Lesson summary "Bees and ants are social insects. Beneficial insects." Bees are social insects Social insects
Lesson on the topic “Bees and ants are social insects”
Target:
- highlight the structural features of the honey bee and ant in connection with their social way of life;
Show the role in nature and significance in human life; prove the need to protect these insects;
- broaden the horizons of students.
Teaching methods : reproductive, search, research, collective decision-making method
Lesson type: learning new material.
Class organization form : educational project.
Project typology : information and research, short-term.
Equipment: multimedia projector, presentation “Bees and ants are social insects,” books, handouts, flashcards.
Form of organization of work in the classroom : class-lesson, group, individual.
Lesson content:
I . Organizational moment (Mutual greetings between students and teachers, recording absentees, checking students’ readiness for the lesson)
Call stage:
Before I tell you the topic of today's lesson, I will ask you riddles, and you must guess what they are about. we'll talk in class.
1. I smell like summer and pollen.
I'm flying towards the flowers like a bullet.
But I can be very angry.
To the one who climbs into the hive!
2. In a clearing near the fir trees The house is built from needles. He is not visible behind the grass, And there are a million residents there.
II .Preparation for the main stage of assimilation educational material . Activation background knowledge and skills.
- In previous lessons, we began to study the most numerous type of animals - the Arthropod type.What signs of this type are observed in bees and ants? (I listen to the children’s answers).
Jointed limbs
Presence of chitinous cover.
To what class would you classify these animals?
(to the class Insects).
As you already understood, the heroes of our lesson will bebees and ants.
Due to the fact that there is a lot of information about these insects, we will study this topic as part of the project.
Project goals:
Study the systematic position of the honey bee and ant;
study the structure of the honey bee;
study polymorphism in the hive and anthill; find signs of similarities and differences;
study the importance of bees and ants in nature and human life; insect protection;
study the history of beekeeping;
draw a conclusion why bees and ants are classified as social animals;
present our project.
III .Stages of work on the project.
1. 3 groups of students are formed:
Each group receives an instruction card with a plan for studying the topic area printed on it. Answer sheets.
Today's lesson will work in groups
“Theorists”, 2 “Beekeepers”, 3 “Biologists”.
We ask group participants to remember the rules of working in a group and respect the time.
Group work is allotted 20 minutes, speaker time is 3-4 minutes.
Please start by reading the instruction sheet.
I wish you good luck.
Instructional card "THEORETICS"
Target: study the systematic position of the honey bee and ant, find out their significance in nature and human life, and propose measures for the protection of insects.
1. Systematic position of the bee and ant.
2. External structure of a bee:
Take a closer look at the structure of a worker bee in Fig. 1 ( reference material) and answer the questions?
What sections is the bee's body divided into?
How many pairs of wings?
How many pairs of legs?
What sense organs are different on a bee's head?
Features in the structure of the hind legs. What do you think they are for?
3. What is the importance of bees and ants in nature and human life.
4. Suggest measures to protect insects.
5. Conclude why bees and ants are called social insects?
Instructional card "Beekeepers"
Target: study the history of beekeeping.
1. Where could we find out information that the bee has become a human pet since time immemorial?
3. What beekeeping products were used to pay tribute, duties and taxes?
4. What did the ancient Slavs use instead of sugar, and what for light?
5. What was the name of ancient beekeeping?
6. What was invented by the Ukrainian landowner Pyotr Ivanovich Prokopovich in 1814?
7.Draw a conclusion that reflects the importance of bees in nature and human life.
Instructional card "Biologists"
Target: study polymorphism in the hive and anthill; find signs of similarities and differences.
Theoretical part.
1. Polymorphism of the bee colony.
2. Polymorphism of the ant family.
3. What is swarming called? What is its biological role?
Practical part.
Using the textbook material pp. 135-136 and reference material, fill out the table"Polymorphism of bees and ants"
Signs of comparison.
Polymorphism of bees and ants
Uterus
bees
Uterus
ant
Drone
Male ant
worker bee
Worker ants
1. Body measurements.
l = 18-20 mmm = 0.25 g
Up to 50 mm
l = 15-16 mmm = 0.2 g
Up to 50 mm
l = 12-14 mmm = 0.1 g
2 mm
2. Number of individuals in the family.
1
2 or more
Some
dozens
From several tens to several hundred
70 000
From several tens to a million
3. Lifespan.
Up to 5 years
12-20 years
Season 1
Several days, weeks
Season 1
Up to 3 years
4. Structural features.
Large bee, long pointed abdomen; associated with its reproductive function
similar to workers, but differ from them in the structure of the chest and more large sizes. Have wings that bite themselves off after fertilization
medium-sized bee with very large eyes , touching at the back of the head,abdomen rounded
Develop from unfertilized eggs and have wings
on hind legsbaskets , on the abdomen there are speculums, an expansion of the esophagus - a honeypot; at the end of the abdomensting
Females with an underdeveloped reproductive system , They have no wings, a simplified chest structure, eyes smaller than those of females, or absent
5. Functions performed.
Pairing
and laying eggs
Mating
And laying eggs
Fertilization
females
Fertilization of the female
Cleaning cells, feeding the queen and larvae, building honeycombs, scouting, collecting food, protecting the hive.
Taking care of the family (Guards, “nannies”, cleaning the nest, etc.)
Answer the questions?
1. Give the concept of polymorphism?
2. Conclude what polymorphism is in bees and ants and what this is connected with.
2. Search for information.
Students are asked to find answers to the questions indicated on the instruction card. Students work with a textbook and additional literature.
3. Information processing .
Students in groups fill out answer cards, prepare a speech - defending a project, and select a speaker from their group.
4. Project protection.
Representatives of each group present their work, talk about their achievements, and draw conclusions:
1. The bee and the products of its vital activity are of great practical importance. But the most great value The activity of bees is manifested in the pollination of plants.
2. A bee family consists of a queen, drones and worker bees. Responsibilities are distributed between them in the family.
4. The structural features of a worker bee are related to its “professional” responsibilities.
5. The bee and the ant are “social” insects with complex instinctive behavior, in their caring care for the “baby”, in the appropriateness of the division of labor between family members, in their amazing art of construction
IV . Homework.
Tasks to choose from:
Prepare reports about the silkworm
Silk production
Insects listed in the Red Book.
V . Lesson summary and reflection.
You guys did a great job.
I'm making my comment. And I propose to briefly answer the questions
What's your mood?
Please continue the sentence
I was wondering...
Today we figured it out...
I realized today that...
It was difficult for me...
Tomorrow I want in class...
Show all
Features of the behavior of social insects
The behavior of insects is determined by a set of conditioned and unconditioned reflexes, instincts, taxis and tropisms (you can read more about this).
Social insects, living in colonies and complexly interacting with each other, have all these components of behavior, but their instincts are most strongly expressed - long chains of reflexes that are launched one after another in a kind of “domino effect”. Sometimes instinctive behavior determines such complex sets of actions that it is difficult to believe that ants, termites, bees and wasps lack the ability to think and fully communicate with each other.
For the manifestation of instincts and others complex shapes Specific areas of the brain are responsible for behavior. In many social insects, these areas are very well developed and increased in size relative to the rest. For example, the so-called mushroom bodies, responsible for integrating information received from the senses, occupy one sixth of the brain volume in the honey bee, and one third in the Formica ant. Their brain itself is also more developed than other insects.
Key Features The behaviors of social insects are as follows:
This can be illustrated by another experiment. A small forest ant was installed near the road special device: two chambers, two curtains covering each of these chambers, and two threads connected to the curtains. If an ant pulled one thread, the curtain opened and the insect received sugar syrup as a reward in the chamber. There was nothing behind the other curtain. The ants quickly realized what was happening and opened the chamber containing the syrup more than 60 times per hour. Moreover, sometimes some ants pulled the thread, holding the curtain open and giving others the right to feast on the syrup.
Another feature is that social insects can purposefully and harmoniously carry out one general work necessary for the interests of the colony. They build anthills, obtain food, lay eggs and care for them in accordance with some kind of unspoken agreement in which each member of the community is assigned a certain role. (photo)
Behavior and caste division
It would be impossible to ensure the autonomous existence of a colony if all insects in the group had “equal rights.” Therefore, within a family, social insects are usually divided into castes - subgroups, whose representatives perform specific tasks. Using the example of bees, you can see that in a hive there is only one queen who lays eggs, several drones who fertilize her, and all other individuals are worker bees. They are responsible for life support, storing food, caring for eggs, etc. Accordingly, these three subgroups have absolutely different models behavior. The community structure of ants is even more complex. In some genera and species of ants, among the working individuals, “scouts”, “foragers”, “warriors”, “water carriers”, “nannies”, etc. are distinguished. In total, in one anthill there can be up to 11 castes, and they behave accordingly differently.
The behavior of social insects in general is very complex. But within each family, the “actions” of its individual members are more similar than the actions of different insects of the same species leading a solitary lifestyle. This is explained by the fact that insects in a group live in approximately the same conditions, so they develop similar conditioned reflexes and form similar life experiences.
However, each insect of the family is unique. It has been found that learning ability and other innate qualities vary among different members of a community, even within the same caste. In other words, just like among people, among ants, bees, etc. There are “stupid” and “smart”. Their behavior is different.
Wasps
There are many more examples of how surprising the behavior of social insects can be. But even these examples make us convinced that in their development, representatives of the class Insecta sometimes even surpass organisms at higher stages of evolution. It is precisely the behavioral features of social insects that to this day force some experts to express the opinion that, probably, along with everything else (reflexes, instincts, etc.), insects have rudimentary forms of rational activity.
Class: 7
Presentation for the lesson
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Lesson objectives:
Educational:
- study the behavioral characteristics of social insects;
- study the diversity of social insects;
- study the role of social insects in nature and human life.
Educational:
- activate and develop the mental activity of students through problem-based learning;
- develop students' creative skills;
- develop the ability to highlight the main points from the teacher’s story, textbook material and additional materials.
Educators:
- education of active creative personality a student who can see, pose and solve non-standard educational problems;
- fostering a sustainable interest in the subject of biology;
- fostering a caring attitude towards social insects by identifying their role in nature and human life.
Knowledge that students should master at the end of the lesson:
- Social insects include termites, bumblebees, wasps, bees, ants;
- the ant family consists of a wingless female queen, worker ants, and larvae; males participate only in fertilizing females, after which they die. Within the family there is a distribution of responsibilities;
- ants regulate the number of forest pests;
- a bee colony consists of a queen, drones, worker bees and larvae; drones take part in the fertilization of females, after which they die.
- There is a distribution of responsibilities within the bee colony;
- bees have complex instinctive behavior, which is manifested in the complex actions performed by bees in the process of work, in their careful care of the offspring, in the appropriateness of the division of labor between family members, in their amazing construction art;
- bees and their metabolic products are of great practical importance in nature and human life.
Lesson progress
I. Organizational moment (5 minutes)
The teacher welcomes students and notes those who are absent in the journal.
II. Updating knowledge on a previously studied topic: “Types of development of insects.” (10 minutes)
Frontal survey:
How do insects develop with complete metamorphosis?
How does development with incomplete transformation differ from development with complete transformation?
Insects of what type of development have a greater advantage and why?
III. Learning new material
Learning new material begins with the topic of the lesson. In a traditional lesson, the teacher usually writes the topic of the lesson on the board at the beginning of the lesson, i.e. gives in finished form.
The purpose of a problem lesson when setting a topic is creative activity students.
From the very beginning of learning new material, the student must think, analyze, and reason.
We will try to make sure that the student, answering the questions, formulates the topic of the lesson himself.
To do this, we will initially divide the topic of the lesson into two subtopics:
- Bees and ants are social insects.
- Beneficial insects.
These subtopics are not communicated to students in a ready-made form; we formulated them for ourselves in order to clearly think through the questions that lead students to these subtopics in the future.
We develop a dialogue that encourages students to understand the topic of the lesson.
Dialogue leading to the topic, creating a problematic situation:
Task 1 (5 minutes)
Students are offered a list of words that characterize an insect in a certain way. In this case, these are bees and ants.
Teacher: Before you are two rows of words, each of them characterizes a specific insect. I suggest you break up into pairs and think: What kind of insects are these? What do you know about these insects?
FOREST, TREE, HOUSING, FAMILY, NECTAR, HONEY.
FOREST, STUM, HILL, FAMILY, APHID.
After students have arrived at the correct answer, they are asked to complete the following task:
Task 2 (10 minutes)
To create problematic situation I propose to compare the hierarchy of social insects with the hierarchy that exists in our school.
To do this, students are offered three diagrams on the board:
Students are asked to look at these diagrams and answer the question: What do the presented diagrams have in common?
Teacher: Before you are presented diagrams (see Appendix) that depict the hierarchy in bee and ant families and the hierarchy of our school. What do these three schemes have in common?
Students: Both insects and people have a division of responsibilities.
Teacher: Right. Let's think about what society as a whole is?
Students: This is bringing people together.
Teacher: What unites them?
Students: Any activity.
Teacher: Right. Society is a group of people united by collective activity. Do you think ants and bees work together? If yes, why do you think so?
Students: Because they have a division of responsibilities, they work together and form a family.
Students: Can.
Teacher: Right. Let’s write down the first topic of today’s lesson: “Bees and ants are social insects.”
Teacher: Guys, how many of you know what an anthill is and what a beehive is?
Students: An anthill is the home of ants, and a hive is the home of bees.
Teacher: Do you think all ants form a family, or are there ants that live alone?
Students: No, all ants form a family.
Teacher: Why can't ants live alone?
Students: They will die because, for example, the queen cannot simultaneously lay eggs and guard the anthill.
Teacher: Now think and answer my question: Do you think that if bees are also social insects, then the distribution of responsibilities will be the same or different?
Students: The distribution of responsibilities will be similar.
Task 3 (10 minutes)
Students are asked to work with the text of the textbook and create a table that will reflect in more detail the composition of the bee and ant families, as well as the functions that they perform in the family.
Previously, the diagrams presented on the board must be removed in order to organize the students’ search activities, as well as to use their memory, to see how well they remember what they previously saw on the board.
Teacher: guys, open the textbook on page 135 (Table 5). I suggest you come up with and fill out a table in which you must determine the composition of the bee and ant families, as well as indicate the role they perform in the family. The diagram you saw on the board at the beginning of the lesson can serve as a hint.
Table. Composition of ant and bee families:
| Bee family | Ant family | ||
| Family member | Features, role | Family member | Features, role |
| Uterus | The main bee is larger in size than the other bees and lays eggs. | Uterus (queen) | Wingless female, breaks off wings after mating flight. The role is to lay eggs. |
| Drone | Male. The role is to fertilize females. After fertilization, the males are expelled from the hive and die. | Male | Winged individuals. The role is to fertilize females. After mating, the males die. |
| Worker bees | Infertile females, the ovipositor is modified into a stinger. Role: clean the hive, collect nectar, care for the queen and larvae, protect the hive from enemies. |
Worker ant | Infertile females that do not have wings. The role is to clean the anthill, collect food, care for the queen and larvae, and protect the anthill from enemies. |
While completing the task, the teacher makes sure that the whole class is involved in the work, approaches the students, monitors the progress of the task, and makes corrections if necessary.
After completing the task, the teacher asks questions to the class:
- Did everyone complete the task?
- What difficulties arose when completing the task, what was not clear?
If questions arise, the teacher makes appropriate explanations and additions. If all students completed the task and no questions arose, then the teacher proceeds to the next task, and checks the quality of the table at the end of the lesson when consolidating the learned material.
Task 4 (15 minutes)
When completing this task, students’ search activities are organized. Students are divided into three groups (the division can be done according to the rows in the classroom). The teacher asks each row of students one problematic question. After that, students are given time to think and write down the answer to the question in their notebooks. The teacher asks the students how they can answer this question and listens to all opinions. Next, he distributes the text on cards, with the help of which the students must find the answer to the question posed. Students write down their answers in notebooks, after which work is organized to exchange information, and finally, results are summed up and conclusions are formulated.
Card No. 1
Problematic question: What advantages does a social lifestyle give to ants and bees?
Families of social insects usually build large dwellings, the creation of which is beyond the power of single species. The presence of such a dwelling, sometimes also very durable (termite mounds), increases the protection of both the insects themselves and, what is much more important, their offspring and food supplies that can be stored in such a dwelling. Due to joint activities social insects (bees, ants) can maintain an optimal microclimate (temperature, humidity) in their homes, which is inaccessible to solitary species.
The possibility of joint action provides important advantages. Together you can defend yourself against larger enemies and take possession of larger prey that is inaccessible to a single insect of the same size (ants).
Card No. 2
Problematic question: Why does an ant need an anthill?
An anthill is a nest, the home of an ant family. Ants use their domed nests to trap sun rays and heat accumulation.
Anthills consist of needles, small twigs, pieces of bark and plant debris. At first glance, it seems that all this garbage is scattered randomly. However, it turns out that even in the heaviest rain, the anthill practically does not get wet.
The height of anthills is usually 0.5-0.7 m, but sometimes they reach a height of 1.5 m. The starting point for building a nest is often an old stump. The population of medium nests is about 500,000 individuals, and in large ones there are up to a million ants. Each family owns a separate, protected territory, into which other ants are not allowed. On it, ants build “scent” roads along which food products and building materials are transported.
Ants are very strong and successfully deliver not only small insects, but also superior in mass. If the prey is very large, then they transport it collectively. When observing them, it may seem that they are not helping, but only hindering each other - everyone is pulling in their own direction. However, since all ants have the same general desire, the prey eventually ends up in the anthill.
Thus, a joint lifestyle allows ants to build large dwellings, which increase the security of both the insects themselves and their offspring and food supplies. Through joint activity, ants (social insects) can maintain an optimal microclimate (temperature, humidity) in their homes, which is inaccessible to single species.
Card No. 3
Problem question: How do ants communicate?
Text (http://edu.zelenogorsk.ru/projs/eko/bespozv/nas35.html):
When communicating with each other, ants use a variety of signals, mainly by touching each other with their antennae, legs, and heads. Chemical signals are also used. Everyone knows that disturbed ants take a defensive pose: they rise high on their hind legs and point the end of their abdomen forward. And immediately there is a pungent smell. This ant sprayed out a liquid consisting of formic acid and anxiety substances – undecane. It should be noted that most ants, although they belong to the stinging hymenoptera, do not have a sting. However, they still have poisonous glands at the end of their abdomen. How do they use them? The ant has powerful jaws, with which it bites the enemy when attacking or defending. At the same time, it bends its abdomen so that its end is near the head, and sprays poison into the wound inflicted by its jaws. If there are other ants nearby, then the smell of the sprayed liquid is perceived by them as an alarm signal, and they immediately join the first ant. And on the roads along which the ants run from the anthill and to the anthill, they secrete other, so-called trace substances that allow them not to go astray. All ants from the same nest have a common smell, which allows them to recognize each other and prevent ants from other people's nests from entering their nest.
Teacher: Do you think the behavior of social insects is complex?
Students: yes.
Teacher: Does this mean that these insects have intelligence?
Students: probably means.
Teacher: Do any of you know what instinct is?
Students express their opinions. Thus, a problem arises and various hypotheses are put forward. Students are asked to solve this problem using the textbook.
Teacher: to solve this problem, let's turn to the textbook and write down what instinct is, and whether insects really have intelligence.
Students are asked to turn to page 137, find and write down information about what instinct is.
An example entry in a notebook:
Instinct is a set of innate aspects of behavior, fixed hereditarily and characteristic of a certain species of animal.
The behavior of bees, ants and some other animals is so complex and surprising that it leads people to believe that it is intelligent. However, these actions of animals are instinctive and unconscious.
Teacher: Guys, do you think insects are useful or harmful?
Students: Helpful.
Teacher: We write down the second subtopic of our lesson in our notebooks: “Beneficial insects.” (10 minutes)
Teacher: What beneficial insects do you know?
Students: ants, bees, beetles, silkworms.
Teacher: What benefits do these insects bring?
Students: honey, silk, eat harmful insects...
Teacher: Do any of you know who the silkworm is and what it is famous for?
Students express their versions, after which they are asked to turn to the text of the textbook and answer the following questions:
Where is the silkworm found in nature? (a question for attentiveness, students must answer that the silkworm is a completely domesticated animal and does not occur in nature).
- What does an adult silkworm insect look like and why was this insect given such a name?
- How does a person obtain silk using the silkworm?
IV. Reflection.(5 minutes)
Frontal survey of students:
- What insects are social?
- Name the composition and characteristics of the bee colony.
- Name the composition and characteristics of the ant family.
- Why is the behavior of social insects complex but not intelligent?
- What insects are considered beneficial, what benefits do they bring?
- What insects have humans domesticated? What benefits do they bring?
V. Homework.
Paragraph 28, questions after the paragraph, notes in the notebook;
Answer the following questions in writing:
The adult silkworm moth does not feed. Her mouth organs are not developed. How does this insect live?
How do bees get honey?
Educational literature
Biology: 7th grade: textbook for students of general education institutions: in 2 hours. Part 1 / V.M. Konstantinov, V.G. Babenko, V.S. Kuchmenko: ed. prof. I.N. Ponomareva, - 3rd ed. reworked – M.: Ventana-Graf. 2009. – 160 p.: ill.
Lesson topic : Bees and ants are social insects. Beneficial insects, pest insects.Meaning in nature and human life.
Lesson objectives: reveal the structural features of the honey bee and ant in connection with the social way of life; talk about their role in nature and human life; reveal the diversity of insect pests, their negative role in human practice; outline the importance of insects in nature and human life.
Equipment: insect collection,multimedia projector, presentation, handouts: tables, sheets of paper, markers.
Lesson progress:
I. org. moment (1 min) II. Updating of reference knowledge(10 min) Test work with mutual verification.
Write down the test numbers, against each - the correct answer options
Option 1.
A. Dragonflies B. Orthoptera C. Bugs
- Two pairs of wings.
- The larva has a mask.
Option 2.
What features are characteristic of insects from the order
A. Butterflies B. Diptera C. Hymenoptera
- Development with complete transformation.
- Development with incomplete transformation.
- Two pairs of wings.
- One pair of wings, the second is reduced (haleteres) and serves to stabilize the flight.
- The first pair of wings are transformed into hard elytra, the second pair are leathery wings.
- The front wings are denser than the hind wings.
- The elytra are dense in front and soft in the back; the second pair of wings is used for flight.
- There are small chitinous scales on the wings.
- The oral apparatus of adult insects is of the sucking type.
- Mouthparts of the licking type.
- The oral apparatus in adult insects is of the piercing-sucking type.
- In larvae oral apparatus gnawing type.
- The hind legs of many representatives are of the jumping type.
- The larva has a mask.
Option 1. A: 2,3,14; B: 2, 3,7,12,13; B: 2,6,11
Option 2. A: 1,3,8,9,12 B: 1,4,10,11 C: 1,3
III. Activation of cognitive activity. (2 min)
Most insects lead a solitary lifestyle, but there are insects that live in large groups. What kind of insects are these? (bees, ants, termites) Such insects are called social and they live in families.
IV. learning new material(25min)
Teacher's story.
Which of these insects do you think have long become human pets? (bees)
Where do bees live? (hive)
Honey and wax, together with furs, were considered the main items of trade among our Slavic ancestors. Honey was used instead of sugar, wax was used in candles. In those days there were no apiaries yet, and people provided hollows of forest trees for bees - “bortni” - beekeeping. At the same time, the hives were often ruined.
At the beginning of the 19th century, the Ukrainian landowner Pyotr Ivanovich Prokopovich first used the collapsible frame hive he invented, which is still in use today.
Let's look at what the bee family is.
Student message.Composition of a bee family. (presentation)
As the story progresses, students fill out the table.
Students independently fill out the table for the ant family section, using the textbook pp. 135-136.
Table. Composition of ant and bee families:
Bee family | Ant family |
||
Family member | Features, role | Family member | Features, role |
Uterus | The main bee is larger in size than the other bees and lays eggs. | Uterus (queen) | Wingless female, breaks off wings after mating flight. The role is to lay eggs. |
Drone | Male. The role is to fertilize females. After fertilization, the males are expelled from the hive and die. | Male | Winged individuals. The role is to fertilize females. After mating, the males die. |
Worker bees | Infertile females, the ovipositor is modified into a stinger. Role: clean the hive, collect nectar, care for the queen and larvae, protect the hive from enemies. | Worker ant | Infertile females that do not have wings. The role is to clean the anthill, collect food, care for the queen and larvae, and protect the anthill from enemies. |
While completing the task, the teacher makes sure that the whole class is involved in the work, approaches the students, monitors the progress of the task, and makes corrections if necessary.
After completing the task, the teacher asks questions to the class:
- Did everyone complete the task?
- What difficulties arose when completing the task, what was not clear?
Bees and ants communicate with each other through touch and secretions. But only bees have a “dance language.” Video fragment.
What do you think? challenging behavior Can you call it reasonable? (No)
Their behavior is instinctive, unconscious.
Writing in a notebook. Instinct- a set of innate aspects of behavior, fixed hereditarily and characteristic of a certain species of animal.
In addition to beneficial insects, there are also pests cultivated plants and vectors of human diseases.
The study of the material occurs in the process of conversation. Students work with handouts: tables, insects.
Exercise : determine which order your insect belongs to and what harm it causes to crop plants. Response plan:
1. Squad name.
2. Name of the insect.
3. Signs of the squad.
4. Meaning.
Negative meaning of insects for humans
Representatives | Meaning, examples |
Orthoptera | Asian locustdestroys crops over large areas |
Aphids | Inhibits plant development, can carry viral diseases plants |
Bedbugs | Harmful turtlesucks out the contents of unripe grains. bed bug is a carrier of diseases and causes concern |
Beetles | Beet weevil larvaefeed on beet rootsColorado potato beetle and its larvaereduce potato yield.Larvae of the weevil - apple blossom beetle– destroy the ovaries of apple trees.Larvae of bark beetles and longhorn beetles– tree pests |
Butterflies | Cabbage white caterpillarsdamage cabbage leaves;codling moth– spoil the fruits of apple trees;gypsy moth– harm plants in gardens and forests.Pine silkworm caterpillars harm pine; clothes moth – spoil wool products |
Hymenoptera | Sawfly larvaeeat tree needles; horntails – feed on wood, damaging trees |
Diptera | |
Cockroaches | Black cockroaches and Prussians They contaminate food with excrement and can transmit pathogens and worm eggs. Sometimes their secretions cause allergies |
Lice | Carriers of typhus and relapsing fever |
Fleas | Carriers of plague, tularemia, typhus |
Students write down their answers in their notebooks. Several students are interviewed. Grades are given.
Additionally . What methods can be used to control pests?
During the conversation, it turns out that the proposed options can be divided into four groups:
Methods of human control against insects that harm him
Methods | Examples |
Physical | Collecting caterpillars or insect eggs: catching the malaria mosquito with various traps, destroying its larvae with kerosene, which is poured over the surface of the reservoir |
Chemical | Treatment of plants with pesticides, larval breeding sites with bleach, cockroaches with various poisons |
Agrotechnical | Change of crops - crop rotation; timely sowing and planting of plants; thorough cleaning of fields, destruction of weeds that serve as breeding grounds for insects |
Biological |
V. Fixing the material.(4 min)
What insects did we meet today?
What characteristics are found in families?
What insects harm agricultural plants? Describe the life activity of some of them.
VI. Reflection. (1min) Draw your mood as a smiley face.
VII. D\Z Repeat topics in the arthropods section. Preparation for the test.
Application. The queen bee is the largest bee in the hive, 18-20 mm. It has a long abdomen with an ovipositor designed for constant laying of eggs. Cannot feed on his own. She is fed by worker bees with crop milk. There is always only one in the family. The uterus develops from fertilized eggs. Lives up to 5 years. When another queen appears, the old one flies away with some of the bees. This process is called swarming.
Drones are males, with long wings and large eyes. They develop from unfertilized eggs. Their task is to fertilize the uterus. They live for one season. In the fall they die, they are stung by worker bees or simply driven out of the hive.
Worker bees are sterile females. Workers provide the livelihoods of the whole family (collect food, care for the larvae, feed them, clean the hive, build honeycombs, and prepare honey). To perform these functions they have a whole series devices:
- Oral apparatus;
- Body covered with villi;
- Honey goiter;
- The sting is a modified ovipositor;
- Hind limbs with baskets and brushes.
Social and domesticated insects
Most insects lead a solitary lifestyle. However, there is alsosocial insects . These includetermites, bumblebees, wasps, bees, ants . The community of these insects is one large extended family. Social insects They share food with each other, jointly care for the larvae, and guard the nest.
Bees and ants are social insects
Bees.Social insects includehoney bee . A large family of bees numbers up to 100 thousand individuals that live in the hive. In a hive, most insects areworkers bees. These are infertile females in which a modified ovipositor servessting . They clean the hive, collect nectar, care for the queen and larvae, and protect the hive from enemies. They live for one warm season (less than a year). In a bee family, the main bee isuterus which lays eggs - up to 2000 per day. The queen bee is larger than the worker bees. She lives for about five years. In the spring, in May - June, a new queen and several dozen males appear from the pupae in the bee colony, which are calleddrones: They do not take any part in the work, and their main task is fertilization of the uterus. In the fall, worker bees drive the remaining drones out of the hive and they die.
All care for the hive lies with the worker bees: growing up, each worker bee changes several “professions”. She builds honeycombs, cleans the cells, feeds the larvae, takes food from arriving bees and distributes it in the hive, ventilates the hive, guards it and, finally, begins to fly out of the hive for nectar. Bees communicate with each other in the same way as ants - through touch and secreted substances.
However, only bees have a “dance language”. With the help of special body movements and movements, one bee can tell others where nectar-rich bees are located. flowering plants . A scout bee "dances" in the hive on the honeycomb.
On the underside of the worker bee's abdomen there are special glands that secretewax . Bees, thanks to complex instincts, build from ithoneycomb . On the hind legs of bees there are areas surrounded by long chitinous hairs - baskets. Bees crawl on flowers, and pollen falls on the hairs of the insect's body. Then the bee cleans the pollen into the basket using special brushes on its legs. Soon a lump of pollen forms there - pollen, which the bee transfers to the hive.Perga - pollen soaked in honey serves as a reserve of protein food for the bee colony.
Worker bees have a peculiar expansion of the esophagus -honey goiter . The main supply of food for the bee colony is formed from the nectar collected from flowers, which has passed through the honey sac.honey . The cells are filled with honey and the bees cover them with a thin wax layer. In a year you can get up to 100 kg of honey from one bee colony.
Although people have been raising bees for a long time, collapsible frame hives were invented relatively recently - in 1814 by the Ukrainian beekeeper P. I. Prokopovich. Before this, in order to extract honey from a bee’s nest, which, as a rule, was located in a hollowed-out tree log, it was necessary to break the honeycomb, that is, to ruin the bee family. The surviving swarm of bees can live independently, without human help. This indicates that bees are not yet fully domesticated.
Ants- social hymenoptera. They do not have a sting, but they have a poisonous gland, thanks to which they can protect themselves from enemies. Red forest ants bring great benefits to the forest. The ants of one anthill eat tens of thousands of insects per day and protect a forest covering an area of 0.2 hectares from pests. They live in families.
The anthill consists of above-ground and underground parts. Most of the ants living in the anthill are wingless workers - these are sterile females. Their number sometimes reaches a million. Besides them, the queen lives in the anthill. She also doesn't have wings. She breaks them off after the mating flight. She lays eggs all her life, and all the care for the anthill lies with the working ants. They obtain food, repair and clean the anthill, feed the larvae and the queen, and defend the anthill in case of attack by enemies. Once a year, at the beginning of summer, winged females and males appear in the anthill from the pupae and set off on a mating flight. After mating, the males die, and the females shed their wings and establish a new anthill. They can also end up in the anthill in which they developed.
Most ants are predators. Some feed on the sweet secretions of aphids. For this purpose, ants protect, “graze”these insects feed on plants, and sometimes shelters are built for them. Other types of ants breed mushrooms in underground chambers for their food, bringing crushed plant leaves for this. There are herbivorous ants.
Ants communicate by touching each other with their antennae, legs and heads. In addition, they have a “chemical language” - they secrete special substances with which they mark their paths. Ants recognize relatives and enemies by smell.
WITH false behavior of social insects is called instinctive because instinct - a set of innate aspects of behavior, fixed hereditarily and characteristic of a certain species of animal. The behavior of bees, ants and some other animals is so surprising and complex that it leads many people to believe that it is intelligent. However, these actions of animals are instinctive and unconscious.
Domesticated insects
There is only one thing completelydomesticated insect , not found in nature in the wild, -silkworm ; females of this species have even “forgot how” to fly. An adult insect is a thick butterfly with whitish wings with a span of up to 6 cm. The caterpillars of this silkworm eat only mulberry or mulberry leaves.
Scientists suggest that in the wild, the ancestor of the silkworm lived in the foothills of the Himalayas. The butterfly was domesticated in China around 3 thousand years BC. e. Nowadays, this insect is completely domesticated. It is bred in China, Japan, Indochina, Southern Europe, South America, Central Asia and the Caucasus - where the mulberry tree can grow. There are several dozen breeds of silkworms, varying in length, strength and color of the silk thread they produce.
Female silkworms lay eggs (each female - up to 600 eggs), which are calledGreena . Caterpillars emerge from them. These caterpillars are fed mulberry leaves in special rooms on feeding shelves. During pupation, each caterpillar howls for three days.
