.

Group work. Students make a description of insects, then representatives of each group

read the finished description, and other groups try to determine from this description what kind of

form in question. Images of all 6 types without names are projected on the screen.

Examples of student work

1) Gypsy moth caterpillar. Two eyes, long tail, ventral and pectoral legs.

Ash-colored caterpillar, black back, covered with hairs.

2) Hawthorn. four wings white color with black veins. There is a head, chest, abdomen

black color. 2 mustaches.

3) Dragonfly. An adult has an elongated abdomen, chest, head with large eyes. 4 mesh

wing. Wings with dark spots. Head with powerful jaws. There are 6 legs on the chest.

4) American white butterfly. Looks like our moth. She has small white wings

about 1 cm long. Shaggy mustache. Black eyes. The body is furry. 4 wings, six legs.

5) Filly. Small insect. Has 2 straight antennae. The hind legs are much larger than the front ones.

Head with eyes, thorax, abdomen, mesh wings. 4 paws. Able to chirp. Eats grass.

6) Chafer . The head of the insect is black, covered with small hairs. 2 mustaches. Body

light brown. 6 paws. Abdomen black. lower wings Brown.

Second phase - scientific. A great contribution to the development of zoology was made by such scientists as Aristotle,

A. Levenguk, K. Linney, M.V. Lomonosov. Some of them are already familiar to you. (slide 9)

Verification of works

Independent work. Using the textbook information on p.5-6, p.7 - the last paragraph,

fill in the table about these scientists and what they are famous for.

What is famous

Aristotle

A. Levenguk

C. Linnaeus

M.V. Lomonosov

Checking the table, discussion, addition by the teacher of information on scientists.

(?) – additional questions students to these points.

Aristotle:

A) He divided them into two large groups: animals with blood and bloodless. This division is approximately

corresponds to the division into vertebrates and invertebrates.

b) Aristotle is called the "father of zoology". He studied over 500 species of animals, describing them

appearance and structure, lifestyle and behavior.

4) diversity of the animal world and systematic categories

Watch the video "diversity of the animal world"

? What did you see while watching the video?

About animals

?. What quantity? (a lot) Are they all the same? (no, different by size, color, etc.)

Currently, there are, according to various estimates, from 2 million. up to 4.5 million animal species. More

all insects on earth: mosquitoes, butterflies, beetles, flies. There are more than 1 million species of them. All animals

diverse - in external and internal structure, lifestyle, habitat, etc. To

not to get confused in such a variety, scientists proposed to classify animals using

What do you think should be classified?

O. divide into groups

What is the name of the science that classifies animals into groups

O. taxonomy

What do you think scientists are guided by when dividing animals into groups?

O. similar external and internal structure

?. Remember which one scientists and when he proposed a classification system for animals and plants,

which has survived to this day?

O. 1735, C. Linnaeus

What systematic categories did he propose?

O. class, detachment, genus, species

What is a view?

O. a group of organisms that have a similar structure.

Indeed, the system of K. Linnaeus has survived to the present day and it was taken as a basis in

modern taxonomy. Over time she endured slight changes, were added to it

such systematic categories as family, type (in plants - department), subtype, kingdom.

Independent work - in a notebook, and then on the board. Checking the task on the board with cards

– Arrange the following systematic categories in order from lowest to lowest

up to the highest rank:

1 - view; 2 - family; 3 - class; 4 - type; 5 - detachment; 6 - kingdom; 7 - genus; 8 - subtype

Checking the job.

4. Fixing the material.

A) face-to-face brainstorming

1) What did we talk about today at the lesson? Kingdom?

2) What is the name of the science that studies animals?

3) How long has a person been familiar with the animal world?

4) How did mankind acquire knowledge about animals?

5) What do the rock paintings say?

6) There are two stages in the history of the development of zoology .......?

7) What scientists have made a great contribution to the development of zoology?

8) Which of these scientists is considered the "father of zoology"?

9) Why is he considered the "father of zoology"? What can you say about his achievements?

10) Which of the scientists made a microscope, which made it possible to study the world of microscopic organisms?

11) How do scientists understand the diversity of animals?

Animals have always been of great importance to humans. The life of ancient people completely depended on their knowledge of the surrounding nature, especially about animals. It was important to know where and how to hunt animals and birds, fish, how to escape from predators, learn how to keep and breed animals. The science of zoology has a long and interesting story. The first books about animals are known from Ancient China and India. However, scientific zoology originates in Ancient Greece and is associated with the works of the great scientist Aristotle (4th century BC).

He described about 500 species of animals, dividing them into two groups: those with red blood and those without blood. Aristotle described the structure and development, distribution and significance of the then known animals. The works of Aristotle were for their time a zoological encyclopedia, and its author is now quite deservedly called the father of zoology. The main work of Aristotle, which determined the further development of zoology, is the History of Animals. The Middle Ages added little to the knowledge of the animal world. Even many information about animals known in ancient times were forgotten. In the Middle Ages, zoological science developed in connection with specific practical tasks: keeping and breeding animals, hunting for animals and birds,

Interest in the study of animals increased dramatically during the Renaissance due to the development of trade and navigation.

From numerous expeditions, travelers brought information about previously unknown animals, and data were accumulated on the distribution and diversity of the animal world.

The highest value for further development zoology had the works of the Swedish scientist Carl Linnaeus, which laid the foundation for the modern classification of the animal world and the modern scientific names of plants and animals.

New stage in the development of zoology, as well as other biological sciences, begins with the second half of XIX v. after the publication of Charles Darwin's On the Origin of Species natural selection» (1859). Ch. Darwin convincingly proved that animal world changes as a result of natural development; the formation of new species occurs in the struggle for existence and at the expense of the survival of the fittest.

Based on Darwin's evolutionary doctrine zoology began to develop rapidly. Great strides have been made in taxonomy. This is evidenced by the description of many new animal species.

The evolutionary doctrine received solid support in Russia. The expeditions of A.F. Middendorf to the north and east of Siberia, P.P. Semenov-Tyan-Shansky, N.M. Przhevalsky, their students and followers to Central Asia, research on comparative embryology by A.O. Kovalevsky and I.I. Mechnikov, in paleontology - V.O. Kovalevsky, in physiology - IM. Sechenov and I.P. Pavlova.

Scientific zoology originates in ancient Greece and is associated with the works Aristotle. He described about 500 species of animals, dividing them into two groups: with blood and without blood. Aristotle attributed to the first group all higher animals: animals, birds, reptiles and fish; to the second group - lower animals: insects, crayfish, molluscs. worms, etc. So for the first time animals were divided into vertebrates and invertebrates. The main work of Aristotle, which determined the further development of zoology, is "History of Animals".

The Middle Ages added little to the knowledge of the animal world. In the Middle Ages, zoological science developed in connection with specific practical tasks: keeping and breeding animals, hunting for animals and birds.

Accumulated to late XVI v. material about the fauna of various parts of the Earth demanded them systematization and generalization. Of such generalizing zoological works, the most valuable is the multi-volume summary of the Swiss scientist K- Hesperus « animal history"- a genuine encyclopedia for that time of data about the animal world.

Also of greatest importance for the further development of zoology were the works Carl Linnaeus, which laid the foundation for the modern classification of the animal world and the modern scientific names of plants and animals.

Great merit in the development of the ideas of animal evolution belongs to the French naturalist Lamarck. He developed and improved the taxonomy of animals proposed by K. Linnaeus, did work on the study of invertebrates, and also introduced the idea of ​​species variability described in the work “Philosophy of Zoology”

The ideas of evolution in biology finally won after the publication Ch. Darwin(1809-1882) his main work " The Origin of Species by Natural Selection, or the Preservation of Favored Breeds in the Struggle for Life» (1859). In this remarkable work, Charles Darwin not only proved the existence of the variability of species and the evolution of everything organic world, but also revealed the reasons for this process. He explained the expediency of the organization and fitness of living beings as the result of long-term natural or artificial selection - the most important factor in evolution. The victory of the theory of evolution in biology served as a powerful stimulus to the development of all branches of zoology.

In our country, zoology has a long and glorious history. Even in the first Russian books (“Russian Truth”, etc.) there are references to many animals that lived in Ancient Russia. But zoological research was widely developed in Russia in the 18th century, when the Academy of Sciences organized a series of distant expeditions to study the nature of various regions of the country. Academician P. Pallas(1741 -1811) traveled to the Volga region, Siberia, Kazakhstan and the Urals, S. Steller(1709-1746) - on Far East, S. Gmelin(1745-1774) - to the south of European Russia, I. Guldenshtedt(1745-1781) - to the Caucasus, I. Lepekhin(1740-1802) - in the central and northern regions of the country. They collected large zoological collections and made many observations of the animals of the areas they visited. Based on these materials, P. Pallas created the capital work “ Russian-Asian zoography”, in which he gave a description of all vertebrate animals of the Russian fauna known at that time.

Science continues to develop successfully today.

The main features of the type Chordates. Basic taxonometric units, including classes.

Despite the huge diversity for all representatives of the chordate type, they are characterized by the following structural features:

Scheme of the structure of the cephalochords using the example of the Lancelet: 1 - thickening of the neural tube in front ("brain"); 2 - chord; 3 - dorsal nerve cord ("spinal cord"); 4 - tail fin; 5 - anus; 6 - digestive canal; 7 - circulatory system; 8 - outlet of the peribranchial cavity (atriopore); 9 - peribranchial cavity; 10 - pharyngeal (gill) slits; 11 - pharynx; 12 - oral cavity; 13 - near-mouth tentacles; 14 - mouth opening; 15 - sex glands (testes or ovaries); 16 - eyes of Hesse; 17 - nerves; 18 - metapleural fold; 19 - blind hepatic outgrowth. Respiration (gas exchange): the blue arrow indicates the inlet of water rich in oxygen, and the red arrow indicates the outlet enriched with carbon dioxide.

Deuterostomes, body cavity is secondary (as a whole)

The circulatory system is closed, the blood is oxidized in specialized respiratory organs (gills or lungs).

Bilateral (bilateral) symmetry of the body. body structure.

Metamerism is clearly expressed in embryos and lower chordates.

The higher ones have a cartilaginous or bone skeleton

Classification:

TYPE - CHORDS-CHORDATA 1. SUBTYPE - CEPHALOCHORDATA - cephalochordates 1.1. CLASS LEPTOCARDII (AMPHIOXI) - LANCET - 2. SUBTYPE - TUNNEL - TUNICATA OR LARCH CHORDE - UROCHORDATA

• 2.1. CLASS ASCIDIAE - ASCIDIAS CLASS SALPIAE - SALPS 2.2. CLASS APPENDICULARIAE - APPENDICULARIA - 3. SUBTYPE -CRANIATA - CRANIAL or VERTEBRATA- VERTEBRATE 3.1. SUPERCLASS Jawless – Agnatha 3.1.1. CLASS CEPHALASPIDOMORFI (PETRAMIZONTES) – LAMPRIES 3.1.2. CLASS MYXINI - MIXINS 3.2. SUPERCLASS GNATHOSTOMATA – MAXIMATED, PRIMARY AQUATIC ANIMALS - ANAMNIA 3.2.2. Group PISCES - FISH 3.2.2.1. CLASS CHODRICHTHYES - CARTILAGE FISH 3.2.2.2. CLASS OSTEICHTHYIES - BONE FISH - 4. PRIMARY TERRESTRIAL ANIMALS - AMNIOTA - 4.1. SUPERCLASS TETRAPODA - 4-legged 4.2. CLASS AMPHIBIA - Amphibians (AMPHIBIANS) 4.3. CLASS REPTILIA - REPTILES (REPTILES) 4.4. CLASS AVES - BIRDS 4.5. CLASS THERIA (MAMMALIA) – MAMMALS
• *number of species indicated in red

WITH ancient times people accumulated experience in the use of natural resources, among which various animals played an important role. By extracting them, they gradually learned the life and structure of animals. The beginning of zoology as a science was laid by the famous ancient Greek scientist and philosopher Aristotle (4th century BC). In his works "The History of Animals", "On the Parts of Animals", "On the Origin of Animals", etc., he gave a description of 452 different animals known at that time. Aristotle made a significant contribution to the study of the structure of animals, considering their body parts in relationship.

The campaigns of the Romans in distant countries greatly enriched science with knowledge about the animals of North Africa, Asia Minor and Europe. The ancient Roman scientist Pliny the Elder (23-79 AD) in his multi-volume Natural History gave a description of all the animals known at that time.

In the era of feudalism, when Europe was divided into many small possessions of feudal lords, and the religion that dominated society hampered the development of science, the study of animals experienced a period of prolonged stagnation.

The great Renaissance (XV-XVI centuries) was the time of a new flourishing of science. Travels of the great explorers of that time - Columbus, Marco Polo, Magellan and many others - greatly enriched the knowledge of mankind about the animal world of different continents.

accumulated towards the end of the sixteenth century. extensive material on the fauna of various parts of the Earth required their systematization and generalization. Of such generalizing zoological works, the multi-volume summary of the Swiss scientist K-Hesper (1516 - 1565) "History of Animals" is of the greatest value - a genuine encyclopedia for that time of data on the animal world.

In the 17th century a microscope was created, which opened up to zoologists a vast and wonderful world the smallest animals and made it possible to start studying the finest structures of the organs of multicellular animals. Of the first zoological studies using a microscope, we must first of all note the work of the Dutch naturalist A. Leeuwenhoek (1632-1723), who published the 4-volume work "Secrets of Nature Discovered with a Microscope". He discovered ciliates, described erythrocytes, muscle tissue of higher animals, and much more. The Italian scientist M. Malyshgi (1628-1694) described the capillaries in the circulatory system of vertebrates, made chain discoveries in the field of the microscopic structure of the excretory organs and integuments of various animals.

In physiology, M. Servet (1511-1543) and especially W. Harvey (1578-1657), who described the blood circulation in humans, did a lot. In the XVII-XVIII centuries. modern animal taxonomy and paleontology were born. The name of J. Cuvier (1769-1832) is associated with the development of the principle of correlation, according to which all parts and organs of the animal body are inextricably linked with each other, and a change in one of them entails a change in the rest of the organs of the body (Aristotle previously wrote about this in general terms ). This position is used by paleontologists, restoring the whole animal on the basis of its remains found in the petrified state. Of the most important works of J. Cuvier, we note the “Kingdom of the Animals” in 5 volumes, “The Iconography of the Animal Kingdom” with 450 tables and 6200 drawings, many of which are used in modern scientific and educational literature, "Reflections on upheavals on the surface the globe and about the changes they made”, “Research on fossil bones” (first edition in 4 volumes, fourth edition in 10 volumes). In "Reasoning ..." the theory of catastrophes, the distribution of fossils in the layers of the Earth, and at the same time the refusal to recognize the change of fauna as a result of evolution are set forth.

19th century marked by the approval of the idea of ​​the evolution of the organic world, the gradual development of all living nature from simpler forms to more complex ones. The development of the idea of ​​evolution was also facilitated by the creation in the 30s years XIX v. theories cellular structure animals and plants (T. Schwapn, M. Schleidep), which laid the foundation for the idea of ​​the unity of the animal and plant world.

Great merit in the development of the ideas of animal evolution belongs to the famous French naturalist J. Lamarck (1744-1829). He developed and improved the taxonomy of animals proposed by K. Linnaeus, did a great job of studying invertebrates. But the work of Lamarck "Philosophy of Zoology" (1809) is especially valuable, in which he opposes the metaphysical views of most biologists of that time about the immutability of animal species and sets out the first holistic theory evolution of living nature. Lamarck argued that all plants and animals are constantly changing and transforming into new forms under the influence of external conditions and the internal desire for improvement inherent in every organism. K - A. Timiryazev considered Lamarck's main work "Philosophy of Zoology" a work in which for the first time the question of the origin of organisms is discussed not in passing, but with all the necessary breadth of coverage, fully armed scientific knowledge that time. But, having created the theory of evolution of the animal world, Lamarck gave an erroneous interpretation of the cause of this process.

The ideas of evolution in biology finally won after the publication by Charles Darwin (1809-1882) of his main work "The Origin of Species by Means of Natural Selection, or the Preservation of Favored Breeds in the Struggle for Life" (1859). In this remarkable work, Charles Darwin not only proved the existence of the variability of species and the evolution of the entire organic world, but also revealed the causes of this process. He explained the expediency of the organization and fitness of living beings as the result of long-term natural or artificial selection - the most important factor in evolution. Darwin's theory of evolution was highly appreciated by V. I. Lenin, who pointed out that Darwin was the first to put biology on a completely scientific basis, establishing the variability of species and the continuity between them.

The importance of Charles Darwin's theory of evolution of the organic world for natural science and, in particular, for zoology is enormous: a scientific materialistic explanation was given to the structure and phenomena of animal life. There is no branch of zoological knowledge in which the approval of the evolutionary doctrine would not cause fundamental changes in the views of scientists. The victory of the theory of evolution in biology served as a powerful stimulus to the development of all branches of zoology.

The rapid development of zoological research in late XIX v. and especially in the 20th century. was closely associated with the growth of animal husbandry, fishing and hunting and other industries Agriculture using zoological data. The development of zoological science has largely contributed to the growth and improvement of agriculture and the protection of human health. The accumulation of vast factual material and theoretical constructions about animals and their lives led to the division of zoology in the 19th century. and the beginning of the 20th century. on a number of branches - zoology has become a complex science.

In our country, zoology has a long and glorious history. Even in the first Russian books (“Russian Truth”, etc.) there are references to many animals that lived in Ancient Russia. But zoological research was widely developed in Russia in the 18th century, when the Academy of Sciences organized a series of distant expeditions to study the nature of various regions of the country. Academician P. Pallas (1741-1811) traveled to the Volga region, Siberia, Kazakhstan and the Urals, S. Steller (1709-1746) - to the Far East, S. Gmelin (1745-1774) - to the south of European Russia, I. Guldenshtedt (1745-1781) - to the Caucasus, I. Lepekhin (1740-1802) - to the central and northern regions of the country. They collected large zoological collections and made many observations of the animals of the areas they visited. On the basis of these materials, P. Pallas created the fundamental work "Russian-Asian Zoography", in which he gave a description of all vertebrate animals of the Russian fauna known at that time.

The study of the animal world of Russia continued in the first half of the 19th century, when many scientists made a number of long journeys to various remote regions of the country. Particularly fruitful was the three-year trip of Academician A.F. Middendorf (1815-1894), who traveled almost all of Siberia and, in the full sense of the word, “scientifically discovered” it for natural scientists.

Of great importance for the development of Russian zoological science were the works of Professor of Moscow University K - Rul'e (1814 - 1858), in which he developed the ideas of the unity of the animal organism and environment, sought to show that changes in living conditions cause changes in animals. K. Roulier opposed the metaphysical views of Jean-Cuvier and other scientists who defended the theory of the immutability of species.

N. A. Severtsov (1827-1885), a student of K. Roulier, created a number of remarkable works on ecology and zoogeography. In them, he always emphasized the need to study animals in connection with their habitat. At the risk of his life, N. A. Severtsov entered the mountains and deserts Central Asia and gave "a detailed description of the fauna of this wonderful country.

A great contribution to zoological science was made by the outstanding Russian researcher Academician K - M. Baer (1792-1876). He is deservedly considered one of the founders of the science of animal development - embryology. The expeditions of KM Baer to the Caspian and Azov Seas were of great importance for the development of fisheries.

Russian zoological science began to develop especially rapidly in the second half of the 19th century. after the publication of the theory of evolution by Ch. Darwin organic nature. Leading scientists of Russia - botanist K. A. Timiryazev (1843-1920), zoologists A. O. Kovalevsky (1840-1901), I. I. Mechnikov (1845-1916), V. O. Kovalevsky (1842-1883) and others - not only popularized and disseminated the teachings of Darwin, but also enriched it with their research.

In the second half of the 19th and early 20th centuries expeditionary study of the fauna of our country and neighboring territories continued. Such are the expeditions of N. M. Przhevalsky (1839-1888) and his students to Central Asia, N. M. Kiipovich (1862-1939) along the seas of Russia. These trips greatly enriched the knowledge about the fauna of Russia.

Lesson #1 Introduction.History of the development of zoology

The lesson with video materials was developed in accordance with the requirements of the Federal State Educational Standard, preparation for the exam, as well as methodological advice and recommendations, reference materials, game and non-standard lesson options, brief encyclopedic information, exercises and practical work. The work program in biology 7th grade to the TMC V.V. was taken as a basis. Latyushina, V.A. Shapkina (M.: Drofa)

Methodological guide for the development of biology lessons Grade 7

lesson type - combined

Methods: partially exploratory, problem presentation, reproductive, explanatory-illustrative.

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

Tasks:

Educational: shaping cognitive culture, mastered in the process of educational activity, and aesthetic culture as the ability to have an emotional and valuable attitude towards objects of wildlife.

Developing: development cognitive motives aimed at obtaining new knowledge about wildlife; cognitive qualities of the individual associated with the assimilation of the basics of scientific knowledge, mastering the methods of studying nature, the formation of intellectual skills;

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

Personal: understanding of responsibility for the quality of acquired knowledge; understanding the value of an adequate assessment of one's own achievements and capabilities;

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

Regulatory: the ability to organize independently the execution of tasks, evaluate the correctness of the work, reflection of their activities.

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

Technologies: Health saving, problematic, developmental education, group activities

Activities (elements of content, control)

The formation of students' skills in building and implementing new knowledge (concepts, methods of action, etc.): teamwork - studying the text and illustrative material(pp. 3-7 of the textbook), acquaintance with the structure of the textbook, reference material on the algorithm proposed by the teacher; individual work - compilation of the table "History of the development of zoology as a science" with subsequent mutual verification; work in pairs or small groups - classification of animals with advisory assistance teachers with subsequent mutual verification, the fulfillment of tasks proposed by the teacher, followed by verification.

Planned results

subject

Learn to explain the meaning of concepts: zoology, systematic categories; describe the ideas of ancient people about animals, using archeological data; assess the contribution of scientists ancient world and the Middle Ages in the development of ideas about animals; be aware of the need to systematize information for the convenience of its study; characterize the systematic category, highlighting its components; classify animals using modern systematic categories.

Metasubject UUD

cognitive : convert information from one form to another; classify objects according to specified criteria.

Regulatory: highlight the generalized meaning and formal structure learning task; perform tasks according to the proposed algorithm and draw conclusions about the quality of the work done.

Communicative: working in a group, build effective interaction with peers

Personal UUD

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

Receptions: analysis, synthesis, conclusion, transfer of information from one type to another, generalization.

Basic concepts

Zoology is the science of animals, the subject of its study; stages of development of zoology: pre-scientific and scientific; methods of studying animals; the diversity of animals, their wide distribution on the Earth; systematic categories of the animal kingdom; textbook "Animals": its content, methodological apparatus, rules for working with the textbook.

During the classes

Learning new material

Short story development of zoology. The main stages in the development of zoology.

People have been interested in the living organisms around them since ancient times. Such a science as zoology helped to study them. How did it originate and at what stage of development is it now?

Ancient knowledge The history of the development of the science of "zoology" is rooted in ancient times. Already before our era, people were able to accumulate a sufficient amount of knowledge about what role animals can play, how they are arranged and interconnected. The beginning of science can be considered the work of Aristotle, the ancient Greek philosopher and scientist. He wrote the works "On Parts of Animals" and other works on the history and origin of organisms, where he described 452 species. He also owns significant discoveries about the structure of living organisms. Another outstanding scholar was Pliny the Elder, who created the multi-volume " natural history". In this book, he gave descriptions of all animals known to mankind at that time. It was the best treatise I could use at the time. science zoology.

History of development of zoology Modern zoology

Zoology is the science of animals

Zoology - the science of animals, which deals with the study of representatives of the corresponding genus. This includes all types of organisms that eat food containing protein, carbohydrates and fats. Such species differ from plants in that they constantly synthesize the necessary for life organic matter from certain sources.

Many representatives of the genus of animals are able to move independently. Mushrooms have always been considered plants. However, it has been observed that they have the ability to absorb organic matter from external sources. There are also organisms that synthesize starch from inorganic molecules. However, they do not have the ability to move. In other words, you cannot give general concept and highlight alternative criteria between animals and plants, since they do not exist.

The knowledge of our ancestors was accumulated and passed down from generation to generation. People improved the tools of catching and prey, methods of driven hunting, built gigantic buildings for keeping animals near their settlements. At the same time, new options for the use of fishery and livestock products were explored.

Zoology in the Ancient and Middle Ages. The first attempt to generalize and systematize the accumulated knowledge of zoology was made by the famous Greek scientist Aristotle in the 4th century. BC e. The word zoology is Greek, meaning "the science of animals."

In his work "History of Animals" Aristotle provides information about the structure of the body of animals, gender differences between them, methods of reproduction, building nests. He described the way of life, behavior, habitats, ways and directions of movement, hibernation, molting, nutrition of various animals.

Aristotle compiled the first systematic summary of animals, the so-called "Ladder of Beings". Many of his works were later used by other scientists and significantly supplemented.

The era of the Great geographical discoveries made it possible to dramatically expand knowledge about the species composition of the animal world and brought many legends and myths about mythical creatures to zoology.

The invention of printing made it possible to publish scientific works and expanded the circle of people studying zoology.

In the 17th century Anthony van Leeuwenhoek, a Dutchman, made a microscope, allowed to look at the world of microscopic organisms and begin to study it.

Attempts to describe all known animals and offer their classification have been made repeatedly. The most significant of them was system of Carl Linnaeus, proposed in 1735 It is equally well suited for plants and animals.

CharlesLinnaeus

Therefore, in general terms, it has been preserved to this day. K. Linnaeus described more than 4 thousand species of animals. He introduced systematic categories into science: class, detachment, genus, species. The use of these terms and Latin to designate the names of animals avoided confusion and enabled scientists different countries understand each other by describing animals.

The adopted double name of animals (genus and species) allows you to immediately determine who we are talking about. For example: a white bear, a hare, a polar owl, a baby mouse. Remember the material from the textbook for grade 6: the same double names are given to plants, for example: creeping clover, wild radish.

In order to understand the huge number of animal species (according to various estimates, from 1.5 to 4.5 million), zoologists use systematic categories similar to botanical ones.

ClassificationLinnaeus

The main systematic category in biology is the species. The larger systematic categories in zoology are the genus, family, order, class, phylum, kingdom.

Here is one of the examples of the natural classification of the animal world:

Species - Chimpanzee pygmy Genus - Chimpanzee

Family - Apes

Squad - Primates

Class - Mammals

Subtype - Vertebrates

Type - Chordates

Kingdom - Animals

Gradually pushed the boundaries of knowledge of the nature of the work of scientists studying fossil remains. Such finds allowed Mikhail Vasilievich Lomonosov to assert that “things visible on earth and the whole world were not in such a state ... as we find now, but great changes took place in it.”

Thanks to the study of fossil animals, transitional forms between representatives of certain classes of vertebrates were described and recreated, and the consistent development of the animal world was proved.

Independent work

Answer the questions

1. How did humanity acquire zoological knowledge?

2. What do the rock paintings say?

3. How do scientists understand the diversity of animals?

4. What is the meaning of the double name of animals? Give examples of such names.

Resources

Biology. Animals. Grade 7 textbook for general education. institutions / V. V. Latyushin, V. A. Shapkin. —

Working programm in biology, grade 7 to the Teaching Methods of V.V. Latyushina, V.A. Shapkina (M.: Bustard).

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

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

Zoology is the science of animals

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