A presentation on a journey into the world of the protozoa. The Amazing World of the Protozoa Biology Project The World of the Protozoa

VIRTUAL EXCURSION "WORLD OF THE OCEAN" VIRTUAL EXCURSION "WORLD OF THE OCEAN" Computer support of lessons in zoology. 7th grade. LESSON TOPIC: 1. Type Echinoderm. 2. Type of Molluscs. 3. Type Arthropods. 4. Class Pisces. 5. Class Reptiles. Syrova N.I., teacher of biology. "School 2". Syrova N.I., teacher of biology. "School 2".

VIRTUAL EXCURSION. "WORLD OF THE OCEAN" The world of the ocean amazes with the beauty and variety of forms of fauna and flora. The ocean world amazes with the beauty and variety of forms of fauna and flora. The ocean is inhabited by both microscopic animals, algae, and giant whales - the largest mammals on Earth. The ocean is inhabited by both microscopic animals, algae, and giant whales - the largest mammals on Earth. Living things are found in the ocean everywhere: from the North Pole to Antarctica, from the most superficial layers to the maximum depths. Underwater landscapes with their inhabitants are a national treasure. Living things are found in the ocean everywhere: from the North Pole to Antarctica, from the most superficial layers to the maximum depths. Underwater landscapes with their inhabitants are a national treasure. The ocean needs human protection. The ocean needs human protection.

TYPE NEEDLE. CLASSES: sea lilies, starfish, sea urchins, sea cucumbers, ophiuras. There are over 6500 species. There are over 6500 species. Signs: radial symmetry of the body. Signs: radial symmetry of the body. Calcareous skeleton. Calcareous skeleton. The presence of a water - vascular system. The presence of a water - vascular system. There is no division of the body into sections. There is no division of the body into sections. Echinoderms are usually dioecious. Echinoderms are usually dioecious. High regeneration capacity. High regeneration capacity.

CORAL "DEER HORNS" INHABITS IN A SMALL INHABITS IN A SMALL DEPTH IN THE TROPICAL ZONE OF THE OCEAN. LIVE CORALS HAVE LIVE CORALS HAVE LIGHT - BROWN COLOR. CORAL WITH FRAGILE LIME TISSUE SKELETON. CORAL BRANCHES MADE - CORAL BRANCHES MADE - CROWN WHITE AFTER SOAKING IN WATER.

CORAL "FUNGIA". CORAL FORMS ONE GIANT POLYP. CORAL FORMS ONE GIANT POLYP. DOES NOT FORM COLONIES. DOES NOT FORM COLONIES. LENGTH 20 CENTIMETERS. LENGTH 20 CENTIMETERS. DOES NOT ATTACH TO ROCKS, LIES AT THE BOTTOM. DOES NOT ATTACH TO ROCKS, LIES AT THE BOTTOM. LIVES BEYOND LIVES BEYOND THE SURFLINE, IN THE CALM WATERS OF THE LAGUNA. SURFACE, IN THE CALM WATERS OF THE LAGUNA.

TYPE OF MOLLUSCS. CLASSES: PERSONAL, BALVES, HEAD. SOFT ANIMALS, INSERTED SALT AND FRESH WATER. 130 THOUSAND SPECIES. SOFT ANIMALS, INSERTED SALT AND FRESH WATER. 130 THOUSAND SPECIES. FOOD TYPES: FILTERS, PREDATORY, VEGETABLE. FOOD TYPES: FILTERS, PREDATORY, VEGETABLE. DEPARTMENTS OF THE BODY: HEAD, TORSO, LEG (not in bivalves) DEPARTMENTS OF THE BODY: HEAD, TORSO, LEG (not in bivalves) THE BODY OF MOST SPECIES IS COVERED WITH A SINK. THE BODY OF MOST SPECIES IS COVERED WITH A SINK. PRESENCE OF THE MANTLE - BACK SKIN FOLD. PRESENCE OF THE MANTLE - BACK SKIN FOLD. PRESENCE OF MANTLE CAVITY, ORGAN SYSTEMS. PRESENCE OF MANTLE CAVITY, ORGAN SYSTEMS. BREATHING IN WATER GILLS, GROUND-LIGHT BREATHING. BREATHING IN WATER GILLS, GROUND-LIGHT BREATHING. BLOOD SYSTEM NOT CLOSED. BLOOD SYSTEM NOT CLOSED. ORGANS OF KIDNEY EXTRACTION. ORGANS OF KIDNEY EXTRACTION. THE NERVOUS SYSTEM IS MOST DEVELOPED IN THE CAP. THE NERVOUS SYSTEM IS MOST DEVELOPED IN THE CAP.

"COMB OF VENUS", SEA SCALPKHLAMIS. COMB OF VENUS (1) TROPICAL MOLLUSC - PREDATOR COMB OF VENUS (1) TROPICAL MOLLUSC - PREDATOR NICK. FEEDED BY DOUBLE NICK. FEEDS ON BIVALVE MI MOLLUSCS. MI MOLLUSCS. LONG GROWTH ON CANCER LONG GROWTH ON CANCER DOESN'T MAKE IT LIKE A CREST. CREST. SEA SCALPKHLAMIS. DOUBLE CLAM - ABOUT A THOUGHT OBJECT, USES A JET WATER JET, PLATES ABOVE THE BOTTOM. FEEDS ON PLANKTON, STEP WATER FROM WATER.

"PRIMORSKY SCALPHOK". BALVES CLAMBAL CLAMPS INHABITS ON THE SHORES OF THE SAHA - INHABITS FROM THE SHORES OF THE SAHA - LINA, THE KURIL ISLANDS SHELL DIAMETER 20 CM. MOLLUSC - VALUABLE FISHING SPECIES. ESTABLISHED UNDERWATER FARMS FOR CULTIVATION OF SEA SCALPES.

MOLLUSC "ARCHITECTONIKA" ITS NAME PANJO - ITS NAME PANYUKHO - LEGS MOLLUSC HALF CHILLED BECAUSE OF UNUSUAL STRUCTURE DUE TO UNUSUAL STRUCTURE OF THE SINK. SINK TURNS - SINK TURNS WILL FORM A DOME WITH A HOLE IN THE MIDDLE. LIVES OFF THE COAST OF YAPO - NII AT A DEPTH OF 35 - 55 M.

TYPE MEMBERSHIP. CLASS CRACESE. MEMBERSHIP TYPE IS THE MOST NUMEROUS - IN THE WORLD OF ANIMALS. MEMBERSHIP TYPE IS THE MOST NUMEROUS - IN THE WORLD OF ANIMALS. SIGNS OF TYPE: REPRESENTATIVES WITH MIXED LEGS. SIGNS OF TYPE: REPRESENTATIVES WITH MIXED LEGS. BILATERAL - SYMMETRICAL ANIMALS. BILATERAL - SYMMETRICAL ANIMALS. THE EXTERNAL COVER IS IMPREGNATED WITH CHITIN. THE EXTERNAL COVER IS IMPREGNATED WITH CHITIN. MOLT HAPPENS. MOLT HAPPENS. DEVELOPMENT HAPPENS WITH OR WITHOUT TRANSFORMATION. DEVELOPMENT HAPPENS WITH OR WITHOUT TRANSFORMATION. WELL DEVELOPED ORGANS OF VISION, Smell, WELL DEVELOPED ORGANS OF VISION, Smell, BALANCE, TOUCH. BALANCE, TOUCH.

EQUILOUS CRAB. THIS SPECIES INHABITS THIS SPECIES INHABITS AT THE DEPTH OF m. IS DISTRIBUTED IN THE OKHOTSK, BERING SEA. THE CRAB IS PRODUCED IN A LITTLE KOLI - HONOR.

FISH CLASSES. 20 THOUSAND SPECIES OF FISH, LIVING IN WATER ONLY 20 THOUSAND SPECIES OF FISH, LIVING IN WATER ONLY MOST OF THEM HAVE: CARILY OR BONE SKELETON. MOST OF THEM HAVE: CARILIDAL OR BONE SKELETON. WELL-DEVELOPED BRAIN. WELL-DEVELOPED BRAIN. SWIMMING BUBBLE. SWIMMING BUBBLE. GILLS COVERED BY GILL COVER. GILLS COVERED BY GILL COVER. BONE SCALE. BONE SCALE. PAIRED CHEST AND ABDOMINAL FINNERS. PAIRED CHEST AND ABDOMINAL FINNERS. CLASS 2: CARTELINE AND BONE. CLASS 2: CARTELINE AND BONE.

CLASS REPRESENTATIVE. MOST OF THE CLASS - LAND ANIMALS. MOST OF THE CLASS - LAND ANIMALS. SKIN IS DRY, OUTSIDE COVERED WITH HORNS SKIN DRY, OUTSIDE COVERED WITH HORNY CRESCINES, SHIELDS. SCRAPES, SHIELDS. REPRESENTATES BREATHE LUNGS, WHICH REPRESALES LUNGS BREATHE, WHICH HAVE A CELLULAR STRUCTURE. HAVE A CELLULAR STRUCTURE. THREE-CHAMBERED HEART: ONE VENTRICLE AND THREE-CHAMBERED HEART: ONE VENTRICLE AND TWO ATRIALS, 2 CIRCUITS. TWO ATRIALS, 2 CIRCUITS. BODY TEMPERATURE UNCONSTANT. BODY TEMPERATURE UNCONSTANT. BREEDING: LAY FERTILIZED BREEDING: LAY FERTILIZED EGGS COATED WITH A SKIN LAYER EGGS COVERED WITH A SKIN OR CALVE BREED. OR LIME SHELLS.

BISS SEA TURTLE. ALONG THE MIDDLE PAN LINE - ALONG THE MIDDLE PAN - CIRA LINE A “KEEL” IS SENT. DISTRIBUTED WIDE - DISTRIBUTED WIDE, BUT BEACHES SELECT FOR REPRODUCTION. NIGHT FEMALE DEPOSITS - NIGHT FEMALE DEPOSITS - WIGLING AND BURYING EGGS. FEEDS ON ANIMAL AND FEED ON ANIMAL AND VEGETABLE FOOD.

Lesson project "Excursion to the world of living cells ».

Performed by Skobeleva Evgeniya Alekseevna, biology teacher of the 1st qualification category

MBOU Secondary School No. 27 of the Sormovsky District of the city of Nizhny Novgorod.

Lesson topic "Excursion to the world of living cells."

Study section "World of Biology"

Textbook Pleshakov A.A., Vvedensky E.L.« Biology. Introduction to Biology "Grade 5: Moscow," Russian Word ", 2015

Lesson type ... Lesson "Discovery of new knowledge", with elements of the activity method.

The purpose of the lesson : the formation of ideas about the cell as an elementary unit of living organisms.

Planned results.

Subject results ... Distinguish in figures and tables the main parts of cells (nucleus, membrane, cytoplasm), explain the meaning of cell parts, characterize cells as structural units of living organisms, be able to work with a microscope.

Metasubject results .

Cognitive UUD. Ability to work with the text of the textbook, to highlight the main thing in it; the ability to compare and analyze information, acquire basic skills in working with devices; make sketches of the biological objects seen; use existing knowledge to obtain new ones; prepare messages and present the results to the class.

Personal UUD. Ability to maintain discipline in the lesson, the need and ability to correctly assess their knowledge, respectfully treat the teacher and classmates. Development of student initiative. Development of cognitive interests.

Regulatory UUD. Ability to organize the performance of teacher's assignments. Development of skills of self-assessment and introspection. Ability to work according to the established rules of work in the office.

Communicative UUD. Ability to listen to the teacher and answer questions. Ability to exchange information with classmates and build effective interaction with them. Don't be afraid to voice your opinion. Acquiring the skill of speaking in front of an audience.

Personal results. Cognitive interest in natural sciences. The concept of the unity of living nature based on knowledge of the cellular structure of all living organisms.

During the classes

Justification of the teacher's activities

Predicted student activities

1. Organizational stage

Mutual greeting of students and teachers; checking the readiness of students for the lesson

Preparing students for learning activities

Getting ready for work

2. Updating knowledge

We have begun with you the study of an interesting topic "Life on Earth". Tell me, what did we talk about in the previous lessons?

So, our goal is to study organisms that live on planet Earth. We will learn how they are arranged, where they live, how to protect them. Where should you start studying them? What do you think?

Slide number 1. Read the epigraph to the lesson (I highlight the words "From the very beginning")

What do you think will be discussed in this lesson?

Slide number 2 ... Look, the main terms of the lesson are: microscope, cell, cytoplasm, nucleus, membrane.

So what are we going to study today?

Updating existing knowledge.

Development of cognitive interests.

Creation of a problematic situation.

Prepare for active cognitive activity.

They express their opinion and suggest what will be discussed in the lesson, revealing the meaning of the words of the epigraph.

Based on the keywords, they name the topic of the lesson.

2. Introduction of new knowledge.

Slide number 3. The topic of the lesson "Living cells"

The structure of any living organism begins with a cell. So we will start from the very beginning - from the cell.

Slide number 4. So, the tasks of the lesson are as follows:

Learn that all living things are made up of cells.

Learn how the cage works.

Get to know the microscope device.

Learn to work with a microscope.

Determination of the topic of the lesson and tasks.

Understanding the topic of the lesson and the amount of educational information that they should receive.

Make notes in a notebook. They focus on the objectives of the lesson.

Slide number 5.

Teacher: I know that in elementary school you already talked about the cell as a unit of all living things. Try to remember what our main lesson terms mean.

Task number 1. Draw a table and fill in the second column, "What do we know?"

Terms

What do we know?

What have you learned?

Microscope

Cell

Cytoplasm

Core

Membrane

If you do not remember the definition of this term, then guess what it could mean.

Checking the results.

Slide number 6.

Task number 2. Open the tutorial on page 21 and read the material thoughtfully and quickly. After reading, fill in the third column of our table "What have you learned?"

Checking the results of the work.

Slide number 7-8. We return to our problem. What do our terms mean?

The slide provides definitions of terms at a more complex level, not for compulsory memorization, but for comprehension.

Slide number 9.

You can see the portrait of the scientist who first discovered the cellular structure of organisms to the world. His name is Robert Hooke. You can also see his microscope and sketches. Study this information. And then we will try to apply it in our work.

Questions.

Who opened the cage and when?

What device was used by Robert Hooke?

What did the scientist examine under a microscope?

What did Robert Hooke see under the microscope?

Are only plants made of cells?

Teacher: Well done! How much have you learned.

Tell me, with what does the author of the textbook compare living cells?

Why, in your opinion, is this a very rough comparison? You can consult with each other.

Answer: cells are much more complex than the bricks of a building, and unlike them, cells are living, they are capable of breathing, feeding, growing and developing.

Slide number 10 ... Here are the conclusions we have come to. We read the text out loud on the slide.

Slide number 11. Through cell division and growth, the body grows and develops.

Slide number 12. You see a drawing of a plant cell. There are many parts here that you don't know about yet. Try now to sketch this cell, depicting on it only the parts you know.

Slide number 13.

Question. Do you think all cells in living organisms are the same? Why?

You can consult with each other.

Slide number 14-20

Teacher. Let's see what kind of cells there are in the human body.

Teacher. Do you remember what the cells of the human body look like?

Do you recognize them if they are not signed?

Do you want to test yourself?

Slide number 21.

Teacher. Guys, how did scientists know that cells are so complex?

Are you curious to know how the microscope works and how it works?

(All desks have microscopes with ready-made microscope preparations)

Using the picture on the slide, we study the structure of this device.

I think you are anxious to peer through the eyepiece of a microscope. You have five minutes to do this.

Knowledge update.

Formation of the ability to give definitions.

The teacher proposes to determine the way to solve the educational problem and search for new knowledge.

Consolidation of new knowledge.

Formation of cognitive motives for educational activities.

Checks the level of assimilation of knowledge.

Using elements of critical thinking.

Consolidation of knowledge.

Consolidation of knowledge. Formation of the ability to work with drawing as a source of information.

Skill formation, highlight the main thing.

Causes students to react with difficulty.

Uses elements of critical thinking.

Students' communication skills are improved.

Formation of new knowledge.

Training memory and attention of students through the use of vivid drawings.

Arouses interest in the material studied. Improves students' memory and attention.

Supervises the actions of students, assists in working with the device.

Think back to material learned last year.

Participate in the discussion. They try to guess the meanings of terms, realizing that there is not enough knowledge.

Express their assumptions. Listen and analyze the thoughts of classmates.

Understand that the information you need can be found in the textbook.

Carry out the assigned task. Carefully study the text of the textbook and fill in the column of the table.

Students gain additional knowledge of the cellular structure.

Learn to use different sources of information.

Train memory and attention.

Give speeches and exchange views.

They acquire the skills of self-control and mutual control.

They are discussing this issue together and trying to find an answer.

Students memorize new material, train their memory, reinforce new concepts.

Learn to extract information from a drawing. Find biological objects by their structure. The main parts of the cell are distinguished.

They try to answer the question using all their knowledge. Suppose. Discuss the answers of others. Defend their opinion.

They gain new knowledge. They improve general educational skills and abilities.

When re-showing slides with pictures, cells are called.

They train their memory and attention in a playful way. They reinforce new knowledge.

Perceive information by ear from their classmates.

They acquire skills in working with devices.

3. Consolidation of knowledge

Slide number 22.

Teacher. Now let's check what you could add to your knowledge box today.

I present to your attention a crossword puzzle. Unravel it and explain the meaning of the highlighted word. You cannot use textbooks and notebooks, because you check yourself (sheets of paper with crosswords on the table and on the slide).

Slide number 23. Checking ourselves.

Slide number 24. Our lesson is coming to an end. You all did a good job today. Let's write down our homework: paragraph 5 on pages 20-21, and also review all the entries in the notebooks. And another task number 3 on page 22 of your textbook: on a piece of cardboard or plywood, sculpt a diagram of the structure of a cage from plasticine. And in the next lesson, let's see who has done better!

Consolidation of new knowledge.

Encourages students to discuss the results of the crossword puzzle.

Homework briefing.

Creating a competitive situation.

Use knowledge in a new situation. Improve skills in working with new information.

Development of communication skills, self-control and mutual control. Generalization of the knowledge gained and their application in new conditions.

Writing homework in diaries.

4. Reflection

Slide number 25.

Did you guys enjoy the lesson?

What do you remember the most?

What did you like the most?

Find out the attitude of students to the lesson.

Verbally express their attitude to the lesson.

Plants of the family of cereals. Inflorescence and fruit of cereal plants. Cereals family. Monocotyledonous plants. What are the characteristics of a plant in the family of cereals? Biology, grade 7. Common signs of cereals. Review questions.

"Human appearance" - Make a plan for describing the appearance. In the descriptions, a detailed gradation of body parts and facial elements is observed. People help, please. Hair color is green, with red and blue feathers. Appearance description. A rough outline of an essay based on a painting. http://www.pravo.vuzlib.net/book_z1651_page_34.html. To the lesson of the Russian language in the 7th grade. Teacher A.S. Mezin MOU secondary school No. 1, Svetly, Kaliningrad region. In forensic science: In art history: An introduction. We start from the top of the head and gradually go down to the chin.

"Biology Class Birds" - Nocturnal birds of prey. Daytime birds of prey. Two mighty wings The owner has ... Crying in the swamp. The heart of birds is 3-chambered. Walks waddle, Timofeeva Nina Nikolaevna teacher of biology and chemistry. Which statements are correct? Birds of the forest. The plumage is based on contour feathers. Wading birds. Sleeps during the day, flies at night, And scares passers-by. Spotted Mallard Catching frogs. The cerebellum in birds is poorly developed. Isn't it scary to live in it?

"Evaporation of water from leaves" - Experiment 1. Oil prevented the evaporation of water. Moisture evaporates through the open stomatal gaps. The evaporation of water by a plant can be verified by performing several experiments. Moisture deficiency, evaporation stops. The leaves are small, adapted to slow evaporation. Evaporation of water by leaves. The stomatal cleft is open. Evaporation of water is an important process in plant life. There is enough moisture, the water evaporates from the leaves.

"Biology Insects" - Annotation. Information Grade 7 Biology Short-term. Composition of the UMP. Sixth population of the planet. Objectives of the project. The project is designed for 1 month. Kublova Elena Viktorovna teacher of chemistry and biology. The creative name of the project. Project context. Problematic question. Private questions. Fundamental question. © IRO, 2007 © MOU Ryazantsevskaya Secondary School, 2007 The project on the theme "Insects" is designed for 7th grade students. Insects class. The final conclusion will be an extracurricular activity. Stages of the project.

"Mammals Grade 7" - Colony of water bat. In bats, during hibernation, the temperature drops to +1 - +5 degrees. Almost everyone feeds on insects. Body length 3.5 - 8 cm. Signs of the order of marsupials. Found in the floodplain of the river. Vorskla (Borisov district) and in the basin of the river. Lopan (Belgorod region). Russian desman. Females give birth once a year, usually 1 cub. Common mole. Lesson objectives.

Slide 1

Journey to the World of the Simplest

Slide 2

Lesson plan

General characteristics Opening Structure Movement Nutrition Role in nature and human life Laboratory work Test yourself Instructions for the teacher

Slide 3

Protozoa are a very large group of living organisms. At present, more than 70,000 species have been described.

Suvoyka Euglena green Volvox

Slide 4

The sizes of the protozoa are very diverse. Trumpeters can be found among them. These are ciliates - giants, reaching a length of 1-2 mm, so they can be seen without a microscope in the form of small lumps. Amoeba are different in size: from a few microns to 0.5 - 1.5 mm.

Slide 5

The simplest are unicellular organisms that live in water, soil, in the bodies of other organisms. They are so small that no one knew anything about them for a long time. The Dutch naturalist Antonio Van Leeuwenhoek saw them for the first time, examining a small droplet of water through a microscope designed by himself in 1675. He called these creatures "the smallest animals."

Antonio Van Leeuwenhoek (1632 - 1723)

Slide 6

Levenguk's first microscopes

Antonio Van Leeuwenhoek made a microscope from a single lens, but unusually carefully polished. In total, during his life, he made about 250 lenses, having achieved a 300-fold increase. Installing lenses in metal frames, he built a microscope and with its help carried out the most advanced research at that time.

Slide 7

Microscope structure

eyepiece lens tube screw tripod mirror

subject table

Hints

Slide 8

Rules for working with a microscope

Place the microscope with the tripod handle towards you. By rotating the mirror under the stage and looking through the eyepiece, achieve full illumination of the field of view. Place the finished preparation on the microscope stage (above the stage opening). 4. Looking at the object from the side, use the large screw to achieve such a position of the objective so that it is at a distance of 1-2 mm from the object of study. 5. Looking through the eyepiece, slowly rotate the large screw until a clear image of the object appears. Do this carefully so as not to crush the drug!

Slide 9

The organism of the simplest animal consists of a separate independent cell that performs all the basic vital functions. This cell has a nucleus, cytoplasm, membrane and organelles. Organelles are individual cellular regions of the protozoa that perform various functions.

Slide 10

Some protozoa, for example, the amoeba, are able to change the shape of their cells. In others, it is constant due to the dense cell membrane. Some protozoa are characterized by a hard external skeleton.

Slide 11

Protozoa can move in different ways.

Euglena moves with a flagellum

Amoeba uses pseudopods for movement

Ciliates - shoes have cilia

Suvoy women lead an attached lifestyle

Slide 12

All the protozoa feed on ready-made organic substances, but they are extracted in different ways.

Some feed on unicellular algae with pseudopods.

Others (predators) - smaller protozoa

Trypanosomes

Slide 13

Euglena green nutrition is slightly different. Her cytoplasm contains green chloroplasts. Thanks to this, euglena is able to produce organic substances from inorganic ones (like a plant) in the light. But, placed in darkness, it begins to consume organic substances dissolved in water, which are formed during the decay of dead organisms.

Chloroplasts

Slide 14

The role of protozoa in nature and human life

They are feed for animals. Participate in the formation of rocks (chalk, limestone, silicon) 3. Cause dangerous human diseases (sleeping sickness, dysentery, malaria, giardiasis and others)

Dysentery amoeba

Slide 15

The bowels of the Earth contain the skeletons of protozoa that lived in ancient times in the ancient seas. Among them, marine protozoa - foraminifers and radiolarians - are especially significant.

Foraminifera shells contain calcium carbonate. After the animals die off, the shells sink to the bottom and lay down in a thick layer. Fossilized sediments turn into sedimentary rocks - limestone, chalk.

Diversity of foraminifera

Chalk Limestone

Slide 16

Other shell protozoa - radiolarians - are capable of accumulating silicon and strontium in their shells. Silicon sedimentary rocks are formed from their skeletons.

Under a microscope, in flints, one can distinguish spicules-needles of sea sponges, openwork lanterns-skeletons of unicellular organisms of radiolarians, valves of tiny shells.

Fly Tse-Tse

Trypanosomes in human blood

Slide 18

Another dangerous disease, malaria, is caused by Plasmodium malaria. It enters the bloodstream when bitten by an anopheles mosquito. Malaria used to kill a lot of people. This disease is widespread in the tropics and subtropics, especially where there are many swamps, since it is in them that malaria mosquitoes are removed.

Malaria plasmodium

Anopheles mosquito bite

Slide 19

Laboratory work No. 8 Examination of protozoa under a microscope

Purpose of the work: to consider cells - organisms, to highlight their common features. Work progress Prepare the microscope for work. 2. Using ready-made microslides, consider the amoeba and ciliate shoe. 3. Sketch the cells - organisms, indicating the nucleus in them. 4. Note the absence of chlorophyll in the protozoan cell. 5. Draw conclusions: a) about common features in the structure of amoeba and ciliates - shoes: b) about the relationship between the structure of a unicellular organism and the way it is fed