Belgorod Institute for Advanced Training and Professional Retraining of Specialists
Gaming technologies in biology lessons
(abstract)
Completed:
Titovskaya Elena Vasilievna,
biology teacher
MBOU "Yasenovskaya Secondary School"
Supervisor:
Raevskaya M. V.,
Senior Lecturer
Department of EMO
Belgorod
Introduction……………………………………………………………. 3- 4
Main part…………………………………………………….. 5-14
Conclusion……………………………………………………….15-16
References…………………………………………………………………… 17
Applications:
№ 1………………………………………………………................... 18
№ 2 ………………………………………………………………….. 18
№3………………………………………………………………….... 19-20
№ 4…………………………………………………………………... 21-22
Introduction
Forming a person’s worldview is one of the main tasks of education. In many ways, a person’s ideas about the world around him, about his own nature, depend on the usefulness of the school learning process. One of the most important tasks of developmental education is the activation of students’ cognitive activity in the learning process and the development of their independent work skills. Schoolchildren need to develop the ability to think independently, develop self-education skills, awaken in them a desire to learn new things, and show creative initiative.
It is difficult to achieve solid knowledge if the student has no interest in academic work and the material being studied. It is important not only to convey to students a certain amount of knowledge, but to develop in them the desire to seek, find and use the necessary information. The creative activity of students is associated with a special tension of their strengths and abilities. Necessary prerequisites for creative activity are cognitive interest, use of knowledge, constructive imagination and initiative. And “changing the target orientation and content of school education requires improving approaches to the optimal selection of teaching methods and technologies” (M.I. Sitnikova).
Careful selection of the lesson form is necessary and depends on the material being studied, on the capabilities of the children's team, on the existing relationship between the teacher and students, as well as on a number of small nuances, which, as a rule, are purely individual in the specific conditions of the educational process. The variability of the combination of different forms of lessons is very large, which provides the opportunity for creative modeling of the educational process.
The principle of activating students' activities during the learning process has been and remains one of the main principles in didactics. Activation of educational activities is a consequence of targeted management influences and lesson organization. Any pedagogical technology has means that activate students’ activities. In some technologies, these means constitute the main idea and the basis for the effectiveness of the results.
The latter includes gaming technologies. Their use makes it possible to meet the requirements for a modern lesson: cooperation between teacher and students, the formation of social competencies, changing the role of the teacher in the lesson as an organizer of students’ cognitive activity.
“Currently, there is a search for new technologies of education and training, the purpose of which should be to create conditions for the maximum development of the creative potential of each child. The reform of general education and vocational schools aims to use all opportunities to increase the efficiency of the educational process. Play, the most important part of leisure, learning, and culture as a whole, can serve this purposefully...” (N.E. Shchurkova.)
Since the play element is present in all popular cultural phenomena, the most natural way to penetrate childhood, to understand it and to influence it, is through play. Play for children is not only a means of communication, it is a symbolic language for self-expression and can reveal to us what the child has experienced, what desires, dreams and needs arise in him and especially his self-conceptions.
“To digest knowledge, you need to absorb it with appetite.”
When I ask sixth- and seventh-graders, who I teach biology lessons, do they like to play and do they want to play now? I hear a loud, unanimous answer: “Yes!” Their answer is confirmed by the radiant shine of their illuminated eyes. We all love to play, and children are very passionate players and are always happy to join in this process. Thanks to gaming techniques, it is possible to solve many important issues, namely, to interest the children, increase self-esteem, and allow them to express themselves.
A game lesson is one of the forms of active learning; such lessons require a creative approach by all participants in the educational process, and students mastering skills in the process of active cognitive activity. A pedagogical game, unlike other types of games, has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which are characterized by an educational-cognitive orientation. The game form of classes is created in lessons with the help of game techniques and situations, which are a means of inducing and stimulating students to learn.
The attractiveness of such classes for children and for teachers is determined by the fact that they provide greater opportunities for familiarization with additional literature, the manifestation of creative imagination and individual abilities of students. Cognitive tasks in them are, as it were, hidden, disguised, which softens the moment of “compulsory learning.” The very atmosphere of preparation for such lessons, when there are no “spectators”, when everyone is a participant, gives rise to optimism in the most indifferent children to study. The knowledge given by the teacher is combined with the knowledge acquired in the process of self-education, and becomes especially strong with the personal participation of each student in learning new things. The teacher’s task becomes the need to bring the content of the game closer to a specific situation, taking into account the psychological and age characteristics of the children, their abilities and needs.
The main goal of the game is to increase the educational and cognitive motivation of students in biology lessons and thereby increase the effectiveness of learning. Biology is the science of life, and as we know, a person has only one life, and any person should live it in such a way that it would be easy and comfortable for him in any life situation. For students, a lesson-game is a transition to a different psychological state, a different style of communication, positive emotions, a feeling of themselves in a new capacity. The game process allows you to develop the qualities of an active participant in the game process, learn to find and make decisions, and develop the ability to adapt to changing conditions. Therefore, I have psychological requirements for the educational game:
Motivation for gaming activities in the classroom, i.e., students need to feel the need for it;
Psychological and intellectual readiness to participate in the game;
To create a joyful mood, mutual understanding, and friendliness, the teacher must take into account the character, temperament, and organization of each participant in the game;
Game activities are based on the knowledge and skills acquired in the classroom; they provide students with the opportunity to make rational, effective decisions, evaluate themselves and others critically.
Non-standard game lessons contribute to the development of students' cognitive interest. Game as a cultural phenomenon has always occupied an important place in human activity. We, teachers, often have to deal with the reluctance and unwillingness of children to participate in difficult, “too adult” types of collective work, while play is one of the methods of awakening interest in other types of activities; it acts here as a way of formalizing knowledge, work, and self-education. “The child has a passion for the game, and it is necessary to satisfy it,” advised A.S. Makarenko. “We must not only give him time to play, but also imbue his whole life with this game.”
Adolescents are more likely to engage in playful activities in which they feel free and comfortable, willingly accept the rules of the game and naturally perceive both victories and their absence. That is why I choose games as the form for most biology lessons. There is no talk of failures in the game, since each participant works to the best of his or her abilities, and sometimes the maximum result is achieved through teamwork. Everyone receives encouragement in the form of praise, a badge, a certificate, that is, the approaches of humanistic pedagogy are implemented.
The implementation of gaming techniques and situations in training sessions occurs in the following direction:
Setting a didactic goal for students in the form of a game task;
Subordination of educational activities to the rules of the game;
Using educational material as a means to achieve a didactic goal;
Using an element of competition in educational activities, which allows you to transform a didactic task into a game one;
The success of completing a didactic task is associated with the game result.
I would like to dwell on the most important psychological and pedagogical features of gaming activity. Play is an important stimulus in learning. Through play, cognitive interest is aroused faster, because a person by nature likes to play. During the game, the child has the opportunity to realize his potential and receive a higher grade.
At the same time, during the game, schoolchildren’s attention, imagination, memory, ability to analyze, compare, and draw conclusions are activated. The game allows everyone to be involved in active work, it realizes an interest in transformation and improvisation, and creates special conditions under which students can independently search for knowledge.
A game is a special type of activity.
Firstly, because it’s nice to play, it’s easy to play, it’s fun to play, we live in a happy state through the game. As a gift from nature we receive a predisposition and need for play; The genetic program provides our obligatory play activity, during which the body develops through exercise. And no type of activity has such a strong organic basis as play - an activity prescribed by the very nature of human development.
Secondly, the target content located in the game itself, within the game (the game is an activity, the purpose of which lies in the activity itself) gives weight to every moment of the game. They play to play. They enjoy the game process, and achieving the goal only crowns the pleasure they receive. This feature of the game provides a feeling of lightness. And, although everyone knows that playing often requires the highest effort, nevertheless, they say that “playing,” unlike “working,” is not at all difficult. Knowing this, a person enters the game openly, without fear or fear, because he accepts the common attitude towards the game as a frivolous matter - one that cannot shake authority and undermine reputation. Carried away by the progress of the game, he forgets about his authority, ceases to care about his reputation, and is not at all concerned with the external impression of the actions performed. He plays with passion.
Third, any game contains elements of other types of activities, which means it has the ability to introduce a person to some type of activity that has not yet been mastered by a person. This is why play is a serious matter from the point of view of a child’s development: through play, he enters the world of human activity already somewhat equipped and prepared. The game provides an opportunity to quietly master some skills necessary for cognitive, labor, artistic, sports activities, and for communication. Experienced teachers know this feature of the game and therefore, in cases of didactic difficulties, they introduce game moments into teaching, during which children quietly master what was previously difficult. Many of the teachers can say that at first they played “school” and then chose the teaching profession.
Fourth, the game has a minimum number of rules, it is not difficult to follow them, and everything else is a field for the free manifestation of the individual “I”. The simple plot of the game allows each player to build their own version of the plot development of the game. This adds intrigue, keeps the interest of the players at a level of high attention, and the activity at a level of high activity. Children and old people dream of freedom. The freedom to express your own autonomous world, with its complexity and dissimilarity, strangeness and uniqueness, brings happy experiences. In the game, each “I” takes on an adequate form. Therefore, the game is diagnostic in nature.
Fifthly, the game is the most democratic type of activity: there are no bosses and subordinates, equality is guaranteed by role distribution and the dictates of the plot. In the game, everyone is equal and everyone experiences happiness from equality, which is so lacking in the social world. A person who has entered the game is a playing person - nothing more - and all his regalia, positions, titles, achievements, position are forgotten by all those playing, including the bearer of these formal differences himself. And the child, too, in the game finds himself in a democratic environment: no one remembers his educational failures, deplorable behavior or brilliant grades, excellent diligence . The game is communication between equals.
I will note the features that give the game special pedagogical significance, giving it an extraordinary role:
1. Game – child development factor;
2. Game – a way to introduce a child to the world of culture;
3. Game – a gentle form of teaching a child vital skills;
4. Game – familiarizing the child with a wide range of human activities;
5. Play – a gentle adjustment of a child’s upbringing, imperceptibly involving him in the value palette of relationships that are new to him;
6. Game – sensitive diagnosis of a child’s social development;
7. Game – professionally elegant form of socio-psychological training;
8. Game is a way of pedagogical assistance to a child in solving life problems that confront him in real everyday life;
9. Game – one of the simple ways to give your child happy moments of experiencing the joy of life;
10. Play is a simple and easy way to form camaraderie and friendship between children, one of the ways to create a humanistic atmosphere in a group.
From the point of view of psychologists, a game is a special form of activity, a type of activity in a situation aimed at recreating and assimilating social experience, which expresses the attitude towards the world around us, towards people, towards oneself.
The structure of the game as an activity organically includes goal setting, planning, goal implementation, as well as analysis of the results, in which the individual fully realizes himself as a subject. The motivation of gaming activity is ensured by its voluntariness, opportunities for choice and elements of competition, satisfying the need for self-affirmation and self-realization.
In our hands - biology teachers, the game becomes an element of education, introducing students to the life of nature, developing their intellectual and emotional qualities. People have used games as a method of learning and transferring the experience of older generations to younger ones since ancient times. The game is widely used in folk pedagogy today.
The concept of gaming pedagogical technology is based on a fairly broad group of methods and forms of teaching. I would like to add to this methodological piggy bank didactic fairy tales, travel games and role-playing games. They allow you to establish contact with the child, create a comfortable, age-appropriate environment, stimulate children's creativity, “talk” to the child in an emotionally rich, close language of metaphors, without direct instruction.
Didactic fairy tale It is distinguished by great emotionality and imagery; it has its own animated heroes. solve problems that only students can do. Didactic fairy tales can be used not only when reinforcing, but also when explaining new material and during questioning.
The place and role of gaming technology in the educational process, the combination of game and learning elements largely depends on the teacher’s understanding of the functions and classification of pedagogical games.
Algorithm for a didactic fairy tale:
An introduction to a fairyland where an inspired character lives. A story about character, habits, life in this country.
Destruction of well-being. Evil fairy-tale characters, natural disasters, or a difficult emotional state can act as a destroyer.
Addressing a child. Only a person with an ardent heart and knowledge can save everything. To restore justice, you need to complete a certain task.
The tale can be supplemented with visual sources of information (tables, posters, slides). In biology lessons, it is advisable to use various types of didactic fairy tales. Here are a few of them.
Fairy tale - narration. It is better to introduce these tales when explaining new material. Here it is necessary to select suitable characters, the narrative about which includes new concepts and terms. An example would be the fragment “C tales about hydra"(Appendix No. 1)
A fairy tale is a false story can be used during surveys and testing. To correct inaccuracies in such a narrative, students must have factual material on the topic being studied. An example of such a tale could be "The False Tale of Amoeba"(Appendix No. 2).
A fairy tale is a task. In biology lessons, schoolchildren can solve mathematical fairy tales and problems. To find the right answers, you need to study the material well and be creative and quick-witted. For example: “a boat with a sail and oars is rocking on the green waves. The prince is sitting in the boat, and the nobles are around him. What kind of boat? Who are the prince and nobles? How many are there?”
It is possible to use game lessons when consolidating the material covered, when moving on to studying a new topic in order to create a problem situation, in the process of summarizing the material studied, when testing knowledge. So, when learning new material, you can use the lesson - story game - fairy tale « Root", in which a new topic is studied, the structural features of the root and root system, root zones and their functions are considered. Acting in an unusual situation, the student seems to step over the threshold of his abilities: to become more liberated and move towards his goal without much effort. The entertaining form of the lesson increases interest and makes you want to complete the tasks (Appendix No. 3).
Game - journey can be used when consolidating the material covered, when moving on to studying a new topic in order to create a problem situation, in the process of summarizing the material studied, when testing knowledge. Students feel free and comfortable, willingly accept the rules of the game and naturally accept both successes and failures. Each participant works to the best of his ability and through teamwork the maximum result is achieved.
Working in groups adds an element of competition and increases cognitive interest, develops a sense of collectivism, and develops the ability to independently acquire knowledge.
The travel game teaches a collective search for answers to questions, mutual responsibility and mutual assistance, promotes the development of communication, and stimulates the development of cognitive interest.
It is proposed to work in groups, each of which can move along an individual route in accordance with the route sheet.
Such lessons are very interesting in 6th grade when studying the families of Angiosperms (Appendix No. 4)
A special place in biology lessons is occupied by role-playing games. This is a unique form of joint life between children and adults, in which children model the activities of adults - its meaning, tasks, norms of relationships. Such a game has a certain impact on the formation of the child’s personality. L.S. Vygotsky noted the peculiarity of the game and believed that it allows one to expand the boundaries of the child’s own life, “to imagine something. what he did not see, he can imagine from someone else’s story something that did not happen in his direct experience.”
The activity component plays an important role in school biological education. It is through the ability to perform certain actions in nature, to predict the consequences of one’s actions in the environment, and in the process of practical activity that biological knowledge is formed.
Role-playing is a form of active learning; such lessons require a creative approach by all participants in the educational process, and students mastering skills in the process of active cognitive activity.
Their attractiveness for children and for the teacher is determined by the fact that, not being limited by the strict framework of the lesson, they provide greater opportunities for familiarization with additional literature, the manifestation of creative imagination and individual abilities of students. Cognitive tasks in them are, as it were, hidden, disguised, which softens the moment of “compulsory learning.” The very atmosphere of preparation for such lessons, when there are no “spectators”, when everyone is a participant, gives rise to optimism in the most indifferent children to study. The knowledge given by the teacher is combined with the knowledge acquired in the process of self-education, and becomes especially strong with the personal participation of each student in learning new things. The teacher’s task is to bring the content of the game closer to a specific situation, taking into account the psychological and age characteristics of the children, their abilities and needs.
In biology lessons, it is important to use role-playing games, which are sometimes called games without rules, theatrical, spontaneous, free, independent. The plot of such games can unfold before the eyes of students. Knowledge gained through emotional perception of the material, through direct live participation in the process of activity, through the possibilities of multilateral perception of educational material, is absorbed more effectively. Such role-playing games-projects are the basis of personally oriented learning, one of the means of developing students' experience of creative activity - an important component of the content of biological education.
Conclusion
You can learn the necessary material for a student either by forcing him or by getting him interested. The game requires the participation of all students to the extent of which they are capable. The educational material in the game is absorbed through all organs of information reception, and this is done naturally, as if by itself, while the students’ activities are of a creative, practical nature. There is a 100% activation of students’ cognitive activity in the classroom. Competitiveness in work, the opportunity to consult, an acute lack of time - all these game elements help to intensify the learning activities of students and create interest in the subject.
A game for children is a way to learn what no one can teach them; it is a way to explore space and time, things, and so on. By engaging in the process of play, children learn in our symbolic world - the world of meanings and values, and at the same time, explore and experiment. Play is a bridge between concrete experience and abstract thinking, and it is the symbolic function of play that is most important. The game involves resolving conflicts and conveying feelings. Play is a voluntary, internally motivated activity that provides for flexibility in deciding how to most fully express and explore one’s own self. The child continuously discovers himself, reconsiders his self-image, his capabilities, and changes in his relationships with the world.
If the traditional educational process is associated with the transfer - receipt of information, processing of reproductive skills and cognitive creativity, then in the game the participant sets a goal for himself, looks for ways to achieve it, selects material, while he is responsible not only for his behavior and results, but also for success the whole group.
The most important psychological secret of the game is that it must be built on interest and pleasure. The game should evoke cheerful satisfaction from a successful answer, be emotional, accessible and attractive. The goal of the game should be achievable, and the design should preferably be colorful and varied. At the same time, the game fulfills a specific learning goal and improves knowledge and skills. Games require an element of competition between teams or individual participants in the game. This always leads to increased self-control of students, strict adherence to established rules and, most importantly, activation of students. In such games, winning or winning is a very strong motive that encourages the student to act.
By solving situational problems, students deepen their knowledge and learn to apply knowledge in practice. At the same time, they understand that this knowledge is not only theoretical, but also practical. Game-based learning technologies allow children to be included in the process of acquiring knowledge. The unusual nature of the situation generates interest, and understanding the personal significance of the material being studied determines the motivation for learning.
Bibliography
Sitnikova M.I. Creative self-realization of subjects of educational space (text): monograph. / M.I. Sitnikova. – Belgorod: BelSU Publishing House, 2006. – 320 p.
Raising children at school: new approaches and new technologies (text) edited by N.E. Shchurkova - M.: New school, 1998 -207 p.
Kulitskaya E.V. Didactic tales in biology lessons (text) / E.V. Kulitskaya // Biology at school. – 2005. - No. 6. – P.45 - 47.
Smirnov N.K. Health-saving educational technologies and health psychology at school (text) /N.K.Smirnov/ – 2nd ed., revised. and additional M.:ARKTI, 2006. – 320 p.
Obukhova L.A., New 135 health lessons, or the school of doctors of nature (text) / L.A. Obukhova, N.A. Lemyaskina, O.E. Zhirenko / – M.: VAKO, 2007. – 288 p.
http:// edu- teacherzv. ukoz. ru– gaming technologies in distance learning conditions.
http:// thl. people. ru– gaming technologies in the classroom.
http:// studentbank. ru– technologies, lessons, teaching aids.
Appendix No. 1
Fairy tale - story “About Hydra”(7th grade)
At the bottom of a small pond, on the stem of a plant, lived an inconspicuous little hydra. She was alone. But I wasn’t upset about this at all.
Despite the external harmlessness and unattractiveness. Hydra was a real predator. For days on end, this animal patiently waited for its prey - small freshwater crustaceans, larvae and insects, and if suddenly one of them swam past, it grabbed them. To do this, she had tentacles around her mouth.
Sometimes she wanted to change the situation and move around. At the same time, she walked like a real gymnast: bending her body and attaching her tentacles to the surface, she pulled the sole to the front end of her body, then repeated the walking movements. In addition, the hydra knew how to somersault - to do this, it alternately attached itself to objects either with tentacles or with its sole.
(Appendix No. 2)
"The False Tale of Amoeba"(7th grade)
Once upon a time there lived a common amoeba in the soil; it was small, only 50 centimeters. And the colors shimmered from yellow to dark red. It had a constant shape, similar to a ball or oval. This amoeba was multicellular, all of its internal space was occupied by cytoplasm.
She couldn't move, so she was always at rest. Sometimes she had to move - she usually jumped 2-3 meters with her whole body. The animal fed on fish and other large invertebrates. Digestion of food took place in the stomach, and undigested remains were thrown out in a strictly defined place. The amoeba breathed air oxygen through the entire surface of its body. Divided into four parts at once, and endured unfavorable conditions and winter by hibernating
Appendix No. 3
Story game - a fairy tale based on the theme "Root"(6th grade)
School No. 4 named after Kamal Makpaleev in Pavlodar
During the lesson, the teacher tells a fairy tale, gradually involving students in the work.
“In a certain kingdom, in a plant state, in the village of Myatlik, there lived a boy named Root. He lived, did not grieve, together with his family, the root system. The family was wonderful: everyone in this family was equal, everyone was daring and strong, and it was impossible to single out someone in charge. And in the neighboring village of Dandelion there lived another family, among them it was immediately possible to recognize which of them was the Main Root. The families worked well, amicably and cheerfully, but an evil witch visited them. She was angry and envious, and decided to destroy and bewitch these families. She sent a storm to Bluegrass and Dandelion - a hurricane that confused and scattered everything, and took away the memory of the roots.”
To cope with the curse and return peace and tranquility to the state, we need to cope with tasks.
One two three four five,
We start to play.
Well, think, remember,
Help Root quickly!”
Exercise 1.
Name these families and draw their portrait. What plants have this type of root system?
Task 2.
Help each root in the root system remember its name. Indicate the types of roots in the diagram.
Task 3.
The envelopes contain an image of a root. In order for the roots to come to life, you need to assemble the root in such a way that the sections of the root (zones) coincide with the functions performed. Enter the data into the table.
Root zone Function Features
Task 4.
To find out if we managed to break the witchcraft, let's solve the crossword puzzle. The keyword will help us understand this. (Key word THANK YOU).
1. Root system with a main root. (Rod)
2. The name of the root formed on the stem. (Subordinate)
3. The zone of the root in which cells increase in size. (Growth)
4. Root area containing root hairs. (suction)
5. Covers the root tip. (Chehlik)
6. Root extending from the main one. (Side)
7. A root system in which the main root cannot be identified. (Fibrous)
“Thank you,” the roots tell us. This means that we completed all the tasks and broke the evil spell. Again, as before, the root systems will faithfully serve the plants. And while we were fighting witchcraft, we found out how the root and the root system work and work.”
(Appendix No. 4)
Game - journey
on the theme "Rosaceae"(6th grade)
(developed by secondary school teachers
School No. 4 named after Kamal Makpaleev in Pavlodar
Vyguzova A.V., Tutubalina N.V.)
Today we are about to take an unusual journey through the amazing kingdom of plants, the department of angiosperms, the class of Dicotyledons, where we will get acquainted with the famous and famous Rosaceae family. Moving along a certain route, we have to find the treasure!
Station one "Zagadkino"
By solving the riddles, you will find out which plants belong to this family.
In haymaking it is bitter, and in frost it is sweet.
What kind of berry? (Rowan)
I am called the Queen of Flowers, I look beautiful and tender.
But if you touch me by chance, you will feel how strong I am. (Rose)
Like a white snow globe, in the spring it bloomed,
It gave off a delicate scent.
And when the time came, she suddenly became
The whole berry is black. (Bird cherry)
The berry tastes good, but go ahead and pick it:
The bush with thorns looks like a hedgehog, so it’s called... (Blackberry)
The ancient tree stands:
He is wearing a Shemakha dress,
Devil's claws
Angel wings. (Rose hip)
Who loves me
He is happy to bow.
And the name is down to me
Native land. (Strawberry)
Station two “Issledovatelskaya”
Plum, raspberry, apple, and rose hip flowers preserved in saline solution, dissecting needles, and magnifying glasses are distributed to each desk. It is necessary to count the number of stamens, pistils, petals, sepals and derive the general formula of the flower.
Station three “Attention! Search"
Each group is offered four descriptions and five drawings of plants. It is proposed to identify the plant based on the description (“photo sketch”), and for the fifth one, create a description yourself, indicating:
1. life form;
2. character of the stem;
3. leaf arrangement and leaf characteristics;
4. features of the arrangement of flowers;
Write a general description for Rosaceae.
Station 4 "Znaykino"
Using the textbook and additional literature, draw up a diagram - the meaning of Rosaceae. The form is arbitrary.
We have completed the journey and obtained a priceless treasure - knowledge! Knowledge about Rosaceae and the world around us. But this is only the beginning of a journey into the vast world of wildlife.
Biology is a fascinating and interesting science. You can often see children caring for plants and animals with pleasure and love, and watching films about wildlife. But when they come to biology lessons, they are faced with the need to get acquainted with many new scientific terms and concepts that are sometimes uninteresting and incomprehensible to them. Not everyone is interested in studying program material; the desire to study the subject is gradually lost, and problems with academic performance begin.
At the same time, it is obvious to everyone that only that lesson will be interesting in which there is an atmosphere of active mental activity and creativity. One way to solve the problem may be to look for a variety of, sometimes unusual, pedagogical techniques. The use of non-standard techniques in biology lessons, especially in grades 6-7, when studying certain topics, causes surprise, interest, positive emotions, and psychological relief for students. Such techniques include short didactic tales, where some information, biological concepts and terms are contained in an accessible form. Children are very responsive and inquisitive, so a fairy tale allows you to activate cognitive processes, develop imagination, and creative abilities. A didactic fairy tale is distinguished by great emotionality and imagery; it has its own animated heroes who can solve problems that only students can do.
Didactic fairy tales are written in accordance with a certain algorithm.
- Description of a fairy-tale country and its heroes.
- An important event in the lives of the characters that changes their lives or makes them think about something.
- The ending of the fairy tale.
- Assignments for students.
The tale must be supplemented with visual sources of information (tables, drawings, slides, herbariums)
In lessons, you can use different types of fairy tales: fairy tales are narratives that are used when learning new material, fairy tales-riddles - for consolidation and repetition, a fairy tale - a false story - for testing and consolidating knowledge.
In addition, when composing fairy tales, the topic of the lesson and the type of lesson are taken into account, since not every lesson a fairy tale will be appropriate. I usually use a didactic fairy tale in a lesson about learning new material and always in combination with other teaching techniques.
Below are didactic tales that were compiled and tested when studying biology in the 7th grade. For each fairy tale, assignments for independent work must be prepared.
Lesson topic: Features of the organization of coelenterates.
A learning chart with a picture of a freshwater hydra is posted on the board or a slide with a picture of a hydra is shown. The teacher offers to carefully examine the hydra, note unusual features in the structure of its body, and reads a fairy tale.
A tale about how the hydra surprised everyone.
In a pond, in the underwater kingdom, there lived a hydra on the stem of a plant, and its appearance was so unusual that everyone around, when they saw it, was surprised and even frightened. She did not have a head, but had tentacles, she did not have legs, but had soles. Cells were located both outside and inside in two layers. And what an unusual mouth the hydra had! On all sides he was surrounded by tentacles that diverged in different directions like rays. That’s how she lived: she moved lazily, sometimes taking a step with her sole, sometimes with her tentacles, as if she was tumbling only very slowly.
Hydra's special pride was its burning cells. As soon as a sharp stinging thread jumps out of such a cage, run away, or you will end up with a hydra for lunch. The inhabitants of the pond did not like the hydra for this; they did not want to get involved with it and were not friends with it. This is how the hydra lived - incomprehensible, unusual and very lonely.
The teacher suggests getting to know the hydra better by completing the following tasks.
- Consider a living hydra on a watch glass or in a drawing. What unusual features in the body structure does the hydra have?
- Describe the hydra's mode of movement
- In the picture or table, find the upper and lower ends of the body, the tentacles surrounding the mouth opening, and the sole. Name the parts of the hydra's body with which it obtains food and protects itself from enemies.
- Find in the pictures 2 layers of body cells and the intestinal cavity. Determine which cells are located in the outer and inner layers of the body. In the text of the textbook, find information about the functions of these cells and fill out the proposed table.
Functions of freshwater hydra body cells.
Topic: Class Monocots. Characteristics of the Cereal family.
The Tale of Queen Corn.
In a certain kingdom, in a distant state, there lived Queen Corn: tall, slender, beautiful. She had no equal on earth. Golden ears adorned it, powerful adventitious roots held it in the soil. Everyone around her loved and worshiped her. Precious grains ripened on the cobs every year. They were tasty and healthy for everyone.
Kukuruza had many relatives, distant and close, but she did not know about this and was often sad alone. She ordered the servants to find their loved ones and invite them to visit with only one condition: they must prove their relationship.
And then one day guests began to come from all over the earth and prove to the queen that they were related to her. Wheat turned out to be the bravest.
“I am the same as you, my fruit is a grain, my stem is a straw, and everyone already knows about my nobility.”
“- And although I am growing up to my waist in water, I am very similar to you both externally and internally. Look carefully and see for yourself,” said Rice. And then everyone started talking together: rye, oats, millet, and even the evil wheatgrass weed - the storm of the fields also turned out to be a relative of Corn. Corn realized that she had a large and strong family and this family’s name was Cereals.
To illustrate this tale, tables and herbariums are used - portraits of cereals.
Questions and assignments.
- What signs in the structure of their organs could visitors to corn use to prove their relationship with it? When answering this question, it is necessary to note and find in the tables and figures the main biological features of plants of the cereal family: the structure of the stem, the structural features of the leaves, flowers, inflorescences.
- What plants can claim to be relatives of corn? Students are invited to look at herbarium specimens of plants and select from them plants of the cereal family based on external characteristics.
- What are the plants of this family famous for?
Lesson topic: Legume family
How King Pea asked riddles.
King Pea lived in the garden bed. He was originally from India and the mountains of Afghanistan, his family was considered one of the most ancient on earth. He was not afraid of either cold or hunger, only he could not do without water for long. The king was distinguished by his strength, his roots were powerful, and in secret it must be said that on those roots there was stored untold wealth in special nodules, which he did not tell anyone about. Only the relatives of the peas, who themselves owned this secret, knew about this secret. The king was very afraid that everyone would find out about the secret of his family and then his strength and power would disappear.
Peas loved to boast about their virtues - both moth flowers and fruits - blades, only his stem was weak and he had to look for support, cling to others. That is why the king feared for himself and kept the secret of his strength and wealth.
Assignments for a fairy tale.
- What do you think is the special secret of peas and their relatives? Why do soil nutrition conditions for other plants improve where leguminous plants grow?
- Examine herbarium specimens of legumes, their drawings in the textbook (p. 85) and describe them according to plan: flower structure (formula), fruit and its name, root system, leaves (venation, simple or complex)
- They have given you riddles about legumes: lupine, peas, acacia.
A leaf is a glove.
The fruit is a blade,
And the flower is a moth.
What kind of trick is this?
Suddenly there are peas on the tree!Flower - lionfish,
The fruit is a blade.
The fruit is green and young,
But sweet like malt.
What characteristics allow us to classify them as legumes?
Topic: Bryophytes. Green moss cuckoo flax.
Forest dwarf.
In the thicket of the forest, where it was damp and humid, there lived one amazing dwarf. He was small in stature, green on top and brown below. Its small stem, densely dotted with narrow leaves, was very reminiscent of a flax sprout. For this he was nicknamed Cuckoo Flax. Why cuckoo? Yes, because in the thicket of the forest next door there lived a cuckoo and our dwarf loved to listen to its sonorous cuckoo for a long time and was glad that the cuckoo promised him a long life.
At the end of summer, a long thin leg grew on it, on which stood a special box. This box was covered for the time being with a cap that looked like a tiny hat with a brim. The time came and the living dust particles, ripening in this box, went on a journey, ended up in a suitable place and sprouted. This is how the dwarf's family continued. Everything in his life was going smoothly, but he couldn’t understand why the other plants looked down on him and didn’t want to communicate with him. You are not a real plant, you don’t even have roots,” they told him and looked down on him. Cuckoo flax could not come to terms with this, he was offended and constantly proved that he and his relatives - mosses - are real plants.
Tasks:
- Do you think mosses are true higher plants or not?
- What primitive organizational features can be noted in mosses?
Lesson topic: Protozoa. Features of the organization.
One day in the life of a common amoeba.
In the muddy water of an old abandoned pond, at the very bottom lived a common amoeba. She was tiny, barely noticeable to the naked eye, colorless and completely uninteresting. But she lived, ate and even reproduced.
In her small water kingdom, everything was simple and clear. Everyone was in a hurry somewhere, fleeing from predators, looking for food, and continuing their family line. This is how day after day passed.
And then the day came when the amoeba decided to change its boring life and go on a journey. First, she thoroughly fortified herself - she stretched out her pseudopods (pseudopodia) and captured those who were smaller and happened to be nearby. Then, without hesitation, she hit the road. She moved slowly, stretching out her pseudolegs, and pretty soon she got tired. The sun was shining brightly, a light breeze was blowing, and suddenly a small wave threw our traveler ashore. “My last hour has come,” the amoeba managed to think and fell into a deep sleep.
Tasks.
- What vital processes of the amoeba are discussed in the fairy tale?
- What do you think is the future fate of the amoeba? Try finishing a fairy tale at home.
- Read the material about cysts from the textbook. Look at it in the picture, explain its significance in the life of the amoeba.
Theme: Kingdom of Mushrooms. Features of organization, their role in nature and human life.
How trees and mushrooms are friends.
In a young aspen forest, among the noise of the leaves that had not yet fallen, a strong, bright mushroom appeared. He was a real handsome man: he wore a red hat on his thick, elastic leg. Time passed, the mushroom grew and did not have time to receive numerous compliments from the forest inhabitants. Finally, he became so arrogant that he stopped greeting his neighbors - the young aspens. They seemed ugly and boring to him. He said that he was ashamed to live next to such neighbors. The modest aspens could not stand such ingratitude and decided to teach the arrogant man a lesson. They stopped feeding it, our mushroom began to melt before our eyes, began to hurt, and not a trace remained of its former beauty. He gathered his strength and asked for forgiveness. He promised that he would never offend those who helped him grow up. Since then they have lived like this, helping each other in their own way.
Tasks:
- What biological phenomenon is described in this fairy tale?
- Retell the content of this tale using the words symbiosis, mycorrhiza, mycelium.
Topic: Reproduction and development of insects.
Adventures of the cockchafer.
Exercise: find errors.
One day, on a fine autumn day, a large cockchafer appeared on the surface of the soil, spread all its 4 wings, moved all its 4 pairs of legs and flew away. The headwind felt cool and fresh, and the cockchafer happily inhaled the air with his lungs.
After flying a little, he decided to rest and have a snack. The May beetle was very fond of the sweet juice of flowering plants; it straightened its long proboscis and, having found a beautiful flower, began to feast on the sweet nectar.
Suddenly he saw on the ground some ugly, dirty-white, motionless body that was moving weakly. Taking a closer look, he noticed that the body was curved in the form of an arc, there were 3 pairs of legs on the large head, and something dark was visible in the back of the abdomen. The cockchafer was very curious. Getting closer, he decided to talk to the unknown creature. The creature moved weakly, sighed heavily and began to eat the young grass with appetite.
"Who are you?" - asked the cockchafer.
“I am your larva,” answered the fat ugly woman. “In the fall I am born and feed on young grass, and in a year I will turn into the same May beetle as you.
“Well, well,” thought the cockchafer and flew off towards adventure.
No. | Name modern educational technologies, used in UVP | Stages of a lesson/session (event) at which technology is used |
Problem-based learning technologies | Learning new material. |
|
Personally-oriented technologies | Lesson summary, self-assessment, homework |
|
Information and communication technologies (ICT) | At all stages of the lesson |
|
Health-saving technologies | Physical education, reflection. |
|
Collaboration technology | Learning new material |
Lesson objectives:
Educational:have an idea of the structural features of the hydra and the differentiation of the cells of its body.To develop knowledge about the classification of hydra
Educational: provide conditions for the development of skills and abilities to work with sources of educational informationtextbook illustrations, visual aids, microscope, compare , highlight the main thinggeneralize and draw appropriate conclusions.
Educators: create conditions that ensure that students develop self-control and self-assessment skills and the ability to reflect.
Lesson equipment:Table “Freshwater Hydra”, multimedia projector, presentation “Freshwater Hydra”, microscopes, “Hydra” microslide.
Lesson stage | Teacher activities | Student activities |
1. Organizational moment. 2. Updating knowledge. (frontal survey) 3. Learning new material 4. Physical education minute 5. Returns to the problem 6. Consolidation. 7.Reflection 9. Homework. | 1Greetings to students. 2Checking the organization of workplaces. 3Conducts a frontal survey on the topics covered. 4 Statement of the problem to determine the topic and purpose of the lesson. Slide 1. 2.3. Hands out worksheets. 5Invites students to review paragraphs 13 and 14 and jointly fill out the table “Classification of Coelenterates” 6Introduces the concept of “Ray symmetry” based on students’ mathematical knowledge. 7Orients students to work with the textbook p.57: find the structural features of the freshwater hydra and its habitat. Slide 4.5 8 Offers to sketch the external structure of the hydra in a notebook. Slide 6. 9Offers to set up the microscope and examine the finished microscopic specimen of Hydra 10Explanation by the teacher of the internal structure of the Coelenterates using the example of Hydra with an entry in the table. Slide 7- 17 11Carrying out gymnastics for the eyes. Imagine yourself as a hydra and show its movements Slide 18,19,20 12A. Tremblay finishes reading the experiment and suggests finding the name of this process in the textbook 13Front conversation, filling in gaps in the text. 14Make a syncwine. Slide 21 Hydra 2 adjectives 3 verbs Conclusion in one sentence Synonym for Hydra. 15Introduces self-assessment in class. Submits grades to the journal. 16Written on the board in advance, paragraph 13 To choose from: Report about Coelenterates (jellyfish, corals, sea anemones) or compose a fairy tale about them. Slide 22 | 1Greeting from the teacher. 2Organization of workplaces. 3They answer by raising their hand. 4Analyze and, with the help of leading questions, come up with the topic of the lesson and formulate goals. 5Based on paragraphs 13 and 14, fill out the main taxonomic groups in the worksheets. Coelenterates. 6Conversation with the teacher. 7Working with the textbook. Answers are read out based on a raised hand. 8Draw a drawing in a notebook and label the main parts of the body. 9Set up the microscope and examine it. 10Fill out the table in the worksheet, focusing on the presentation, the teacher’s story. 11Do gymnastics for the eyes and fantasize the movement of the hydra. 12Students find the process of “regeneration” 13They answer questions by raising their hand. Work on a worksheet. Read out the sentences one by one. 14Compose a syncwine and read it as desired. They say how much they understood the material. 15Carry out a self-assessment with a grade entered in a diary 16Write down paragraph 13 and the task to choose from. |
- Organizing time.
- Updating knowledge.
Frontal survey.
1. What kingdoms are all living things on earth divided into?
2. What kingdom and sub-kingdom did we study in previous lessons?
3. What classes do you know in the sub-kingdom Protozoa? Name their features.
4.What structure does a protozoan cell have? Why is it an independent organism?
5.Name the organelles of protozoa. What functions do they perform?
6.How do protozoa reproduce? Briefly describe these methods.
7.Name the diseases caused by protozoa that you know of, and measures to prevent these diseases?
8. Which animal is called colonial and why?
3. Learning new material.
The teacher summarizes by repeating that by studying the example of protozoa, students learned about single-celled microscopic animals that are of great importance in nature and human life. It is important to emphasize that protozoa represent an early stage in the historical development of the organic world.
Then the teacher reads
More than two and a half centuries ago, a young man came from Switzerland to Holland. He has just completed his university education in science. Needing money, he decided to hire himself as a tutor to a certain count. This work left him time to conduct his own research. The young man's name was Abraham Tremblay. His name soon became known throughout enlightened Europe. And he became famous by studying what was literally under everyone’s feet - very simple organisms that lived in puddles and ditches. Slide 1. He described one organism this way: “I cut off the head of eight mothers who had children who had not yet developed arms... Then I quartered one of them.”
Who did Tremblay treat so cruelly when describing his experiences?
Slide 2.
“This is truly a monster. Long, armed with special stinging capsules on the tentacles. A mouth that stretches so that it can swallow prey much larger than the hydra itself. Hydra is insatiable. She eats constantly. Eats countless amounts of prey. Hydra is omnivorous."
What will we do in today's lesson?
(setting the goal of the lesson with the help of teachers)
The teacher writes the topic of the lesson on the board, students in a notebook.
Appendix 1 for each student Slide 3.
Topic: Type Coelenterates. General characteristics Freshwater hydra.
We remember, look at paragraphs 13,14, fill in the beginning of the table Classification of Coelenterates..
Kingdom: |
||
Sub-kingdom: |
||
Type: |
||
Class | Class | Class |
Representative | Representative | Representative |
Slide 4.
Freshwater hydra belongs to the phylum Coelenterate animals. Among the representatives of the type of coelenterates living in the seas, there are sessile forms - polyps and free-swimming ones - jellyfish. Freshwater hydra is also a polyp.
It is important to expand on the concept of “radial symmetry”. In this regard, it is advisable to repeat knowledge from mathematics about symmetry and its elements (axis of symmetry, plane of symmetry). Slide 5.
The teacher explains that polyp, translated from Greek, means many-legged, i.e. has many tentacles (slide 3, diagram of radial symmetry slide 4). These tentacles, like rays, diverge in all directions. This symmetry of the body is called “radial”. It is typical for sedentary forms of animals.
In the textbook on page 57, read and tell us what the habitat and size of the freshwater hydra is (the guys find it and read it out.) Slide 6.
The hydra's body in the form of a thin oblong sac, only 2–3 mm to 1 cm long, is attached to a plant or other substrate with its lower end. The lower part of the body is called the sole. At the other end of the hydra’s body there is a mouth surrounded by a corolla of 6–8 tentacles.
Draw the external structure of the hydra in a notebook and label the body parts.
Let's look at the hydra on a finished microslide.
Working with microspecimens. Consider the external structure of the hydra.
Cellular structure of hydra Slide 7
The body of the hydra has the form of a sac, the walls of which consist of two layers of cells: the outer - ectoderm and the inner - endoderm. Between them there are poorly differentiated cells - mesoglea. The cavity formed by this sac is called the intestinal cavity.
We work with paragraph 57, the presentation and together fill out Appendix 1 Internal structure
The teacher completes the table on the board, and the children do it in their notebooks.
Ectoderm (outer layer) | Endoderm (inner layer) |
Skin-muscular (body covering, contraction). | Digestive cells (digestion inside the cell, formation of digestive vacuoles). |
Stinging (attack, defense) | Glandular cells (secretion of digestive juices). |
Sexual (reproduction). | |
Nervous (formation of a diffuse nervous system). | |
Intermediate cells (regeneration) |
Simultaneously with filling out the table, the teacher continues to explain the structure of ectoderm and endoderm cells.
Slide 8, 9,10,11
Filling out the diagram “Ectoderm cells”
We work independently. Fill out the diagram “Entodermal Cells” Slide 12
What vital processes are characteristic of living organisms?
Hydra movement. Slide 13
The structure of the nervous systems. Irritability. Slide 14,15.
Nutrition
Hydra is an active predator. Abram Tremblay said this while observing the hydra.
If the hydra is hungry, its body extends to its full length and the tentacles hang down. Food swallowed by the hydra irritates the sensitive cells of the endoderm. In response to irritation, they secrete digestive juice into the intestinal cavity. Under its influence, partial digestion of food occurs.
Slide 16,17.
Reproduction
Hydra reproduces sexually and asexually (budding). It usually buds in the summer. By autumn, male and female reproductive cells are formed in the hydra's body, and fertilization occurs.
4. Physical education minuteGymnastics for the eyes.
Imagine yourself as a hydra and show its movements
5. Returns to the problem Slide 18,19,20
A. Tremblay wrote further: “Ten days later, two twin hydras sat at the bottom of the jar, as if nothing had happened. With long thin tentacles they caught small crustaceans and stuffed them into their mouths. Therefore, the hydra is still an animal. A creature that can be cut in half without harm! In four parts! This is incredible! “At first I could hardly believe my eyes... Who could have imagined that she would grow a head!” - Tremblay enthusiastically writes down his impressions.
What process was described by A. Tremblay? (find in textbook) Regeneration
6. Consolidation.
- Name the characteristic features of the external structure of freshwater hydra.
- What cells does the ectoderm consist of? What are their functions?
- What is a reflex? What is the role of the nervous system in the life of the hydra?
- What is regeneration?
2. Fill in the gaps in the text.
The walls of the hydra consist of _____________ layers of cells. There is a________ cavity inside the body. The ____________ layer contains various cells. Thanks to the presence of muscle fibers at the base of each such cell, the hydra can move and _______________ the length of its body. There are many _______________ cells on the surface of the hydra’s body, especially on its tentacles. In these cells, in a special ________________, there are thin threads with barbs. When prey swimming by touches a sensitive hair, ______________ are thrown out and pierced into the body of the victim. Poison _________________ into prey. Stinging cells ______________ hydra from fish and large aquatic insects.
7.Reflection
Make a syncwine. Slide 21
Hydra
2 adjectives
3 verbs
Conclusion in one sentence
Synonym for Hydra.
8. Lesson summary, self-assessment.
9. Homework. Slide 22
- Study paragraph 14.
- Repeat the signs of coelenterates.
- Prepare reports on coelenterate animals (jellyfish, corals, sea anemones).
- Write a fairy tale about Hydra.
(3 or 4 to choose from)
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Unconventional essay topics in zoology
Based on these considerations, I began to offer students non-traditional essay topics in biology. Thanks to them, the students’ creative interest did not wane almost until the end of the school year. Below I will give some of them.
1. Topic: “The simplest”
Possible essay topics:
School of Protozoa.
Lesson schedule at the elementary school.
The ciliate Agrafena (Amoeba Nicodemus) goes to first grade.
: “Try to imagine, come up with what educational subjects should be in a school for single-celled people, how lessons are held for different classes, how the canteen in this school is arranged, how and what representatives of different classes can have in it. Come up with teaching aids for some subjects, explain how different protozoa will use them. Try to describe the school day of a single cell, dwell in more detail on some lesson. Describe clubs, sports sections, medical examinations and generally everything that comes to mind. There is only one condition: your fantasies must reflect the real biological characteristics of animals.”
2. Topic: “Coelenterates”
Possible essay topics:
A Tale of Hydra.
One day in the life of a hydra.
Memoirs of a Freshwater Hydra.
Hydra traveler.
Sample explanation for students: “Write a fairy tale about a resilient, cheerful hydra, about how she was born, traveled, and what adventures she had. It is only important that the fairy tale reflects the real biological characteristics of the animal.”
3. Topic: “Flatworms. Planaria"
Possible essay topics:
Zodiac sign – White Planaria.
The year of the White Planaria is coming.
Sample explanation for students: “You’ve probably read a horoscope at least once in your life, you know your zodiac sign and the symbol of your year of birth. Of course, you have noticed that it is no coincidence that a zodiac sign is associated with a certain creature. In the character of a person, as astrologers believe, there is something from the habits of the animal under whose constellation he was born. Now imagine that there is a constellation in the sky called White Planaria. Taking into account its real biological characteristics, try to compose a horoscope for a person born under this sign.”
4. Topic: “Flatworms. Bovine tapeworm and liver fluke"
Possible essay topics:
Denunciation of a bovine tapeworm against a liver fluke.
Denunciation of a liver fluke on a bovine tapeworm.
5. Topic: “Roundworms”
Possible essay topics:
Declaration of love by a male roundworm.
How an ascarid fell in love with an ascarid.
Sample explanation for students: “All the animals we have talked about so far have been hermaphrodites. What kind of love can there be between them?! But roundworms are another matter. They are not only dioecious, but also sexually dimorphic. So imagine that a male roundworm simply lost his head (periopharyngeal ring) from passion. How does he confess his love to his chosen one? What compliments will he give, what will he give? Make it all up, just use more biological facts.”
6. Topic: “Annelids”
Possible essay topics:
Earthworm ledger.
Report from the worm Kolechkina (Maloshchetinkina) about the work done in the garden.
Sample explanation for students: “Earthworms, as I said in class, are great workers. Let's say one of them, some Kolechkin (Maloshchetinkina), was sent on a business trip to improve the garden. Upon his return, he presented a report detailing what he did, how he did it, and why it was useful for the garden. At the end of the report, he offers his thoughts on improving the efficiency of earthworms in home gardens. Statistical data may also be attached to the report: how many of his colleagues Kolechkin met on the hectare of land entrusted to him, how many grams of soil he processed during the reporting period, etc.”
7. Topic: “Shellfish”
Possible essay topics:
Instructions for use of the sink.
The sofa store offers new sink models.
Sample explanation for students: “When we studied the classes of bivalves and gastropods, we saw what a colossal role the shell plays in their life. Of course, some mollusks refused it. But such people are in the minority, and they may already regret it. Now, if sinks were sold... But every new item purchased should come with an instruction manual, i.e. by use. Of course, you have had to read such “papers” for TVs, vacuum cleaners, etc. Try to write instructions on how to use a shell - such a necessary and useful thing in a soft-bodied household!”
8. Repetition and generalization
Possible essay topics:
An enthusiastic ode, hymn, song to the beauty and harmony of the studied animals, their life cycles, etc.
Newspaper advertisements “A little bit of everything from euglena to octopus.”
Newspaper "Evening Invertebrate".
Complaint book of invertebrates.
1. Do not give too general essay topics. Blurred boundaries of topics make them monotonous and do not support the student’s long-term interest.
2. You should not attach great importance to spelling or grammatical errors in your essay. Excessive attention to spelling can distract the student from free creativity.
3. A certain problem is the assessment of creative tasks. It’s convenient for me to evaluate the solution to a problematic issue, the performance of unconventional, creative or very complex work using ordinary stickers. Stickers needed are small, inexpensive, preferably with a biological theme (flowers, insects, animals, dinosaurs, etc.). Students paste them into a notebook in a certain place directly in front of the teacher. This prevents the exchange of stickers between students (once pasted, no one needs it anymore). In 6th and 7th grades I give “excellent” for three stickers, and in 8th and 9th grades - for five stickers.