Goal: to reveal the features of the external structure of reptiles associated with the terrestrial way of life, to show the features of complexity in their organization in comparison with amphibians; , compare them with each other and amphibians, compile a general description of the class.

Equipment: presentation “Reptile Class”

Lesson progress

I. Organizational moment

- Hello guys. Have a seat. Look at each other, smile, turn to our guests and greet them with your smiles and wish each other good luck, a working mood, and an enthusiastic search for answers to all your questions. And I’m sure that everything will work out in our lesson today.

Today we will talk about amazing animals.

There are many legends and tales about them. This is what they are considered:

capable of a hypnotic gaze (snakes), long-lived (turtles), terribly bloodthirsty (crocodile), fast and nimble (lizards), terribly changeable (chameleon)

Guys, imagine that a frog ended up in a lizard’s habitat. Tell me what insurmountable difficulties the frog will face.

Why can reptiles live in these conditions?

“The key to all science is the question mark...” (O. Balzac)

Today we will find answers to all questions.

We divide into small groups. Working with textbook text

Features of the external structure and skeleton of reptiles:

The lizard's body is divided into sections__________________________________________________________

A _________ appeared between the head and body in order to _____________________________________________

Eyes have ___________________________________________________________________

The limbs are located __________________________________________________________

Fingers end ________________________________________________________________

The body of lizards and snakes is covered with _____________________

________________ is formed in the upper layer of skin

Such skin is a reliable protection for reptiles from ____________________

Shedding is ______________________________________________________________

Why is molting characteristic of Reptiles?__________________________________________________

Crawling out is ________________________________________________________________

Reptile skeleton

Condyle is _____________________________________________________(what is the meaning)_______________________________________________________

The spine is divided into 5 sections: _____________________________________________________

_____________________________________________________________________________

In the cervical region, the first 2 vertebrae are distinguished - ____________________, which ______________________________________

The ribs connect to the sternum and form ___________________, which is _____________________________________________

Let's take a quick look at the representatives of the class and answer the question: what kind of habitat do they occupy?

1. Reptiles, as a rule, are land animals, that is, they lead a terrestrial lifestyle.

How do these animals move in a terrestrial environment?

2. The short limbs of reptiles, located on the sides of the body, do not raise the body high above the ground, and it drags along the ground.

Let's find out how reptiles solve problems associated with life on land. The main problem, as you know, is the problem of drying. To protect the body from excessive evaporation, reptiles covered themselves with scales. Their skin is thicker and harder, rough to the touch.

3. The skin of reptiles is dry and has practically no glands; covered with horny scales.

If the skin does not stretch, how does animal growth occur?

4. Reptiles are characterized by molting; growth of the body occurs during molting.

5. The eyes of reptiles have eyelids that protect the eyes from damage.

Physical education minute

Letter of happiness (every man for himself)

Option 1

A1. Which of the following animals is not a reptile?

1) lizard 3) crocodile

2) toad 4) turtle

A2. Which part of the lizard's spine includes the ribs?

1) cervical 3) trunk

2) caudal 4) sacral

B1. What is the name for the change of horny cover in lizards?

_________________________________________________________________________

C1. What are the features of reptile skin?

Option 2

A1. What do lizards don't have?

2) nostrils

3) membranes between the fingers

A2. What organs of a snake are able to perceive heat?

1) condyle

2) thermolocators

4) horny scutes

B1. What is the process of restoring a lizard's tail called?

_______________________________________________________________________

C1. How did the terrestrial lifestyle affect the structure of reptiles?

Yes - no

1. Reptiles evolved from ancient amphibians

2. There are 2 vertebrae in the cervical region of the lizard

3. The skeleton of the forelimb consists of the shoulder, forearm, foot

4. The limbs of the sand lizard are located on the side at an angle to the body
5. The lizard has a chest

7. The skeleton of the hind limb consists of the thigh, lower leg, and foot

8. Reptiles, unlike amphibians, have ribs in their skeletons.

9. Lizards, like newts, have claws

10. The external structure of reptiles indicates poor adaptation to life on land

11. Reptiles are characterized by the ability to regenerate.

12. The heyday of reptiles was a period of warm, humid climate on Earth.

13. Lizard skin is smooth, slimy

Agent 00 presentation..

The time has come to find out whether we have become the owners of the key to all science?

(we answer questions p. 192)

1.What are the features of the external structure of reptiles associated with the terrestrial way of life?

2. What features of the structure of the skeleton of reptiles are associated with their life on earth?

3. name the vital processes of reptiles that provide them with life on land?

According to the goal, formulate a conclusion:

Reptiles have undergone progressive changes caused by a terrestrial lifestyle. and therefore they are called true land animals.

Be wise as snakes

Nimble as lizards

Long-lived like turtles!!!

Cherveva Margarita Nikolaevna

biology teacher

Municipal state institution "School-gymnasium No. 35 of the education department of the Akimat of the city of Ekibastuz"

Laboratory work №8. Study of the external structure of reptiles. Comparison of a lizard skeleton and a frog skeleton.

Purpose (of training): Familiarization with general characteristic, structure and representatives of the class Reptiles. Creating conditions for developing the ability to compare the structure and vital functions of animals

Goal (personal development): Promoting the development of oral language and communication skills through group and pair interaction.

Expected results: A: knows and understands– general characteristics of a living organism, the habitat of organisms.

B: can– substantiate the relationship between the structure and functions of the organism, the organism and the habitat; peculiarities

nutrition, reproduction, growth, development of animals.

S: maybe– identify cause-and-effect relationships in logical tasks, collaborate in a group and reveal

their creativity, evaluate yourself and others.

Time	Stages	Tasks	Teacher activities	Student activity	Organizational forms	Assessment	Use- modules
5΄	Inducement	- establish interpersonal contact Updating existing knowledge; Arousing interest in obtaining new information; The student sets his own learning goals.	Greets, determines the mood, setting goals and objectives of the lesson Shows on the board - images of reptiles (all orders) and amphibians. "Who's the odd one out?" Comments on images Leads to the formulation of the topic of the lesson Reptiles– “heroes” of the lesson (the topic of the lesson is announced). On the board - taxonomy (slide). What are your associations? A short story about people's attitude towards reptiles, legends on the sheets of paper - what would you like to know about reptiles? Distribution of student questions into semantic groups	Positive motivation to complete assigned tasks distinguish among reptiles an extra amphibian; express their associations and feelings about animals; listen to the teacher’s story and add their own observations. Answers to questions, comments on slides Write down the topic of the lesson, classification of the class of reptiles write 1 question, the answer to which they would like to know during the lesson	Frontal collective individual	Formative (praise)
25΄	Implementation	-obtaining new information; Adjustment by the student of the set learning goals.	Lab organization work (assignment sheets, assessment sheet) Each student is given a text on the topic “the structural features and vital functions of reptiles as the first land vertebrates.” Discussion. Highlighting the main features of reptiles that allowed them to become land animals. Emphasize the relationship with amphibians. Statement of the problematic question: “what changes have occurred in the skeleton in connection with the change in the lifestyle of reptiles compared to amphibians.” Coordinates and corrects student actions	Lab design work on the algorithm. Completing tasks. They read the text, first try to find biological errors themselves, and then look for the correct answers in the textbook (self-assessment). Self-assessment table. Grading scale. “+”, participated in the work – 1 point, “0”, did not participate in the work – 0 points, “-”, interfered with work – minus 1 point. During the discussion, both the characteristics of reptiles and their relationship with amphibians (the evolution of the organic world) are highlighted. Solving a problematic issue	Group individual group work individual	summative formative formative
10΄	Consolidation		Game “Whose sign?” (the sign of amphibians or reptiles is called, children do some exercises if this is “their” sign). Returns to the questions on the sheets formulated by the children at the beginning of the lesson. Helps if necessary find answers.	Groups highlight “their” characteristics (amphibians and reptiles), perform physical exercises. exercises. Answer your own questions	Group	formative (praise, visual and auditory approval)	UiL
5΄	Reflection	-reflection, the birth of new knowledge; The student sets new learning goals.	Asks questions Has the attitude towards reptiles changed? What will you do if you see... Why "Reptiles"? Smileys in a box with an explanation why? formulates homework evaluates knowledge and work in the lesson.	They answer in writing using emoticons, express their attitude towards reptiles. They put emoticons in the boxes “changed” and “not changed” record homework in diaries, individual assignments for different levels	individual	formative summative	OdO

Appendix No. 1

Turtles have existed for 250 million years.
The sizes of turtles vary over a fairly wide range. Marine species are usually larger than their terrestrial and river relatives. The largest are leatherback turtles
with a shell length of 2 m and a weight of more than 900 kg.

Extinct land turtles grew up to two and a half meters, but the largest is the sea turtle that lived in the Cretaceous period; the size of one of the discovered skeletons of this species reaches more than 4 meters. The estimated weight of this turtle is up to 2 tons. The smallest of the turtles is the speckled turtle, not exceeding 10 cm in length.

2. Crocodiles are dangerous to humans to varying degrees. Some never attack humans (the gharial), others attack systematically (the saltwater crocodile.
The length of most crocodiles is from 2 to 5 meters. Their appearance demonstrates adaptation to living in an aquatic environment: the head is flat, with a long snout; body flattened; the tail is powerful, laterally compressed; legs are quite short. There are 5 fingers on the forelimbs, 4 on the hind limbs.

3. Crocodile meat is edible and consumed by the population of many tropical countries. The skin of crocodiles, especially alligators, is used to make various haberdashery products (briefcases, suitcases). Predatory extermination of crocodiles led to a sharp reduction in their numbers and the adoption of protective measures. In a number of countries there are special farms for breeding crocodiles.

4. There is an ancient legend that when a crocodile eats a person, it cries “crocodile tears.”
Recently, zoologists confirmed the truth of this legend by feeding 4 caimans and 3 alligators with beef. 5 out of 7 reptiles shed tears while eating.

5. All known snakes are predators. Among the various variety of snakes, there are harmless and poisonous representatives that are very dangerous for humans and animals. There are currently more than 3,000 species of snakes on Earth.
The body is elongated without limbs, eyes are devoid of eyelids, external ears are absent, but snakes feel vibration from the earth.
Snakes are distinguished by a huge number of vertebrae (from 200 to 450). Body length is from 10 cm to 13 m. There is no chest; when swallowing food, the ribs move apart. As a rule, only the right lung is developed, the left is absent.

6. In snakes, a poisonous tooth can develop up to 4 and a half cm.
Snakes have mastered almost all living spaces on Earth, except for the air. Snakes are found on all continents except Antarctica.
They prefer to live in areas with hot climates. They live in various ecological conditions - forests, steppes, deserts, foothills and mountains.
Snakes mainly lead a terrestrial existence, but some species live underground, in water, and in trees. When unfavorable conditions occur, for example as a result of cold weather, snakes hibernate.

7. Unlike snakes, lizards have limbs.
Many species of lizards are capable of shedding part of their tail. After some time, the tail is restored, but in a shortened form.

Appendix No. 2

Criteria for evaluating laboratory work (rubric)

• "5" points– put if the student Great does the job in full

in compliance with the necessary sequence of experiments and measurements; assembles independently and rationally necessary equipment(A)

conducts all experiments under conditions and modes that ensure correct results and conclusions are obtained; complies with the requirements of labor safety rules (B)

in the report, correctly and accurately completes all entries, tables, figures, drawings, graphs, calculations; correctly performs error analysis (C)

conveys his position to others, mastering the techniques of monologue and dialogic speech (D)

• "4" points– is put,

If Fine the requirements for a “5” rating were met, but two or three shortcomings were made, no more than one minor error and one shortcoming.

• “3” points – is placed

if the job is done satisfactorily, not completely, but the volume of the completed part is such that it allows you to obtain correct results and conclusions: if errors were made during the experiment and measurements.

• “2” points – is placed

if the job is done not high quality, not completely and the volume of the completed part of the work does not allow us to draw correct conclusions: if experiments, measurements, comparisons, observations were carried out incorrectly.

Criteria for assessing the performance of laboratory work

Points	5	4	3	2
	The work is completely completed	The most important components of the work are almost completely done	Not all critical components of the work have been completed	The work was done fragmentarily and with the help of the teacher
	The work demonstrates a deep understanding of the processes described	The work demonstrates an understanding of the main points, although some details are not specified	Work demonstrates understanding, but incomplete	Work demonstrates minimal understanding
	The main materials are highlighted. Scientific vocabulary is used correctly	Some basic materials are available. Scientific vocabulary is used, but sometimes incorrectly.	Basic materials are available, but do not contribute to understanding the problem. Scientific terminology is either little used or used incorrectly.	Minimum basic materials. Minimum scientific terms
Design (decoration)	The design is logical and precise	There is a design	Random design	Design is not clear
	There are permanent elements. The design emphasizes the content.	There are permanent elements. The design matches the content.	There are no permanent design elements. The design may not match the content.	Design elements interfere with the content by overlapping it.
	All parameters of graphic work are well observed, the drawing has symbols.	All parameters of the graphic work have been met, but the drawing does not have the correct designations.	Graphics parameters are not well selected and may interfere with perception	The parameters are not selected, making the text difficult to read
Literacy	No errors: neither grammatical nor syntax	Minimum number of errors	There are errors that interfere with perception	Many errors making the material difficult to read

Criterion	Descriptor	Points (achievements)
A (4 points) Knowledge and understanding	Knows the main taxometric categories of animals Knows the algorithm for describing the external structure Knows the main parts of the skeleton Understands the importance of skeletal functions to the body	1
B (3 points) Application	Can identify the parts of an animal's skeleton Able to distinguish between the functions and significance of the skeletal parts of a frog and a lizard Can explain the similarities and differences between the parts of the skeleton	1
C(4 points) Analysis and Synthesis (Information processing)	Able to analyze material Compiles stages comparative characteristics skeletal sections Identifies in the external structure and skeleton signs associated with terrestrial and aquatic lifestyles. Explains the causes and consequences of skeletal changes	1
D (4 points) Communication	Able to work with various sources of information Selects relevant material Communicates knowledge to others through tolerance and friendliness Organizes the work of the group, offers ideas for original design work	1
Total		15

Summative assessment for laboratory work

Appendix No. 3

Self-esteem

Appendix No. 4

Laboratory work No. 8“Study of the external structure of reptiles. Comparison of the skeleton of a lizard and the skeleton of a frog."

Text for students:

The class of reptiles belongs to invertebrate animals. Most reptiles live in water, but some live on land and in the air. The reproduction of these animals is associated with water. They lay large eggs covered with a dense shell. The skin is moist and has no horny coverings. The activity of reptiles depends on their mood. Most reptiles have a pair of limbs, but snakes and some species of lizards lack them. Some reptiles have the ability to degrade.

Correct text:

The class of reptiles belongs to vertebrates. Most reptiles live on land, but some live in aquatic environments. The reproduction of these animals is not associated with water. They lay large eggs covered with a dense shell. Their skin is dry and has a horny covering. The activity of reptiles depends on environment. Most reptiles have 2 pairs of limbs, but snakes and some species of lizards do not have them. Some reptiles have the ability to regenerate.

Goal: to get acquainted with the external structure of the lizard with a quick snap.

Equipment: table “Comparison of the skeleton of a lizard and the skeleton of a frog”, drawings in the textbook, pictures.

Work progress

Task 1.

1. Examine the lizard's body. Indicate what departments it consists of.
2. How is the body of a lizard different from the body of a frog? Why?
3. Describe the lizard's skin and its color.
4. What structure do the limbs have?
5. Examine the lizard's head. What organs are located on the head?
6. What are the structural features of these organs?

Discuss the assignments in a group

Task 2. Fill out the table

SIGNS
Building features	amphibians	general	reptiles
Body parts 2. Torso
Coverings of the body
Limbs
Habitat
Traits of adaptation to life on land
Representatives

Task 3. Draw conclusions

1. What is the complexity of the structure of reptiles compared to amphibians?

1. What is the significance in the life of lizards:

a) mobility of the connection of the head and torso with the help of the neck _____

b) dismembered limbs ___

c) dry skin with horny scales ___

d) well-developed sensory organs ____

1. What is the significance of the phenomenon ..... in the life of a lizard?
2. How is the sand lizard adapted to life on land?

Homework: Problem problems

1. Why can lizards, unlike frogs, live in deserts far from bodies of water?
2. What protective devices have developed in the process of evolution in the sand lizard, viper, and turtle?

Examine the stuffed bird and find the body parts on it: head, neck, torso, tail.

2. Examine the bird’s head, pay attention to its shape and size; find the beak, consisting of a mandible and a mandible; on the beak, look at the nostrils; find the eyes and pay attention to the features of their location.
3. Examine the body of the bird, determine its shape. Find the wings and legs on the body and determine their location. Pay attention to the unfeathered part of the leg - the tarsus and toes with claws. What are they covered with? Remember which animals you studied earlier had such a cover.

4.Look at the bird’s tail, which consists of tail feathers, and count their number.
5. Examine the set of feathers, find among them the contour feather and its main parts: a narrow dense trunk, its base - the quill, fans located on both sides of the trunk. Using a magnifying glass, examine the fans and find the 1st order beards - these are horny plates extending from the trunk.
6. Draw the structure of the outline pen in a notebook and write the names of its main parts.

The bird's body is divided into head, neck, torso and tail. The small head contains various sensory organs.

The jaws are devoid of teeth and covered with horny sheaths that form a beak. The shape of the beak is different, which is associated with the nature of the food consumed. The neck of different birds is of different lengths and is characterized by great mobility. The body has a rounded shape. The forelimbs are transformed into wings. The hind legs are of different structure. This is due to the diversity of habitats. The feet have four toes ending in claws. The lower part of the legs is covered with horny scutes. The shortened tail is equipped with a fan of tail feathers. It has different structures in different birds.

The skin is dry, devoid of glands (with the exception of the coccygeal gland), which serves to lubricate the feather cover and make it waterproof. The body is covered with feathers.

The basis is made up of contour ones (consisting of a rod, an edge, a fan) - they give the bird’s body a streamlined shape. On the wings they are called flight wings, and those forming the plane of the tail are called tail wings. Below the contour feathers there are down feathers with a thin shaft. They are devoid of second-order beards and, accordingly, do not form a closed fan. There is also down itself, which has a shortened shaft with a bunch of 1st order barbules extending from them. The feather cover helps maintain a constant body temperature of birds.

The skeleton of birds is durable and light. The trunk skeleton is a strong and inactive box, reminiscent of the skeleton of an airplane. The muscles of the wings and legs are well developed, which is especially important for flight; the body is worse.

CONCLUSION: Having done this work, I learned about the external structure of birds and came to the conclusion that birds are warm-blooded animals adapted for flight; the forelimbs have turned into wings, the body is covered with feathers, the hind limbs have changed, a lightweight skeleton, good development of muscles that ensure flight ; missing teeth, bladder, one ovary in females; there are air sacs that provide double breathing; four-chambered heart, intense metabolism; they reproduce by laying eggs and take care of their offspring; many birds are migratory and make long migrations.

Topic: External structure and skeleton of reptiles

Goals: reveal the features of the external structure of reptiles associated with the terrestrial way of life, show the features of complexity in their organization in comparison with amphibians;

develop curiosity, the ability to compare, establish cause-and-effect relationships, and draw up diagrams;

cultivate a love for animals, instill the skills of environmentally literate behavior in nature.

Equipment: tables “Class Reptiles”, “Class Amphibians”, electronic lessons of Cyril and Methodius, cards with tasks.

Progress of the lesson.

I.Organizational moment.

II. Updating of reference knowledge

1.Creating a motivational base for active creative and research work student.

Teacher: I suggest you determine the topic of today's lesson and set the objectives of the lesson, for which I propose to play anagrams.

Students are asked to make up the names of animals using letters.

meat (snake)

Ryazczeia (lizard)

zurag (viper)

pcherachea (turtle)

rkodokil (crocodile)

kyudaga (viper)

zhu (already)

Teacher: As you may have guessed, the topic of the lesson is “Class Reptiles, features of their structure,” during which we will try to figure out the features that allowed reptiles to become the first true terrestrial vertebrates.

Are all the animals depicted reptiles? (slide) Why? Let's return to this drawing at the end of the lesson.

III. Learning new material.

1.Habitat of reptiles (slide show)

Which sign, reflecting the habitat of these animals, can be formulated?

(Reptiles - typical land inhabitants - write down in a notebook_

2. Classification of reptiles (slide)

1. Today in the lesson we will talk about amazing animals. There are many legends and tales about them. This is what they are considered:

Capable of hypnotic gaze (snakes)

Long-lived (turtles)

Terribly bloodthirsty (crocodiles)

Fast and nimble (lizards)

Terribly changeable (chameleon)

They became symbols of medicine.

Who are these mysterious animals, why are they called that?

2. Creation of a problematic situation.

Following the wet Carboniferous period, dominated by amphibians, comes the dry Permian period.

Who could survive in such conditions? Why?

What features of their lifestyle and structure allowed reptiles to become real land animals?

3. "Brainstorm"

What organ systems have changed in land animals compared to aquatic animals? Why? (students assume, slide show)

a) covers (protect from drying out)

b) organs of locomotion (move on land)

c) respiratory organs (lungs only)

d) reproduction (out of water, the embryo is protected from desiccation by membranes)

e) excretory organs (saving water)

e) sense organs (touch not through the skin)

4. In today's lesson we will look at the features of the external structure, habitat and lifestyle of these amazing animals.

Features of the external structure. (Work in groups)

Name the most common reptiles in our area. (snap lizard, common lizard)

1 group.

(on the table there is a model and drawings of a lizard and a frog)

Consider the external structure of the lizard. Compose short story about the structure, continuing the sentences:

The lizard's body is divided into...

Between the head and body appeared.....

Located on the head......

The eyes have…..

The limbs are located……

The fingers end...

Moving forward, lizards and snakes constantly stick out their forked tongue. Suggest the role of this phenomenon if it is known that dense, dry skin covers the body of animals like a sarcophagus, reducing the ability to touch the surface. In addition, the olfactory organ (smell perception) is associated with oral cavity.

What changes have occurred in the lizard compared to the frog?

Teacher's addition : The eyelids of snakes have grown together and become transparent, like lenses covering the eyes.

2nd group.

(on the table there are drawings of the skin of reptiles)

Examine the coverings of a lizard and viper.

What shape do the scales have? Are they all the same (on the dorsal and ventral sides of the body, on the head).

What significance does such a covering have in their lives?

Write a short story about the covers, continuing the sentences:

The body of lizards and snakes is covered with... skin.

Horny scales form in the upper layer of the skin.

In shape they...

There are scales on the back, head, belly...

Such skin is a reliable protection for reptiles from...

What is the difference between the skin of reptiles and the skin of amphibians?

Teacher's addition : Often, bone plates develop in the inner layers of the skin above the horny scutes. Growing together, the horny and bone plates form especially strong shields, which, like armor, cover the body of animals (for example, crocodiles and turtles).

The skin of reptiles reliably protects against drying out, but at the same time it prevents...(growth). Therefore, the growth of reptiles occurs during the molting period.

3 group

(drawings of molting snakes, lizards)

Learn from the textbook how a lizard molts?

Study the crawl of a python.

Examine the snake's molting pattern. Do snakes' eyes shed?

Explain the molting of lizards and snakes using research findings.

Why does a lizard throw off its tail, because in this case the caudal vertebra breaks off and the lizard experiences pain.

Explain this phenomenon.

Having studied the features of the external structure of the lizard, we compare it with amphibians.

What changes in the external structure of reptiles compared to amphibians allowed them to conquer land? ? (filling out the diagram)

Peculiarities

Neck claws dry with horny third eyelid

Let us now return to the drawing “All the animals depicted are reptiles”?

5. Solving biological problems.

Lizards, snakes. Turtles can turn their head to the side, lower it down and lift it up. Why can they “turn” their heads?

- “And the hunt began. I already looked at the frog with an unblinking hypnotic gaze, and it sat in place as if bewitched, awaiting its fate...” Explain what was described from a biological point of view.

- “Sting” of a snake - is this expression correct? Explain your answer.

6. Skeleton of reptiles. Distinctive features of the skeleton of reptiles compared to amphibians. Features of the skeleton of snakes.

IV. Generalization of knowledge.

Continue the thought:

Reptiles are amazing animals because...

They can't be different because...

It's good to be observant and inquisitive because...

V.Consolidation.

Test task.

1. Reptiles are true land animals. (YES)

2. Reptiles can break off their tail and restore it again. (YES)

3. Reptiles include various types lizards, snakes, newts, crocodiles and turtles. (NO)

4. The body of reptiles is covered with horny scales and lacks glands. (YES)

5. Reptiles are characterized by a periodic change of integument - molting (YES)

6. All reptiles feed only on animal food: insects, rodents or frogs). (NO)

7. Lizards and snakes constantly stick out their tongues, which serve as a sting. (NO)

VI.Homework assignment.

P.40, question.

VII. Reflection.

Evaluate your work using a five-point system.

The class of reptiles belongs to vertebrates. Most reptiles live on land, but some live in aquatic environments. The reproduction of these animals is not associated with water. They lay large eggs covered with a dense shell. Their skin is dry and has a horny covering. The activity of reptiles depends on the ambient temperature. Most reptiles have two pairs of limbs, but snakes and some species of lizards do not have them. Some reptiles have the ability to regenerate.

Target: get acquainted with the external structure of the sand lizard, find features of adaptation to a terrestrial lifestyle.

Equipment: “Structure of a diving lizard”, drawings in the textbook.

PROGRESS OF WORK

1. 
   Examine the lizard's body. Indicate what departments it consists of.

How is the body of a lizard different from the body of a frog?

1. 
   Describe the lizard's skin and its color.

lizard skin under a microscope

1. 
   What structure do the limbs have?

4. Examine the lizard's head. What organs are located on the head?

What are the structural features of the organs located on the head?

Scientists examined the lizards' eyes and found that they are equipped with orange glasses. There are a lot of fat droplets in their retinas, colored in orange. This is where it turns out that these animals have light filters. This means that lizards see the world differently than we do. And not just lizards. To many birds, what we see as red appears green. Pisces perceives the world around them in a completely different way.

Conclusions

1. What is the complexity of the structure of reptiles compared to amphibians?

2. What is the significance in the life of lizards:

a) mobility of the connection between the head and torso using the neck

b) dismembered limbs

c) dry skin with horny scales

d) well-developed sense organs

3. What is the significance of the phenomenon of regeneration in the life of a lizard?

4. How is the sand lizard adapted to life on land?

Problem tasks

1. Why can lizards, unlike frogs, live in deserts far from bodies of water?

2. What protective devices have developed in the process of evolution in the sand lizard, viper, and turtle?

The limbs of geckos are of great interest

In the footsteps of the gecko

American nanotechnologists from the University of Akron have reproduced the material that covers the limbs of gecko lizards. These reptiles have the unique ability to move freely along any steep and slippery surfaces due to the fact that the soles of their legs are covered with billions of microscopic bristles. Each of the bristles clings to the slightest irregularity and “sticks” to the surface at the molecular level. The new material, called reversible superglue, consists of multi-walled nanotubes and its properties are almost as good as natural ones. The authors of the project claim that if 4 square meters are attached to the soles of a person. cm of nanovelcro, he will be able to walk freely on the ceiling.