Biology presentation "Ch. Darwin's doctrine of natural selection"

Purpose: to show students the logic of building Ch. Darwin's evolutionary theory. Tasks: Tasks: to reveal the mechanisms of evolution and their role in the development of the organic world; reveal the mechanisms of evolution and their role in the development of the organic world; to form students' ability to compare different forms of natural selection. to form students' ability to compare different forms of natural selection. Develop some personal qualities of schoolchildren (the ability to reasonably express their opinions, hear and listen to others, work in a team, etc.) Develop some personal qualities of schoolchildren (the ability to reasonably express their opinions, hear and listen to others, work in a team, etc.) .)

Type of lesson: combined Content: Content: 1.Checking the quality of students' knowledge. 1.Checking the quality of students' knowledge. Test tasks (2 options). Test tasks (2 options). 2. Study of new material. 2. Study of new material. The logic of Ch. Darwin's theory. The logic of Ch. Darwin's theory. Types of struggle for existence. Types of struggle for existence. Forms of natural selection. Forms of natural selection. 3. Consolidation of the studied material. 3. Consolidation of the studied material. Comparison table. Comparison table. 4. Homework. 4. Homework.

Verification tasks. Heredity. Option 1 Option 1 Insert the missing words in the text. Fill in the missing words in the text. ... - the property of organisms to transmit traits to offspring during reproduction from generation to generation. The elementary unit of hereditary material is .... Its basis is the molecule .... Sudden changes in the hereditary properties of an organism, leading to a change in signs - .... ... - the property of organisms to transmit traits to offspring during reproduction from generation to generation. The elementary unit of hereditary material is .... Its basis is the molecule .... Sudden changes in the hereditary properties of an organism, leading to a change in signs - .... Option 2 Find sentences in the text that contain biological errors. 1. The transmission of hereditary traits of an organism occurs only during sexual reproduction. 2. The carriers of hereditary information are usually DNA molecules concentrated in chromosomes. 3. All inherited genes will necessarily appear in the organism.

The logic of Ch. Darwin's theory. Observed natural factors. Observable natural factors. Conclusion Mechanisms of evolution All organisms tend to multiply exponentially, but in nature there is a relative constancy of individuals of the same species. (Ex.) Therefore, something prevents organisms from surviving. This is the limitedness of vital resources and the uneven distribution of them. Struggle for existence. In nature, two identical individuals of the same species are not found. (Ex.) Consequently, organisms have the ability to acquire new features. Variability Individuals are in a constant struggle for existence and the fittest survive. Therefore, selection occurs in nature. Natural selection.

Natural selection The main driving factor of evolution, which is the result of the struggle for existence. The main driving factor of evolution, which is the result of the struggle for existence. The most adapted individuals of each species of organisms survive and leave offspring. The most adapted individuals of each species of organisms survive and leave offspring.

Driving (directed) natural selection. Occurs against the background of changing environmental conditions, and there is a directional selection towards a changing factor (air temperature, water, humidity, etc.). Occurs against the background of changing environmental conditions, and there is a directional selection towards a changing factor (air temperature, water, humidity, etc.).

Stabilizing natural selection. Occurs for a long time in practically unchanged conditions of life. In populations, species of organisms with a sufficient set of certain features characteristic of a particular environment are preserved. Occurs for a long time in practically unchanged conditions of life. In populations, species of organisms with a sufficient set of certain features characteristic of a particular environment are preserved.

Sexual natural selection. It appears in dioecious animals. It appears in dioecious animals. It is based on rivalry between individuals of the same sex for mating. It is based on rivalry between individuals of the same sex for mating. It leads to sexual dimorphism (characteristic external signs linked to the sex of the animal). It leads to sexual dimorphism (characteristic external signs linked to the sex of the animal).

Disruptive natural selection Favors two or more directions of variation, i.e. predominantly receive extreme variants of devices. Favors two or more directions of variability, i.e. predominantly receive extreme variants of devices.

Conclusion. The result of natural selection is: The result of natural selection is: the fitness of organisms, the fitness of organisms, the formation of subspecies and species, the formation of subspecies and species, there is a consistent change in organisms in the course of progressive evolution, there is a sequential change in organisms in the course of progressive evolution, the less adapted die out. the less fit die out.

Comparative characteristics of natural and artificial selection. Characteristics Characteristics for comparison for comparison Artificial selection Artificial selection Natural selection Natural selection Who selects? What is the selection material? How many signs are there? How long does it take? Why? Who benefits? What is the result of selection?

Homework. Required: pp. 24 - 34. Required: pp. 24 - 34. Creative: Creative: Caterpillars of one of the butterfly species are found on leaves of two types - bright green and grayish. Green caterpillars are much more common on green leaves, and gray caterpillars on grayish ones. Suggest possible explanations for this fact and experiments to verify. Caterpillars of one of the butterfly species are found on the leaves of two species - bright green and grayish colors. Green caterpillars are much more common on green leaves, and gray caterpillars on grayish ones. Suggest possible explanations for this fact and experiments to verify.

Biology teacher MBOU Lyceum "technical - economic" Novorossiysk Vdovichenko O.N. Charles Darwin's doctrine of natural selection. Grade 9 Lesson - presentation. Purpose: to show students the logic of building Ch. Darwin's evolutionary theory. Tasks: to reveal the mechanisms of evolution and their role in the development of the organic world; to form students' ability to compare different forms of natural selection. To develop some personal qualities of schoolchildren (the ability to reasonably express their opinions, hear and listen to others, work in a team, etc.) Type of lesson: combined Content: 1.Checking the quality of students' knowledge. Test tasks (2 options). 2. Study of new material. The logic of Ch. Darwin's theory. Types of struggle for existence. Forms of natural selection. 3. Consolidation of the studied material. Comparison table. 4. Homework. Verification tasks. Heredity. Option 1 Insert the missing words from the proposed list into the text. Heredity is the property of organisms to transmit traits to offspring from generation to generation during reproduction. The elementary unit of hereditary material is ... Its basis is the molecule .... The totality of all the hereditary material of an organism is ..., and the totality of its external and internal features form it .... Option 2 Find sentences in the text that contain biological errors. 1. The transmission of hereditary traits of an organism occurs only during sexual reproduction. 2. The carriers of hereditary information are usually DNA molecules concentrated in chromosomes. 3. All inherited genes will necessarily appear in the organism. The logic of Ch. Darwin's theory. Observed natural factors. Conclusion Mechanisms of evolution All organisms tend to multiply exponentially, but in nature there is a relative constancy of individuals of the same species. (Ex.) Therefore, something prevents organisms from surviving. This is the limitedness of vital resources and the uneven distribution of them. Struggle for existence. In nature, two identical individuals of the same species are not found. (Ex.) Consequently, organisms have the ability to acquire new features. Variability Individuals are in a constant struggle for existence and the fittest survive. Therefore, selection occurs in nature. Natural selection. Types of struggle for existence Intraspecific Interspecific With adverse conditions Natural selection The main driving factor of evolution, which is the result of the struggle for existence. The most adapted individuals of each species of organisms survive and leave offspring. Driving (directed) natural selection. Occurs against the background of changing environmental conditions, and there is a directional selection towards a changing factor (air temperature, water, humidity, etc.). Stabilizing natural selection. Occurs for a long time in practically unchanged conditions of life. In populations, species of organisms with a sufficient set of certain features characteristic of a particular environment are preserved. Forms of natural selection a Can manifest itself in dioecious animals, based on rivalry between individuals of the same sex for mating, and lead to sexual dimorphism (characteristic external signs linked to the sex of the animal). Disruptive natural selection Favors two or more directions of variation, i.e. predominantly receive extreme variants of devices. Conclusion. The result of natural selection is: the fitness of organisms, the formation of subspecies and species, there is a consistent change in organisms in the course of progressive evolution, the less adapted die out. Comparative characteristics of natural and artificial selection. Characteristics for comparison Artificial selection Natural selection Who selects? What is the selection material? How many signs are there? How long does it take? Why? Who benefits? What is the result of selection? Homework.

Lesson Plan Date Class ____ 11 "A"

Lessons 16-17 biology

Teacher

Lesson topic: Ch. Darwin's doctrine of natural selection(flipchart page 1 or slide 1).

Type of lesson standard

Target: to deepen students' knowledge of natural selection as the most important factor in evolution, to reveal the role of Charles Darwin in the development of evolutionary theory.

Tasks:

Educational: consider Ch. Darwin's theory of evolution as a holistic teaching; to form an idea of ​​the main provisions of the evolutionary doctrine

Ch. Darwin;

Developing: to continue the development of communication skills when working in groups, to promote the development of logical thinking through the formation of skills to compare, generalize, draw conclusions;

Educational: continue to shape the scientific worldview, understanding the role of Charles Darwin's personality in the development of evolutionary theory.

Equipment : flipchart, presentation, slide show "Struggle for existence", "Natural selection".

During the classes

“The more we know the immutable laws

miracles for us

Lesson stage			FOPD	Preparation for EAEA, UNT	Tasks for the development of functional literacy	Individual correctional work
I . Org. moment	Organizational and psychological attitude. - Hello! Have a seat!
II . Motivation	You will evaluate your work in class according to the criteria (flipchart, page 2 or slide 2). Grade "2" "Today is just not my day." Grade "3" Rating "4" “I did a lot for our group, but I could do more” Rating "5" "I did everything I could for our group."
III . Checking d / z:	BUT). Orally(flipchart, page 3 or slide 3). 5. What are the results of artificial selection? Give an example of the harmful effects of artificial selection on an organism. B). Group reports on the creative task(flipchart, page 4 or slide 4). You are a pigeon. (Example answer: And From flocks I choose several individuals with the most pronounced feature - black color in plumage. I allow them to reproduce and among the offspring I again select according to the desired trait. From year to year, black coloration accumulates, which leads to the formation of pigeons with black plumage.) AT). Work in groups on assignments(flipchart, page 5 or slide 5). 1 group: “... I can report here that, having paid attention to the dogs of the entire globe and carefully comparing everything known about them, I came to the conclusion that several species from the genus Canis were tamed .... I have bred almost all English chicken breeds, crossed between them and examined their skeletons ”(C, Darwin“ Origin of Species ”). Group 2 (flipchart, page 6 or slide 6): Group 3 (flipchart, page 7 or slide 7): What form of selection is referred to in this example?		Group work Group work
IV . Introduction to the topic:	(Flipchart page 8 or slide 8). “... Individuals that have at least the most unimportant advantage over the rest, will have a better chance of preserving and reproducing their kind. On the other hand, we can be sure that any change, no matter how harmful, will be rigorously subjected to destruction. The preservation of useful individual differences or changes and the elimination of harmful ones I have called natural selection or the survival of the fittest. Ch. Darwin. 1. What is, according to Darwin, the essence of natural selection? 2. What is the cause of natural selection? 3. What determines the "fate" of an individual (survival or death) in nature? In the course of studying a new topic, we must answer these problematic questions. Open your notebooks and write down the date and topic of the lesson: "The teachings of Ch. Darwin on natural selection" (flipchart page 9 or slide 9).
v. Study n/m:	BUT). Working with concepts(flipchart, page 10 or slide 10): hereditary variability traits in offspring. Struggle for existence Natural selection B). What observations of Charles Darwin cast doubt on his belief in the immutability of species?(flipchart, page 11 or slide 11). (Finding in the geological deposits of South America the skeletons of extinct giant mammals similar to modern armadillos and sloths, studying the species composition of finches on the Galapagos Islands. Charles Darwin discovered close species of finches that differ in the nature of food and the shape of the beak. Features of the development of the tuco-tuco rodent). AT). Was Darwin the first and only? (flipchart, page 12 or slide 12). The ideas of the variability of nature in the middle of the 19th century were firmly rooted in the scientific mind and took shape in a number of scientific theories. Charles Darwin is credited with explaining the mechanisms of evolution in general and speciation in particular from a materialistic point of view. The essence of the Darwinian concept of evolution is reduced to a number of logical, experimentally verified and confirmed by a huge number of factual provisions. In 1858, the young English scientist Alfred Wallace sent Darwin the manuscript of his paper "On the tendency of varieties to deviate indefinitely from the original type." This article contained an exposition of the idea of ​​the origin of species through natural selection. 1858 letter from Alfred Wallace 1859 - the first edition of the book "The Origin of Species by Means of Natural Selection". G). Key points C. Darwin in his scientific work "The Origin of Species by Means of Natural Selection" noted that main driving force of evolution is natural selection, based on hereditary variation. Charles Darwin first introduced the term “ natural selection". artificial selection , i.e. the preservation of individuals with traits useful for reproduction and the elimination of all the rest are carried out by a person who sets himself certain tasks. Traits accumulated by artificial selection are beneficial to humans, but not necessarily beneficial to animals. Darwin expressed assumption, what in In nature, in a similar way, signs are accumulated that are useful only for organisms and the species as a whole, as a result of which species and varieties are formed. In this case, it was required to establish the presence of uncertain individual variability in wild animals and plants. In addition, it was necessary to prove the existence in nature of some kind of directing factor that acts similarly to the will of man in the process of artificial selection. (Flipchart, pages 13-14 or slides 13-14). Each type of organism is capable of unlimited reproduction. Darwin showed that in representatives of wild species of animals and plants, individual variability is very widely represented. Individual deviations can be beneficial, neutral or harmful to the organism. Do all individuals leave offspring? If not, what factors keep individuals with useful traits and eliminate all others? Darwin drew attention to the fact that all living organisms are distinguished by their ability to reproduce and fecundity. Living organisms leave significant, sometimes very numerous offspring. For example: roundworm produces up to 200 thousand eggs per day; one individual of herring spawns on average about 40 thousand eggs, sturgeon - 2 million, frogs - up to 10 thousand eggs; one pair of mice can produce 10-12 mice up to 3-4 times per summer; up to 30-40 thousand seeds ripen annually on one poppy plant; Elephant females give birth between 30 and 90 years of age. For 60 years they give birth to an average of 6 elephants, then after 750 years the offspring of one pair of elephants would be 19 million individuals. Darwin comes to conclusion that in nature any kind of animals and plants tends to multiply exponentially. At the same time, the number of adults of each species remains relatively constant. (heredity). (hereditary variability). struggle for existence. Each pair of organisms produces many more offspring than can survive to adulthood. Most of the organisms that are born, therefore, die before reaching sexual maturity. The causes of death are varied: lack of food due to competition with representatives of their own species, attack by enemies, the effect of adverse physical environmental factors - drought, severe frosts, high temperatures, etc. In nature there is a continuous struggle for existence. In this way, struggle for existence is a set of diverse and complex relationships that exist between organisms and environmental conditions. The main reason for the struggle for existence (according to Darwin) - discrepancy between the ability of organisms to unlimited reproduction and limited life resources. Forms of struggle for existence and natural selection(flipchart, pages 15-17 or slides 15-17). Darwin identified three main forms of struggle for existence: interspecific, intraspecific and struggle with adverse environmental conditions Using the material of paragraph 16 on pages 68-69 of the textbook edited by R. Satimbekov, Appendix No. 1 and pages 15-17 of the flipchart or slides 15-17 of the presentation, describe the forms of the struggle for existence. 1 group: Intraspecific struggle (between individuals of the same species) flipchart page 15 or slide 15). 2 group: Interspecific struggle (between individuals of the same species ( flipchart page 16 or slide 16). 3rd group: Fight against adverse environmental conditions ( flipchart page 17 or slide 17). Problematic issues : In your opinion, what form of the struggle for existence did Charles Darwin consider the most acute and why? As a result of this selection, the fittest survive and leave offspring. What is this selection? (flipchart page 18 or slide 18). 4. In the struggle for existence, the individuals most adapted to given conditions survive (natural selection ). (flipchart page 19 or slide 19): Natural selection - The consequence of the struggle for existence is natural selection - the survival of the fittest individuals. Natural selection preserves individuals with hereditary changes that are useful in given environmental conditions and eliminates individuals that do not have these changes. As a result, individuals with beneficial hereditary changes leave offspring and their numbers increase. Who survives in this ongoing struggle for existence? Observations show that plant and animal organisms are characterized by a general variability of signs and properties and an infinite variety of their combinations. Even in the offspring of one pair of parents there are no completely identical individuals (with the exception of monozygotic twins). In the struggle for existence, individuals survive and leave offspring, possessing such a complex of features and properties that allows them to most successfully compete with other individuals. Thus, processes of selective destruction of some individuals and preferential reproduction of others take place in nature - a phenomenon called by Darwin natural selection or survival of the fittest. When environmental conditions change, some other signs than before may turn out to be useful for survival. As a result, the direction of selection pressure changes, the genetic structure of the species is rebuilt, and new traits are widely distributed due to reproduction - a new species appears. Consequently, species change in the process of adaptation to environmental conditions. The driving force behind species change, i.e. evolution, isnatural selection. The material for selection is hereditary (indefinite, individual, mutational) variability. Variability due to the direct influence of the external environment on organisms (group, modification) does not matter for evolution, since it is not inherited. D). The mechanism of evolution (according to the theory of Ch. Darwin) (flipchart, page 20 or slide 20). E). The value of the teachings of Charles Darwin(flipchart page 21 or slide 21). explained the emergence of adaptability of living organisms to the environment and its relative nature.		Work in pairs Group work Work in pairs
VI . Anchoring	BUT).Correct mistakes and explain them(flipchart page 22 or slide 22). Species, according to Darwin, as a result of exercise adapt to environmental conditions, and all acquired traits are inherited. (flipchart page 23 or slide 23). AT). Group work?(flipchart, page 24 or slide 24). G). Use the pen to drag the drawingsto the corresponding kind of struggle for existence?(flipchart, page 25 or slide 25).	state of emergency BUT PP	Work in pairs Group work
VII . Summarizing	Lesson Conclusions(flipchart page 26 or slide 26). The main provisions of Ch. Darwin's theory of natural selection any kind of plants and animals in nature tends to reproduce exponentially; in the struggle for existence, individuals survive and leave offspring with such a complex of features and properties that allows them to most successfully compete with others; species change in the process of adaptation to environmental conditions; Evaluation of the work of each student in groups according to the criteria.
VIII.	(Flipchart, page 27 or slide 27). Write an essay on the topic:
IX . Reflection	(Flipchart, page 28 or slide 28). Turns out ….. I was surprised that… I liked that… I thought about it....

Literature and Internet resources:

R. Satimbekov. Biology. Textbook for grade 11 EMN. Amaty, Mektep, 2015.

T.L. Bogdanova. Biology. Handbook for high school students and university applicants. Moscow, 2014.

Yu.I.Polyansky. General biology. Moscow, 1977.

A.V. Pimenev. Biology lessons in 10-11 grades.IIpart. Yaroslavl, 2006.

A.O. Ruvinsky. General biology. Textbook for grades 10-11 with in-depth study of biology. Moscow, 1993.

G.M.Murtazin. Tasks and exercises in general biology. Moscow, 1072.

infourok.ru› Presentation

videouroki .net Lazebnik N.K., State Institution secondary school No. 1 of Aktobe city Republic of Kazakhstan

nashol .com › Lesson Development › Page -14.html

docme.ru›doc…uchenie…darvina…naturalnom-otbore…

tvorilife.com›darvinizm.html

uchportal .ru ›Methodological developments› Presentation by Sokolova E.M., biology teacher, Osinskaya gymnasium

myshared .ru ›Darwin and the Origin of Species

yandex.kz/images› drawings on this topic

Application #1:

Interspecific struggle (Slide No. 5).

Intraspecific struggle (Slide No. 6).

In the above examples of interspecific relationships, the intensity of the struggle between species is weakened by the fact that, as a rule, organisms have not one, but several food sources. For example, the fox eats not only hares, but also mice and birds. In individuals of the same species, the needs for food, territory and other conditions of existence are the same. Therefore, the competition between them is the most intense. Darwin considered intraspecific struggle the most intense. For example, birds of the same species compete for nesting sites. Males of many species of mammals and birds during the breeding season enter into a struggle with each other for the right to start a family (sexual selection).

The fight against adverse environmental conditions (Slide No. 7).

Factors of inanimate nature have a huge impact on the survival of organisms. Many plants die during cold winters with little snow. In severe frosts, mortality also increases among animals living in the soil (moles, earthworms). In winter, with a lack of oxygen dissolved in water, fish die. Plant seeds are often carried by the wind to unfavorable habitats and do not germinate.

All forms of the struggle for existence are accompanied by the extermination of a huge number of organisms or lead to the fact that some of them do not leave offspring.

View presentation content
“Ch. Darwin's doctrine of natural selection. Grade 11."

Charles Darwin's teaching

about natural selection

“The more we know the immutable laws

nature, the more incredible are

miracles for us

Evaluate your work in class according to the following criteria

Grade " " - I did not participate in the work of the group, I did not put forward ideas, I was passive.

"Today is just not my day."

Grade " " - I answered 1 - 2 questions or participated in the discussion of a new topic, but not in full force or asked questions from the group.

"I wanted to do something for my band, but I'm not doing well yet."

Grade " " - I answered most of the questions and participated in group work at almost all stages of the work.

"I did a lot for our group, but I could do more."

Grade " " - I answered all the questions, spoke in the group, offered ideas, asked questions, I participated in all types of work offered to our group.

“I did everything I could for our group”

Frontal survey

1. What do you think, what achievements of agriculture in England in the 19th century served Darwin as a model of the processes occurring in nature?

2. How do you understand the concept of artificial selection, and what types of it do you know?

3. Compare conscious and unconscious selection. What are their similarities and differences? Complete your answer with examples.

4. How does the structure and behavior of animals change in the process of domestication? Give examples.

5. What are the results of artificial selection? Give an example of the harmful effects of artificial selection on the organism.

6. What underlies the work on breeding new varieties or breeds?

Group reports on the creative task

You are a pigeon.

You have only one form of pigeons at your disposal - wild gray ones. You need to breed from them a new breed with black plumage. How do you solve this problem, guided by the teachings of Darwin?

• From the flock we select several individuals with the most pronounced

a sign - black coloring in plumage;

• we allow them to breed and among the offspring I spend again

selection according to the desired trait;

• from year to year, the black color accumulates, which leads to

the formation of pigeons with black plumage.

1 group:

“... I can report here that, having paid attention to the dogs of the entire globe and carefully comparing everything known about them, I came to the conclusion that several species from the genus Canis were tamed .... I bred almost all English chicken breeds, crossed between them and examined their skeletons ”(Ch. Darwin“ Origin of Species ”).

• Based on this quote, name the scientific methods used by Charles Darwin in studying the origin of cultivated animal breeds.
• What form of selection is referred to in this example?
• What role did variation and heredity play in the improvement of animal breeds?

Work in groups on assignments:

2 group:

Darwin gives an example from the practice of sheep farmers in Germany. In Saxony, when lambs are weaned, each lamb is placed on the table in turn to carefully examine its fleece and body shape. The best are selected for the tribe and receive the first brand, the rest are doomed to slaughter. This is done several times, after which only the best sheep and sheep in terms of wool quality receive the final brand.

What form of artificial selection is being referred to in this example?

What role did variability and heredity play in the improvement of the fine-fleeced breed of sheep?

Work in groups on assignments:

3rd group:

Charles Darwin, during his round-the-world trip, studied in South America the hard life of semi-wild indigenous people - Indians, forced out by white colonialists on about. Tierra del Fuego and therefore lagging behind in their cultural development. Darwin writes about them that "savages" during any famine keep at least a few of their best dogs for the tribe.

What form of selection is referred to in this example?

What was the result of such long-term selection among dogs? Why?

What role did the variability and heredity of dogs play in the preservation and improvement of their qualities useful to man?

“... Individuals that have at least the smallest advantage over the rest will have more chances to preserve and reproduce their kind. On the other hand, we can be sure that any change, no matter how harmful, will be rigorously subjected to destruction. The preservation of useful individual differences or changes and the elimination of harmful ones I have called natural selection or the survival of the fittest.

Ch. Darwin.

• What, according to Darwin, is the essence of

natural selection?

• What is the cause of natural selection?
• What determines the "fate" of an individual (survival or death) in

Charles Darwin's teaching

about natural selection

Target: expand knowledge about natural selection as the most important factor in evolution, reveal the role of Charles Darwin in the development of evolutionary theory.

Basic concepts

hereditary variability - the property of organisms, expressed in the appearance of new

traits in offspring.

Struggle for existence - the desire to survive in these conditions.

Natural selection survival of the organisms most adapted to given conditions,

the opportunity to leave offspring and pass on their useful traits to him.

What observations of Charles Darwin cast doubt on his belief in the immutability of species?

Observations made by Ch. Darwin during a round-the-world trip.

Finding in the geological deposits of South America the skeletons of extinct giant mammals similar to modern armadillos and sloths, studying the species composition of finches on the Galapagos Islands. Charles Darwin discovered close species of finches, differing in the nature of their food and the shape of their beaks. Features of the development of the tuco-tuco rodent.

The evolutionary theory of Charles Darwin

1842 - the beginning of work on the book "The Origin of Species by Means of Natural Selection, or the Preservation of Favorable Races in the Struggle for Life".

1858 letter from Wallace

1859 - the first edition of the book "The Origin of Species by Means of Natural Selection"

Key points

evolutionary theory of Charles Darwin:

1. Each type of organism is capable of unlimited reproduction.

The traits are passed on from parents to offspring. (heredity).

2. Descendants of the same parents are different (hereditary variability) .

Key points

evolutionary theory of Charles Darwin:

3. Lack of vital resources leads to struggle for existence.

Intraspecific struggle

relationships between individuals of the same species

Interspecies struggle

relationships between individuals of different species

Natural selection - a process leading to the survival and preferential reproduction of individuals more adapted to given environmental conditions, possessing useful hereditary traits.

Result - increasing the adaptability of individuals to living conditions

and the formation of new types.

The main logic of the evolutionary teachings of Ch. Darwin

Heredity

Organisms differ from each other and can pass on their characteristics to their descendants.

survive most adapted

Variability

The ability of organisms to reproduce indefinitely

Natural selection

Struggle for existence

Limited environmental conditions

The value of the teachings of Charles Darwin

• revealed the driving forces of evolution;
• explained the emergence of adaptation

living organisms to the environment and its

relative nature.

"Darwin put an end to the view of animal and plant species as unrelated, random, "created by God" and unchangeable, and for the first time put biology on a completely scientific basis, establishing the variability of species and the continuity between them."

IN AND. Ulyanov

Correct mistakes and explain them.

• Charles Darwin is an outstanding Russian scientist who put forward the theory of the origin of life on Earth.
• Species, according to Darwin, adapt as a result of exercise

to environmental conditions, and all acquired traits

are inherited.

• Natural selection does not play a significant role in nature.

What form of struggle for existence

and explain why?

Work in groups on assignments

Many weeds, such as wheatgrass, thistle, thistle, wild oats, oppress wheat, oats and other cultivated plants. What kind of selection occurs when a person interferes with the life of weeds?

Despite the intensified struggle of people with rats and house mice, they have not yet been exterminated. Explain whether there is currently a selection among rats and mice, what kind of selection? (Give examples).

Is there currently a selection among hares? If yes, what is the selection? (Give examples of variability useful to the hare in its struggle for existence.)

Use the pen to drag the drawings to the appropriate type of struggle for existence?

Intraspecific

Interspecies

Lesson Conclusions

The main provisions of Ch. Darwin's theory of natural selection:

• any kind of plants and animals in nature tends to reproduce in

geometric progression;

• in nature there is a continuous struggle for existence;
• in the struggle for existence, individuals survive and leave offspring,

possessing such a complex of features and properties that allows

compete most successfully with others;

• species change in the process of adaptation to environmental conditions.
• Natural selection is the driving force behind species change.

Homework:

Section 16

Write an essay on the topic:

"Is there natural selection in humans?"

Reflection

Complete the sentences and read them out if you wish.

Turns out …..

I was surprised that…

I liked that…

I thought about it....

• R. Satimbekov. Biology. Textbook for grade 11 EMN. Amaty, Mektep, 2015.
• T.L. Bogdanova. Biology. Handbook for high school students and university applicants. Moscow, 2014.
• Yu.I.Polyansky. General biology. Moscow, 1977.
• A.V. Pimenev. Biology lessons in 10-11 grades. II part. Yaroslavl, 2006.
• Yu.I.Polyansky. General biology. textbook. Moscow, 1977
• A.O. Ruvinsky. General biology. Textbook for grades 10-11 with in-depth study of biology. Moscow, 1993.
• G.M.Murtazin. Tasks and exercises in general biology. Moscow, 1072.
• infourok. En Presentation
• Videouroki.net Lazebnik N.K., State institution secondary school No. 1 of the city of Aktobe RK
• nashol. com ›Lesson Development› Page -14. html
• docme.ru›doc…uchenie…darvina…naturalnom-otbore…
• tvorilife.com›darvinizm.html
• uchportal. en ›Methodological developments› Presentation by Sokolova E.M., biology teacher, Osinskaya Gymnasium
• myshared. en ›Darwin and the origin of species
• yandex.kz/images›drawings on the topic