“What is a biocenosis in biology” - Biocenosis of G.A. Fominykh. biology teacher. Characteristic features of the biocenosis. Pond biocenosis. Biocenosis is a collection of populations of different species living in a certain territory. Biocenosis of oak forest. The term was introduced by Karl Möbius in 1877. Biocenoses are not random collections of various organisms. In nature, biocenoses come in different sizes.

“Change of ecosystems” - Such a natural change of biogeocenoses is called succession. Gardens, parks, and crops are called agrocenoses. 1. Energy source? 4. How does the cycle of substances differ from the cycle of substances in an oak forest? 1. Self-regulation. Therefore, a person himself has to regulate the number of many consumers in an agrocenosis.

“Fundamentals of environmental management” - B.V. Shchurov, L.N. Gubanov, V.I. Zvereva. Section 5. Economic mechanism of environmental management as a function of public administration. Nizhny Novgorod, 2003. Section 3. Legal methods of environmental management. Environmental management. Section 4. State environmental management bodies.

“Biogeocenosis” - Self-development Self-reproduction Sustainability. Succession – “continuity” “heritage”. Part a. Lesson topic. primary Self-development. Climate change In the process of evolution. Agrocenosis, in contrast to biogeocenosis, is characterized by. Change of biogecenosis. Properties of biogeocenosis. Gradual (Succession) Changes in the environment by the organisms themselves.

“Biological Resources of Russia” - 3- streamlining hunting and economic activities in relation to existing conditions; 4 - fulfillment of the obligations of the Russian Federation under the Convention on Biological Diversity and a number of other international agreements; 5 - carrying out activities to test and organize the gradual introduction of payments for biological resources in accordance with the current legislation of the Russian Federation.

There are 7 presentations in total

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Concept The concept of biogeocenosis was introduced by V.N. Sukachev (1940), which was a logical development of the ideas of Russian scientists V.V. Dokuchaeva, G.F. Morozova, G.N. Vysotsky and others about the connections between living and inert bodies of nature and the ideas of V.I. Vernadsky about the planetary role of living organisms. Biogeocenosis in the understanding of V.N. Sukacheva is close to the ecosystem. In the interpretation of the English phytocenologist A. Tansley, biogeocenosis is an elementary cell of the biogeosphere, understood within the boundaries of specific plant communities, while the ecosystem concept is dimensionless and can cover a space of any extent - from a drop of pond water to the biosphere as a whole.

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Definition Biogeocenosis is an interdependent complex of living and inert components interconnected by metabolism and energy; one of the most complex natural systems.

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Properties of biogeocenosis Natural, historically developed system; A system capable of self-regulation and maintaining its composition at a certain constant level; The circulation of substances is characteristic; An open system for the entry and exit of energy, the main source of which is the Sun.

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Main indicators of biogeocenosis Species composition - the number of species living in the biogeocenosis. Species diversity is the number of species living in a biogeocenosis per unit area or volume. Biomass is the number of organisms of a biogeocenosis, expressed in units of mass. biomass of producers biomass of consumers biomass of decomposers

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Mechanisms of stability of biogeocenoses One of the properties of biogeocenoses is the ability to self-regulate, that is, to maintain its composition at a certain stable level. This is achieved thanks to the stable circulation of energy substances. The stability of the cycle itself is ensured by several mechanisms: Sufficiency of living space, that is, such a volume or area that provides one organism with all the resources it needs.

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Mechanisms of stability of biogeocenoses Richness of species composition. The richer it is, the more stable the food chain and, consequently, the circulation of substances. A variety of species interactions that also maintain the strength of trophic relationships. Environment-forming properties of species, that is, the participation of species in the synthesis or oxidation of substances. Direction of anthropogenic impact.

This presentation is used in a biology lesson in grade 11 on the topic "Causes of sustainability and change of ecosystems" (textbook by V.I. Sivoglazov, I.A. Agafonova, E.T. Zakharova "General Biology. Basic level. Grades 10-11) .

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Reasons for the stability and change of ecosystems MBOU secondary school p. Georgievka district named after Lazo, Khabarovsk Territory Petukhova Yu.V., teacher of biology and chemistry

What is the structure of the ecosystem? This is a complex dynamic structure consisting of hundreds of species of producers, consumers and decomposers, connected to each other by a network of food and non-food relationships.

What maintains the stability of the ecosystem? Species diversity; Complexity of power circuits

How does change occur in an ecosystem? The stable existence of an ecosystem is determined by the stable existence of its constituent populations. Page 330, paragraphs 2, 3.

Maintaining dynamic balance. The number of species in ecosystems remains virtually unchanged throughout the year. At the same time, the average value (dynamic equilibrium) between all parts of the ecosystem is maintained.

Natural change of ecosystems in nature Succession is a consistent change of ecosystems.

Ecosystem development Existing biogeocenosis (ecosystem) Occurring changes Newly emerging biogeocenosis (ecosystem) Page. 331-332 “Change of ecosystems” - 2 paragraphs

What characterizes the change of ecosystems? Species diversity increases; The total biomass increases; Power supply chains are becoming more complex.

What determines the final stage of an ecosystem? Page 332 paragraph 4.

Homework § 5.6. Prepare messages about human impacts on ecosystems using various media. Forms of messages: Abstract; Presentation; Dialogue on issues, etc.

Creative tasks Are insectivorous plants consumers or producers? Explain your answer. Explain why there is a lot of forest litter in the mixed forest of the middle belt, but there is almost none in the tropical forest? What advantages can a narrow food specialization give an animal? What are its disadvantages?

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“Preservation of the diversity of biogeocenoses” - Feeling of anger. Preservation of the diversity of biogeocenoses. These species have disappeared from the face of the Earth forever. Transformation of landscapes. The importance of biogeocenoses for humans. Human activity in agrocenoses. Forms of protection of BGC. Man is the king of nature. Human impact on nature. A. Fet. Tasmanian wolf.

“The structure of biogeocenosis” - Vernadsky. Producers. The concept of ecosystem and biogeocenosis. Consumers of the first order. Consumers of II and more orders. Decomposers. Homogeneous area. Structure of biogeocenosis. Trophic structure of biocenosis. Matryoshka ecosystems. Biocenosis. Organic destroyers. Biogeocenotic level. Community. Project assignment. Knowledge about natural communities. Biocenosis and biogeocenosis.

“Components of biogeocenosis” - Ecological task. Groups of organisms. Power network. Chain of eating. Characteristic features. Pond biocenosis. Terms. Power circuit. Biocenosis of oak forest. Compare the network and the power circuit. Product pyramid. Additional Information. Biogeocenoses. Necessary components of the ecosystem.

“Characteristics of ecosystems” - Ranks of ecosystems. Climatope. Succession. “Climatope” was defined by V.N. Sukachev. The biosphere covers the entire surface of the Earth. The structure of an ecosystem (biogeocenosis) according to Reimers N. F. Biogeocenosis. Ecotop. Ecosystem concept. Functional blocks of organisms. Biodiversity and sustainability in ecosystems. Coral reefs. Ecosystem concept. Plan. Temporal boundaries of the ecosystem. Yu. Odum. Definitions. An example of the stage of autotrophic succession - a forest grows in place of a fallow land.

“Biocenosis and its stability” - Morbidity. Iron indicator. Centers of biotic stabilization. Choosing the optimal location for a waste disposal site. Biosphere stability. Nitrogen indicators. Poor quality water. Properties of biogeocenosis. Carrying out certification. Indicators of water oxidation. Consequences of anthropogenic intervention. Biocenosis and its stability. Local biogeocenoses.

“Connections in biogeocenosis” - Symbiosis. Method of nutrition. Consider types of relationships. Mutualism. Involving students in collective student-oriented activities. Types of connections and dependencies in biogeocenosis. Competition. Trophic connections. Biotic connections. Predation. Tenancy. Linden. Beneficial neutral relationships. Eagle. Mutually harmful relationships. Beneficial relationships. Mutually beneficial relationships. Organisms. Methods of obtaining food.

Project for a biology lesson in grade 11 “Causes of sustainability and change of ecosystems”

Program secondary (complete) general education in biology grades 10-11. A basic level of. Authors: I. B. Agafonova, V. I. Sivoglazov

Textbook: Sivoglazov V.I. Biology. General biology. Basic level: textbook. For 10-11 grades. educational institutions /V. I. Sivoglazov, I. B. Agafonova, E. T. Zakharova; edited by Academician RANS, prof. V. B. Zakharova. – 4th ed., stereotype. – M.: Bustard, 2008- 368 p. ISBN 978-5-358-04432-6

LESSON NAME:

Reasons for sustainability and change of ecosystems

Subject: ECOSYSTEM

Lesson 1. Structure of ecosystems.

Lesson 2. Food connections. Cycle of substances and energy in ecosystems.

Lesson 3. Reasons for sustainability and change of ecosystems.

Lesson 4. Human influence on ecosystems

Lesson type: creative generalization lesson

Lesson objectives:

Purpose of studying the topic: generalize, expand, systematize students’ knowledge about ecosystems, the reasons for their stability and change.

Lesson objectives:

Educational: based on repetition and generalization of previously studied material, in the course of getting acquainted with new material, to deepen and expand students’ knowledge about the relationships in ecosystems, about external and internal causes of stability and change of ecosystems, about self-regulation of ecosystems in the course of explaining the material to other students in the class, practical application of acquired knowledge and creative understanding of information on the topic.

Developmental : develop the ability to correctly formulate your thoughts in the process of summarizing what you have learned , students practice research behavior strategies, increase the level of their reflexive culture, their skills to observe, interpret observation data, describe and analyze processes and phenomena are further developed.

Educational: Students gain a valuable understanding of the material covered during the presentation of their research activities, awaken interest in the educational field of “Biology,” form a scientific worldview, and develop the ability to work in a team.

Teaching methods:

Partially search, verbal-reproductive, visual, research.

Form of organizing the lesson:

Heuristic conversation; to solve research problems, students implement a cooperative type of interaction

Means of education:

computer, video film “Planet Earth”, cards with tasks for students, reflection test, microscopes, slides and coverslips, beakers, a series of beakers with hay infusion of different exposure periods, wipes for wiping glasses, Verdikt questioning system, interactive whiteboard, multimedia projector

Form of organization of work in the classroom:

Individual, frontal, group, pair

Fundamental educational facilities:

Basic concepts: dynamic equilibrium, change of ecosystems, succession; stages of ecosystem change,

Lesson timing

I Organizational moment.

II Problematization and formulation of research

tasks.

III Updating knowledge.

IV Creative summary on the topic “Causes of sustainability and change of ecosystems.”

Defense of a mini-project for students from the Theoreticians group

Students work in pairs with cards.

Defense of a mini-project for students from the “Ecologists” group

1 min.

3 min.

4 min.

25 min.

5 minutes.

5 minutes.

5 minutes.

Laboratory work “Study of successional changes using the example of protozoa in hay solution”

V Consolidation of knowledge

VII Reflection.

VIII Homework.

10 min.

8 min.

2 minutes.

1 min.

1 min.

Lesson steps

Teacher activities

Predicted student activities

Methodical comment

I Organizational moment.

Mutual greetings between teacher and students, checking students’ readiness for the lesson. Creating a psychological attitude to work:

During communication, I want to encourage you not to be afraid to express your opinion, not to be complex, not to suppress your friend’s initiative, to try to be active and enjoy your work.

Students demonstrate readiness to work.

Creating an atmosphere of mutual understanding and cooperation, setting students up for productive activities.

II Problematization and formulation of research problems.

Watch a fragment of the video “Planet Earth” and determine what will be discussed in today’s lesson.

Lesson topic: “Causes of sustainability and change of ecosystems.”

Now I will ask you to fill out the column “at the beginning of the lesson” on the “Reflection” sheet.

Reflection

at the beginning of the lesson

At the end of the lesson

I can name the main reasons for the sustainability of ecosystems

I can tell you how dynamic balance is maintained in ecosystems

I can talk about how ecosystems change

I can answer the question: “What determines the final stage of ecosystem development?”

Let's define the objectives of the lesson:

systematize previously acquired knowledge about the causes of stability and change of ecosystems, its disruption, and their self-development;

practice research skills;

improve the level of your culture;

develop environmental literacy.

After watching a fragment of a video about the overgrowing of a fresh water body, students come to the conclusion that the lesson will discuss the replacement of one community by another.

Write down the topic of the lesson.

In the column “At the beginning of the lesson, students write down: 1 - an open cycle of substances, 2 - due to the components that make up the ecosystem: producers, consumers, decomposers, 3 - new vegetation begins to grow in place of the previous vegetation, 4 - its constituent organisms.

Formulate lesson objectives

Students personally accept the purpose of the lesson.

Students understand the educational situation of the lesson and answer the questions: “According to what should I act? Do I know how to act? Do I have ways and rules of action?

Ensuring students' motivation and acceptance of the goals of educational and cognitive activities.

III Updating students' knowledge.

Intellectual warm-up.

Students work in groups to solve biological problems. (Annex 1).

Statement of the problematic question: When a species is removed from the biocenosis, the rest take its place, increase its numbers and fulfill its role. Why then care about preserving the species diversity of communities?

Students formulate the answer: 1. Maybe we are talking about caring for rare and endangered species of organisms, because they are protected - we need to take care of them. 2- If you remove any species from the community, then the rest may suffer, as for example, when birds of prey are exterminated, the number of chickens increases, and then their number decreases, because sick individuals will be carriers of diseases, and there are no predators so that such weakened individuals destroy from the population.

Creating a problem situation that lies in the zone of proximal development of students.

Generating interest in the problem.

Designation of the educational object of the lesson, creation of the necessary educational environment.

IV Creative synthesis of material on the topic “Causes of sustainability and change of ecosystems.”

Each ecosystem is a dynamic structure consisting of hundreds and even thousands of species of producers, consumers and decomposers, connected to each other by a complex network of food and non-food relationships. Changes in animal population numbers occur as a result of reproduction, death or migration under the influence of environmental environmental factors. The stability of biogeocenoses depends on the self-regulation of fluctuations in the number of species populations. What are the reasons for the stability of an ecosystem? What is the regulating factor? This issue was studied by a group of “Theorists”

1. Speech by students of the “Theoreticians” group

Topic of the speech: "Causes of ecosystem stability."

Students talk about the reasons for the stability of ecosystems, about maintaining dynamic equilibrium, i.e., the state of the ecosystem in which the amount of products synthesized by green plants and other producers corresponds in energy terms to the needs of the ecosystem. Students accompany their presentation with a computer presentation.

After the presentation of the first group of students and discussion of the presentation, students work in pairs using cards, solving problems with environmental content (Appendix 2). After a short discussion, each pair of students expresses a tentative answer to the question of their task.

Progressive changes in a community ultimately lead to the replacement of this community by another, with a different set of dominant species. Material on this topic was prepared by a group of ecologists

2. Speech by students of the “Ecologists” group. Topic of the speech: “Changing ecosystems ».

Students talk about ecological successions, the main stages of ecosystem change. Students accompany their presentation with a computer presentation.

Students in the class record the stages of ecosystem change in their notebooks.

After a presentation by a group of ecologists, students are tasked with characterizing all the changes in the forest as a result of the fire that occurred there. After group discussion, students express their opinions.

3. Performing laboratory work “Study of successional changes using the example of protozoa in hay solution.”

Goal of the work: experimentally study successional changes occurring in an artificial ecosystem.

Equipment: microscopes, slides and cover glasses, beakers, a series of beakers with hay infusion of different exposure periods, wipes for wiping glass.

Progress:

Students study hay infusion of different exposure periods: the first group - 3 days, the second group - 6 days, the third - 15 days, the fourth - 30 days, the fifth - 60 days.

Pipette a drop of the infusion from each glass and transfer it to glass slides. Cover with coverslips.

Examine the preparations at low magnification. Find out what protozoa live in the hay infusion.

After discussing the results, a schematic diagram of the change in the dominant forms of protozoa is drawn up, indicating with different colors the occurrence of individual species in the biocenosis at different stages of its development:

Conditional occurrence scores

Very little

few

average

a lot of

So many

Formulation of conclusions: How does the species diversity of the inhabitants of the hay infusion change during succession? What are the main characteristics of a young and mature group?

Personal solution of a research problem by each student, demonstration of their educational products. Students perceive new information, compare and contrast it with subjective experience.

Students reinforce the material by working independently with cards.

Members of working groups analyze the essence of the problem situation, determine cause-and-effect relationships, and use logical judgments to determine the necessary and sufficient conditions for solving the research problem.

Student answers: 1- the place of fire in the forest will first be inhabited by birch forests, which over time will be replaced by spruce forests. 2- Or maybe at the site of the fire weeds will first grow, which will be replaced by meadow grasses.

Active actions of students with the object of study.

Students explore successional changes that occur in an artificial ecosystem, drawing on existing knowledge.

Independent formulation of conclusions.

Student answers: Species diversity shifts from a young (with fewer species) ecosystem to a mature (with more) ecosystem. Thus, hay infusions aged 3, 6 and 15 days are poor in protozoa, and in infusions aged 30 and 60 days we observe a large species diversity of protozoa: flagellates, ciliates, rotifers.

Accompanying teacher attitude towards the process of students solving research problems: creating conditions for high-quality presentation of working group projects.

Consulting students working on individual assignments.

Commenting on presentations.

Providing perception of meaning.

A preparatory conversation is necessary for purposeful, conscious performance of laboratory work.

Formation of the ability to summarize the information received and highlight the main thing.

V Consolidation of acquired knowledge.

Individual work of students with a test using the Verdikt survey system.

To consolidate your knowledge, I suggest you take a short test. (Appendix 3).

We correct the mistakes made, discuss them, and give explanations.

Perform tasks that require the application of knowledge. Obtaining reliable information about the achievement of the planned result.

Consolidation of acquired knowledge at the reproductive level.

VI Summing up the lesson.

VII Reflection.

Let's summarize our lesson. Today we have summarized and systematized knowledge about the causes of sustainability and change of ecosystems.

Let's turn to the objectives of the lesson. I want everyone to determine whether they have achieved the goals that they set for themselves at the beginning of the lesson. Let's return to the reflective plate, fill out the third column. Draw appropriate conclusions for yourself.

Now do a little reflection test:

I gave each of you a test, if you agree with the statement, then put a + sign in front of it.

Students take tests to the teacher.

I learned a lot of new things in class

I will need this in life

There was a lot to think about during the lesson.

I received answers to all my questions

I worked conscientiously in class

Students independently determine the parameters of personal educational results and their place and role in the overall result of the lesson; self-determine in relation to each other’s educational products.

Each individual reflects on their awareness of what is happening in the lesson, and an emotional and value-based attitude to previous experience is formed.

Systematization of the obtained types of educational products, their recording. Introducing the teacher’s personal ideas into the educational space of the lesson.

Individual and collective reflection.

VIII Homework

Study § 5.6 pp. 330 – 332, answer questions No. 1-4 orally.

Students comprehend information about homework and ask clarifying questions.

A message about homework and how to complete it.

APPLICATIONS

Annex 1

Biological tasks for group work of students

Tasks for students of the first group:

In the steppe reserve, in an area completely fenced off from herbivorous mammals, the grass yield was 5.2 c/ha, and in the grazing area - 5.9. Why did the elimination of consumers reduce plant production?

In complex tropical rainforest ecosystems, the soil is very poor in nutrients. How to explain this? Why don't tropical forests come back to their original form if they are cleared?

Why are almost all animals raised for food by humans herbivores?

Tasks for students of group 2:

In the vicinity of smoky industrial enterprises, litter began to accumulate in the forests. Why is this happening and what predictions can be made about the future of this forest?

Compare the annual increase in green mass and reserves of dead plant residues (litter in forests, waste in steppes) in different ecosystems. Determine in which ecosystems the cycle of substances is more intense?

Which community releases the most oxygen into the atmosphere: desert, swamp, or tropical rain forest?

Tasks for third group students:

Why is the fertility of the Earth's soil decreasing if substances removed by humans in the form of crops from the fields still sooner or later return to the environment in processed form?

They eat herbivorous animals;

They use about 10% of their food;

They live on land;

They are large in size;

Their diet is very varied.

Choose the correct answer.

Which animals will require the least feed to produce the same biomass: cows, chickens or fish?

Appendix 2.

Environmental tasks for students to work in pairs.

An oak forest is considered a more stable biogeocenosis than a meadow. Explain why. What types of plants dominate in the oak forest? What is an indicator of the sustainability of an oak forest?

The population size of animals of different species is constantly fluctuating. Why is it permissible for each species to reduce its population only to a certain limit? What factors determine the decline in the population of squirrels and moose? How does a person regulate the populations of reindeer, squirrels, and wild ducks?

What does balance in an ecosystem depend on? How does the number of prey affect the number of predators? How is the balance between the numbers of individuals of different species established? Which substance cycle is considered closed? Why is the cycle of substances closed in a broad-leaved forest?

Reducing the population below the permissible limit can lead to its death. Explain why. Why does a significant reduction in the number of the Ussuri tiger threaten its extinction? Which species of large mammals are on the verge of extinction? What needs to be done to restore the numbers of some animal species?

Explain why the duration of the existence of a biogeocenosis depends on the balance of the cycle of substances and biological diversity. In which biogeocenosis: with a large or small number of species, is the cycle of substances more balanced?

Appendix 3.

A test to consolidate knowledge at the reproductive level.

Of the following, examples of primary succession are:

A) mosses - lichens - herbaceous plants

B) lichens – herbaceous plants – mosses

C) lichens – mosses – herbaceous plants

D) herbaceous plants – mosses – lichens

2. During the process of succession, the following main changes occur in the community:

A) change in the species composition of plants and animals

B) reduction in species diversity of organisms

C) decrease in biomass of organic matter

D) an increase in the net production of the community

3. The natural replacement of some plant communities by others is expressed in the fact that:

A) no species is completely destroyed by another species

B) the ecosystem constantly fluctuates in the number of species

B) less adapted species are replaced by more adapted ones

D) a less stable ecosystem is replaced by a more stable one

4. Which organisms will be the first to populate an island filled with volcanic lava:

A) trees B) lichens C) shrubs D) foxes

5. Significant changes by organisms in their habitat during their life activities, as a result of which it becomes unsuitable for their life, is the reason:

A) species extinction

B) fluctuations in population numbers

B) changes in ecosystems

D) biological progress

6. The reasons for the change from one biogeocenosis to another are:

A) seasonal changes in nature

B) changes in weather conditions

C) fluctuations in the number of populations of one species

D) changes in the habitat as a result of the vital activity of organisms

7. Discharge of pesticides into water bodies and excess fertilizers as a result of irrigation can cause large changes in a given ecosystem, the cause of which is the following factor:

A) anthropogenic

B) biotic

B) limiting

D) meteorological

8. The following causes profound changes in the steppe ecosystem:

A) the death of above-ground parts of plants in summer

B) changes in animal activity during the day

B) plowing the land

D) rapid development of vegetation in winter

9. Choose the wrong answer: Trampling in a forest park leads to:

A) to damage to undergrowth of trees

B) soil compaction

B) the disappearance of meadow grasses

D) the disappearance of forest grasses

10. Indicate the reason for the mass death of birds in the coastal zones of the seas:

A) lack of food

B) pollution of sea water with petroleum products

B) seasonal changes in nature

D) ebbs and flows

Answers: 1-c, 2-a, 3-d, 4-b, 5 – c, 6 – d, 7 – a, 8 – c. 9 – c, 10 – b

LITERATURE

Baranovskaya L. A. Using the research method in teaching biology / Biology at school. - 2009. - No. 9 p.23-26

Kozlova T. A. General biology. A basic level of. Grades 10-11: method. A manual for the textbook by V. I. Sivoglazov, I. B. Agafonova, E. T. Zakharova “General Biology. Basic level” / T. A. Kozlova, I. B. Agafonova, V. I. Sivoglazov. – 2nd ed., stereotype. – M.: Bustard, 2007. – 140 p. – ISBN 978-5-358-02407-6

Korsunskaya V. M., Mironenko G. N., Mokeeva Z. A, N. M. Verzilin Lessons in general biology. Manual for teachers. Ed. V. M. Korsunskaya. Ed. 2nd, revised M., “Enlightenment”, 1977 – 319 p.

Kuleev A.V. Questions and assignments in general biology / Biology at school. - 2008. - No. 8 p. 42 -50

Ponomareva I. N. General methods of teaching biology: textbook. A manual for pedagogical students. universities /I. N. Ponomareva, V. P. Solomin, G. D. Sidelnikova; edited by I. N. Ponomareva. – 2nd ed., revised. – M.: Publishing Center “Academy”, 2007. – 280 p. – ISBN 978-5-7695-3716-5

Programs for general education institutions. Natural history. 5th grade. Biology. 6-11 grades. – 3rd ed., stereotype. – M.: Bustard, 2007.-138 pp.- ISBN 978-5-358-03070

Sivoglazov V.I. Biology. General biology. Basic level: textbook. For 10-11 grades. educational institutions / V. I. Sivoglazov, I. B. Agafonova, E. T. Zakharova; edited by Academician RANS, prof. V. B. Zakharova. – 4th ed., stereotype. – M.: Bustard, 2008. – 368 p.: ill. – ISBN 978-5-358-04432-6