Presentation "What is systematics" in biology - project, report. What is systematics Formation of systematics presentation

"Complication of animals in the process of evolution" - Cartilaginous fish. In roundworms, a primary cavity is formed, and in annelids, a secondary body cavity. An important evolutionary change is the complication of the nervous system. The complication of chordates in the process of evolution. Type chordates. Mammoth, woolly rhinoceros, saber-toothed tiger, peat deer, cave bear.

"Biological evolution" - What is biological regression? What is aromorphosis? Idioadaptation. What is degeneration? General degeneration - evolutionary changes that lead to a simplification of the organization. Identification of the main aromorphoses of birds. Where is evolution going? Increases the intensity of vital activity. Identification of the main aromorphoses of amphibians.

"The main directions of evolution" - The main provisions of the teachings of Darwin. Degeneration is an evolutionary change that leads to a simplification of the organization. Idioadaptation is a small evolutionary change that contributes to adaptation to certain environmental conditions (private adaptations). Evolution of the organic world.

"The main factors of evolution" - Animals. To get acquainted with the non-directing factors of evolution. One of the most important factors in evolution. Non-directing factors of evolution. factors of evolution. Mutations. Drift of genes. Insulation. The result of the action of mutations. Constant mutational variability. Studied factors. Hardy-Weinberg law. Struggle for existence.

"Evolution of the Earth" - Provide evidence for evolution. Objectives: to reveal the cause-and-effect relationships and patterns of evolution of life on the planet. Archean era: 3.5 billion years. Development of skills to work with various sources of information. Summing up: presentation of the project on the topic "Directions, ways and patterns of evolution."

"Museum of Natural History" - In general, everything to comfortably spend the day. Diplodocus. The museum also has many toilets, a restaurant, cafe and several souvenir shops. Museum of Natural History. The walls are carved with plants and animals. In the green part, immediately to the right of the central part, there are halls telling about birds,

In total there are 21 presentations in the topic

Even in ancient times, a person had a need to systematize knowledge about wildlife. This was forced by economic activity. At first, he divided animals and plants simply - into useful and harmful, poisonous and non-poisonous. Even in ancient times, a person had a need to systematize knowledge about wildlife. This was forced by economic activity. At first, he divided animals and plants simply - into useful and harmful, poisonous and non-poisonous. The ancient Greek naturalists and philosophers Aristotle and Theophrastus tried to bring into the system the abyss of already known information about living organisms.

In the Middle Ages, the development of agriculture. And the accumulation of knowledge about new, previously unknown plants and animals led to the creation of many different classifications. They arose during that period especially rapidly and were based on a variety of principles - alphabetical arrangement, the use of arbitrary signs. Such systems were artificial: it was enough to take another sign as a basis, and the whole system collapsed. In addition, the generally accepted names of plants and animals did not yet exist - complete discord reigned here. In the Middle Ages, the development of agriculture. And the accumulation of knowledge about new, previously unknown plants and animals led to the creation of many different classifications. They arose during that period especially rapidly and were based on a variety of principles - alphabetical arrangement, the use of arbitrary signs. Such systems were artificial: it was enough to take another sign as a basis, and the whole system collapsed. In addition, the generally accepted names of plants and animals did not yet exist - complete discord reigned here.

The founder of taxonomy was the Swedish naturalist Carl Linnaeus (1707-1778). He created the best system for those times, but it was also artificial. He based the classification not on the true relationship of organisms, but on their external similarity. The reasons for this similarity remained undisclosed. The founder of taxonomy was the Swedish naturalist Carl Linnaeus (1707-1778). He created the best system for those times, but it was also artificial. He based the classification not on the true relationship of organisms, but on their external similarity. The reasons for this similarity remained undisclosed.

The first natural classification was created by Charles Darwin. He based it on the common origin of organisms. Since that time, systematics has become an evolutionary science. If now the systematic zoologist combines dogs, foxes and jackals into a single canine group, then he proceeds not only from external resemblance, but also from their relationship. The first natural classification was created by Charles Darwin. He based it on the common origin of organisms. Since that time, systematics has become an evolutionary science. If now the systematic zoologist combines dogs, foxes and jackals into a single canine group, then he proceeds not only from external resemblance, but also from their relationship.

The basic unit of classification is the species. A species is understood as a set of individuals having a similar structure, lifestyle, capable of interbreeding with the appearance of fertile offspring and inhabiting a certain territory. All our domestic dogs, despite their external differences, belong to the same species - the Dog.

Close, similar families are combined into a detachment, orders - into a class, classes - into a type for animals or a department for plants, types - into a sub-kingdom, sub-kingdoms - into a kingdom. Close, similar families are combined into a detachment, orders - into a class, classes - into a type for animals or a department for plants, types - into a sub-kingdom, sub-kingdoms - into a kingdom.

In total, five kingdoms of living nature are distinguished: - Prokaryotes (their cells lack a nucleus), Viruses (have a non-cellular structure), as well as Mushrooms, Plants and Animals - eukaryotic organisms whose cells have a formed nucleus. In total, five kingdoms of living nature are distinguished: - Prokaryotes (their cells lack a nucleus), Viruses (have a non-cellular structure), as well as Mushrooms, Plants and Animals - eukaryotic organisms whose cells have a formed nucleus.

Organisms of various systematic groups in the process of historical development, adapting to constantly changing environmental conditions, gave rise to more and more new forms. Organisms of various systematic groups in the process of historical development, adapting to constantly changing environmental conditions, gave rise to more and more new forms. The study of biological diversity has not yet been completed. Scientists continue to discover species unknown to science.

The work can be used for lessons and reports on the subject "Biology"

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Lesson 3 FORMATION OF SYSTEMATICS Objectives: to consider the activities of scientists from different periods of human history, explaining the diversity of living organisms; reveal the essence of K. Linnaeus's views on the system of the organic world. Tasks: educational: to consider the main stages in the formation of the theory of evolution; show the essence and significance of the works of K. Linnaeus on the systematization of the organic world; continue the basic biological concepts; develop skills to highlight the main thing, analyze, compare; developing: the formation of educational: patriotic education - to show the role of domestic scientists in the formation of the theory of evolution. Lesson type: combined. Method of conducting: conversation, problem statement. Planned subject results: the student should be able to present: about some works of scientists from different periods: K. Baer, ​​M.V. Lomonosov, J. Cuvier, J.S. Tsira and others; knowledge: the main provisions of the teachings of K. Linnaeus, the concepts of classification, binary nomenclature, evolution, form; be able to: explain, from the point of view of K. Linnaeus, the reasons for the diversity of species of living organisms and their adaptability to environmental conditions. Interdisciplinary connections: history, geography. Intradisciplinary connections: botany, zoology. Educational resources: tables "Classification of plants", "Levels of organization of wildlife"; cards. Scenario of the lesson I. Actualization of knowledge.

Checking the studied material: a frontal survey of students on questions at the end of chapter 1. Question 3 is placed on separate cards in the form of a table "Levels of wildlife organization." Therefore, when characterizing the levels (question 2), we can limit ourselves to listing them. In cards, the second column should be empty. Two students complete this table during the frontal survey. Levels of organization of living nature Level name BIOSPHERIC Components that make up the level The totality of all biogeocenoses; includes all phenomena of life on Earth. At this level, the circulation of substances and the transformation of energy associated with the vital activity of all living organisms take place. an individual of a certain species capable of developing as a living system - from the moment of inception to the termination of existence An individual cell Molecules of substances - organic and inorganic, which are part of both cells and organisms ORGANIZED CELLULAR MOLECULAR Question 4 is considered in writing at the blackboard. At the end of the lesson, 2–3 students hand in notebooks to check the table “Basic properties of living systems”. Checking the formation of biological concepts is carried out according to

cards: Population is ... Biogeocenosis is ... Metabolism is ... Card 1. Give definitions: Cell is ... Tissue is ... Organ is ... Organism is ... Card 2. Give definitions: Heredity is ... Variability is ... Ontogeny is ... Card 3 (for students with a low level of knowledge). What are the definitions? 1. One of the main structural, Phylogeny is ... Self-regulation is ... functional and its living self-reproducing elements of living matter, an elementary system is ... 2. The property of organisms to repeat similar signs and properties in a number of generations is ... 3. Any living creature, an integral system, a real carrier of life, characterized by all its properties, is ... 4. An evolutionarily established, spatially limited, long-term self-sustaining homogeneous natural system in which living organisms and their abiotic environment are functionally interconnected, characterized by a relatively independent metabolism and a special type of use the flow of energy coming from the Sun is ... 5. The historical development of organisms, the evolution of the organic world, various systematic groups, individual organs and their systems is ... II. Motivation of educational activity. Message topics, goals. Show the need for information about the systematization of biological knowledge. III. Discovery of new knowledge.

1. Formation of the theory of evolution. The theory of evolution is the science of the causes, driving forces, mechanisms and general laws of the evolution of living organisms. Evolution is an irreversible process of historical change of the living. To understand the current state and problems of evolutionary doctrine, knowledge of the main historical stages in the formation of evolutionism is necessary. We will consider two such stages in today's lesson (the teacher writes the diagram on the blackboard): 1. Pre-Darwinian: “ancient”; "metaphysical". 2. Darwin. 2. "Antique period". Evolutionary ideas - ideas about the historical development of the observed diversity of life - arose millennia ago. "Ancient period" (Aristotle, Heraclitus, Empedocles, Democritus, Lucretius) - during this period the idea of ​​the unity of all nature was developed (Aristotle's ladder of living beings), starting with minerals and ending with man. But the idea of ​​this ladder was far from the idea of ​​development; the higher levels were not perceived as a product of the development of the lower levels. At the heart of reasoning about the unity of nature were ideas about the motion of matter. The reasons were interpreted differently by representatives of different philosophical schools. All this did not allow us to combine the idea of ​​the unity of nature with the idea of ​​the development of nature from simple to complex. To illustrate the next period more vividly, invite the students to solve the problem: - Imagine a huge book depository in which you need to put it in order. How will you classify books? - On what basis will you combine them into groups: a) by the color of the cover; b) by format; c) alphabetically; d) by year of publication? The classification of books by format is convenient for storing them on shelves of different heights, but inconvenient for a reader who is interested in books on a specific topic. Increasingly enriched by the facts that appeared in the course of the progress of natural science, biological knowledge led at the end of the 18th century. to

formation of evolutionary doctrine. 3. "Metaphysical period" (XVII-XVIII centuries). C. Linnaeus is the creator of the binary nomenclature, he owns the idea of ​​taxon hierarchy. (Pay attention to the artificiality of his system.) He allowed the natural occurrence of varieties, but was convinced that "there are as many species as there are different forms created by the eternal essence." He viewed the species as a stable element in nature and believed in the biblical legend of the creation of species. In Russia: M. V. Lomonosov (“On the layers of the earth”) lays the foundations of modern science. He considered changes in inanimate nature as the direct cause of changes in the animal and plant world; he judged the conditions of their existence in the past by the remains of extinct forms. KF Wolf, studying the development of embryos in birds and kidneys in plants, expressed the idea of ​​a gradual development of the heterogeneous from the homogeneous by new formation of structures. IV. Consolidation. Joint formulation of the conclusion. Despite the repeatedly expressed brilliant conjectures about the development, evolution of wildlife, until the end of the 18th century. “the idea of ​​the expediency of the orders established in nature” dominates, about the creation of cats to devour mice, and mice to be devoured by cats, and all of nature to prove the wisdom of the creator. The elements of evolutionism that have been expressed have not yet formed into an evolutionary doctrine. For the first time such a doctrine was created by J. B. Lamarck. V. Reflection. Students evaluate the degree of implementation of the goals set in the lesson, their learning activities and meaningfully substantiate the correctness (falseness) of the result. Homework: p. 12–14; clarify the question at the end of the text. To question 4 find examples.

Additional information In the first edition of the main work of K. Linnaeus "Systems of Nature" there were only 13 pages. If today we tried to describe all known species of plants, animals, microorganisms, devoting ten lines to each species, then these descriptions would take 10,000 books of 2335 pages. The classification was based not on the relationship of organisms, but on the similarity in some of the most easily distinguishable features. By combining plants according to the number of stamens, according to the nature of pollination, Linnaeus in a number of cases received completely artificial groups. So, in the class of plants with five stamens, he combined carrots, flax, quinoa, bluebells, currants and sea otters. Due to differences in the number of stamens, the closest relatives - lingonberries and blueberries - fell into different classes. But in another class (monoecious plants), sedge, birch, oak, duckweed, nettle and spruce were found. But, despite these obvious miscalculations, the Linnaean system played a huge role in the history of biology, as it helped to at least somehow navigate the huge variety of living beings. J. Cuvier is the founder of paleontology. He was a supporter of the description of species (their name and classification). He owns the Theory of Cataclysms, in which he claims that cataclysms occur all the time on Earth. They lead to the (local) disappearance of living organisms, and in these areas God creates something new or the same. He recognized the influence of living conditions on living organisms. He believed that the species did not change. J.S. Hilaire - he owns the idea of ​​the variability of organic nature. Recognized a single plan for the structure of the organic world. He is the author of the theory of homologues. In this theory, he talks about the similarities in the structure of body parts in animals. Similar organs may differ in anatomy, but their location will be the same (shoulder - forearm). Principles: - the principle of the relationship of organs (homologous organs are always located in the same way relative to adjacent parts of the body,

develop from the same rudiments, which indicates a common origin). - the principle of balancing (the organ reaches its full development due to the underdevelopment of another organ or adjacent to it). For example, a giraffe has a long neck and limbs, but a short torso. With this principle, the origin of vestigial organs and atavisms can be explained. He believed that the diversity of the organic world determines the habitat. Living animals come from an unbroken chain of generations of extinct animals.

The beginning of the development of the natural sciences as a whole was laid by the works of the greatest philosopher of antiquity, Aristotle (BC). The title of "father of botany" belongs to his student, friend and follower Theophrastus (BC).

Theophrastus belongs to the first classification of the vegetable kingdom. He divided all plants into four main groups: trees, shrubs, semi-shrubs and herbs. Within them, he singled out subordinate groups: cultivated and wild plants, terrestrial and aquatic, evergreen and deciduous, flowering and non-flowering, etc.

In the era of Aristotle and Theophrastus, ancient Greek philosophy reached its peak. With the loss of state independence by Greece, the conditions for the progress of science deteriorated markedly. The pragmatic culture of Ancient Rome brought little new to the knowledge of the plant world.

An attempt to synthesize all knowledge about the world was made by the remarkable Roman naturalist and writer Pliny the Elder (23-79 AD), who tragically died during the eruption of Vesuvius. His pen belongs to the grandiose 37-volume encyclopedia "Natural History" ("Historia naturalis"), in which he first compared the Greek names of plants with Latin ones.

Medical botany originates from the work "Materia medica" by the ancient Roman physician and scientist Dioscorides (1st century AD). Dioscorides described about 600 medicinal plants and provided them with illustrations, which greatly facilitated the identification. This work for one and a half millennia remained in Europe the main source of information about medicinal plants.

The long period of the Middle Ages was unfavorable for the development of the natural sciences. Some monasteries with their collections of ancient manuscripts remained the keepers of knowledge. 7 books on plants by Albertus Magnus (13th century). He attributed plants to animate beings, but with a primitive soul. For the first time he noted the differences between monocots and dicots.

The countries of the Arab world had a noticeable influence on the development of botanical knowledge in Europe. Abu Ali Ibn Sina (Avicenna,) Al-Biruni ()

The progress of descriptive botany at that time was due to three main reasons: 1) the collections of the first botanical gardens arose and were actively replenished; 2) herbarization appeared as an effective method of plant documentation; 3) typography became widespread.

The period of artificial systems Andrea Cesalpino () In his system, based on the deductive approach of Aristotle, 15 groups are accepted.

Fragments of the Cesalpino classification 1. Woody. The heart is at the top of the seed. Seeds are often solitary. Quercus, Tilia, Laurus, Prunus, etc. 3. Herbaceous. With single seeds. The seed in the fruit is one. Valeriana, Urtica, Gramineae, etc. 4. Herbaceous. With single juicy fruits. Numerous seeds in the fruit with a fleshy pericarp. Cucurbitaceae, Solanaceae, Asparagus, Arum, etc. 6. Seeds are paired, connected together under each flower, so that they look like a whole before ripening. Flowers in umbrellas. Umbelliferae* 10. Quadruple seeds, 4 bare seeds arranged together (fruit splitting into 4 one-seeded parts). Boraginaceae, Labiatae 13. Numerous seeds; common flower (apocarpous gynoecium). Ranunculus, Alisma, etc. 1. Woody. The heart is at the top of the seed. Seeds are often solitary. Quercus, Tilia, Laurus, Prunus, etc. 3. Herbaceous. With single seeds. The seed in the fruit is one. Valeriana, Urtica, Gramineae, etc. 4. Herbaceous. With single juicy fruits. Numerous seeds in the fruit with a fleshy pericarp. Cucurbitaceae, Solanaceae, Asparagus, Arum, etc. 6. Seeds are paired, connected together under each flower, so that they look like a whole before ripening. Flowers in umbrellas. Umbelliferae* 10. Quadruple seeds, 4 bare seeds arranged together (fruit splitting into 4 one-seeded parts). Boraginaceae, Labiatae 13. Numerous seeds; common flower (apocarpous gynoecium). Ranunculus, Alisma, etc.

Carl Linnaeus 3. Proposed binary nomenclature. 4. Developed the reproductive system of plants based on the number, proportion and position of stamens and pistils. He showed that the androecium and gynoecium are much more constant in their characters and are of greater systematic importance than the corolla, calyx, inflorescence or vegetative organs.

Classification of plants by C. Linnaeus Taxonomy of higher plants Single stamens Two stamens Three stamens Four stamens Five stamens Six stamens Semi stamens Eight stamens Nine stamens Ten stamens Twelve stamens Twenty stamens Polystamens Two strong Four strong Unifraternal Bifraternal Polyfraternal Polygamous

Transition to natural systems Fragments of the NATURAL METHOD are subject to careful study. This is the first and last thing a botanist strives for. Nature does not make leaps. All plants show affinity to each other, like lands on a geographical map. C. Linnaeus "Philosophy of Botany" (1751)

Late 18th century: development of ideas about affinity as a natural connection between living beings. Michel Adanson (1726–1806). "Families of Plants" (1763): taking into account the maximum possible number of characters. He summarized 65 systems built according to individual features.

Dynasty Jussier Gardener Bernard Jussier (1699-1777) from the botanical garden in Versailles. He suggested weighing the signs. His nephew is Antoine Laurent Jussier. He proposed a system of "ascending" type, connecting classes into a single chain from simple to complex. The main features: the number of cotyledons, the number of petals, the position of the ovary.

SYSTEMS OF THE "DESCENT" TYPE of the first half of the 19th century. From the complex to the simple and from the many to the small, Augustin Piram Decandol (1778–1841). Description of all types of plants (about 60 thousand). "Prodromus systematis naturalis regni vegetabilis" "Harbinger of the natural system of the vegetable kingdom" (1823-1873)

Phylogenetic systems of the late 19th century. The spread of the Darwinian theory of evolution naturally led to the idea that affinity actually reflects genealogical relationship, common origin, and differences between taxa characterize the degree of their divergence, divergence in the evolutionary process.

Phylogenetic systems of the late 19th century. Engler in "Syllabus des Pflanzenfamilien" substantiated the "principles of natural arrangement" of plant taxa. The main purpose of the phylogenetic system is to reflect the relationship of organisms. It is necessary to distinguish homologous similarities from similar ones. Identified primitive and advanced features.

Phylogenetic systems of the second half of the 19th century. Engler proposed an ascending phylogenetic system. He considered the signs of multicartilage to be primitive, but he began the system with one-integument. He recognized the primary polymorphism of flowering plants. The Engler system has become widespread in Russia.

Casuarinas Coastal casuarina 1 branch with male inflorescences at the ends of assimilation shoots, female inflorescences in the middle part of the branch and empty woody inflorescences of the previous vegetation in the lower part of the branch; 2 fragment of the apical part of a complex male inflorescence with three elementary whorled inflorescences; 3 male flower; 4 female inflorescence with long filiform stigma lobes; 5 female flower; 6 fruit with a transparent wing.

Angiosperm system according to N.I. Kuznetsov (1922) Most systems of flowering plants are monophyletic, i.e. originate from a single ancestor. The polyphyletic system allows descent from two or more ancestors. Single integument Polycarpel Primary gymnosperms Bennetitic Penta-circular Three-dimensional Penta-circular Five-dimensional Five-circular Four-dimensional Proanthophytes Euantophytes

Lesson No. 34 Lesson date: 02/02/16

Lesson topic. Systematics and evolution.

The purpose of the lesson: to introduce students to the science of taxonomy, the main taxonomic units of classification of animals and plants.

Tasks:

Educational: to introduce students to the basic taxonomic units of classification of animals and plants.

Developing: to get acquainted with the principles of classification of living organisms; to continue the formation of skills to discuss the problem, to systematize, to build schemes of modern classification.

Educational: developed feelings of caring and responsible attitude towards animals.

Equipment: electronic application, textbook, cards.

Basic concepts and terms: classification, systematics, taxa.

Lesson type: combined.

During the classes

I.Organizational stage

1. Greeting

2.Checking the presence of students in the lesson

II. Actualization of basic knowledge and motivation of educational activities

Discussion of the issue.

The problem that we will need to solve sounds like this - Why is the diversity of the modern organic world the result of biological evolution? What does systematics study?

The long evolution, covering a period of several billion years, of primitive living organisms that once appeared on Earth, through the replacement of some groups by others, has led to the modern diversity of the organic world. The diversity of life on Earth is difficult to describe. It is believed that now over 10 million species of living organisms live on our planet and at least 500 million species died out in past geological epochs. No, and never will there be a person who would know all these species. All the more so, there is a need for a system of living nature, guided by which we could find the place of any organism that interests us, whether it be a bacterium that causes disease, a new fungus, a beetle or tick, a bird or a fish. This need was understood by natural scientists long ago, when the era of the Great Geographical Discoveries began.

What was the end result of the evolutionary process?

So, at the end of the XVII century. - early 18th century in biological science, a vast amount of factual descriptive material is accumulating.

“Ariadne's thread of botany is a system without which there is chaos in botany,” wrote K. Linnaeus in Philosophy of Botany. “The system is the thread by which you can safely get out of the diversity of facts.”

The theme of the lesson is "Systematics and evolution."

Learning new material

Teacher explanations with elements of conversation

There are about 2 million species of animals on Earth. They are distributed throughout the globe. Animals are very diverse in external and internal structure, size, lifestyle. They must be placed in groups, otherwise it is difficult to understand such a variety. The study of the diversity of animals is engaged in taxonomy. Home her a task is the distribution of animals into groups, that is, their classification. The basic unit of classification is the animal species.

There are two types of classification - natural and artificial.

Working with the textbook page 72

What are the similarities and differences between these types of classification?

Working with the application

The founder of systematics is K. Linnaeus.

K. Linnaeus tried to systematize everything. Descriptions of plants and animals were complex and inconsistent. Each species of plants and animals in different countries was called differently and even in one country had several names. (see p. 207– groundhog name). This led to errors and caused controversy.
Linnaeus took stamens and pistils as the basis for the taxonomy of plants - such small parts of a flower that naturalists did not pay attention to.
In fact, the pistil and stamen are the main parts of the flower. They are involved in the formation of fruits and seeds.

Teacher (students write in notebooks). Linnaeus divided all plants according to the number and structure of stamens into 24 classes, divided the classes into orders, orders - into genera, genera - into species.
Under view he understood groups of organisms that originate from common ancestors and, when crossed, produce fertile offspring.
Linnaeus gave each plant a specific and generic name in Latin.
This way of referring to plants in two words is called binary(double) nomenclature. An attempt to apply binary nomenclature was made 100 years before Linnaeus (K. Baugin), but Linnaeus was the first to apply it widely and firmly established it in science.
Of the two words, one - a noun - denotes a genus, and the second (most often an adjective) is the name of a species.
For example, buttercup caustic and Buttercup golden, clover red and Creeping clover, durum wheat and The wheat is soft. Here Buttercup, Clover, Wheat - genus names, and golden, caustic, red, creeping, hard, soft - species names.
Previously, wild rose was called "an ordinary forest rose with a" new fragrant flower "- according to Linnaeus, it became Forest rose. Linnaeus calculated that from six adjectives and three nouns, that is, from nine words, names for 100 species can be formed.
And if earlier, according to contemporaries, using specific names was "the greatest difficulty for memory, language and pen", then the new system was practical, convenient and surprisingly facilitated science. Thanks to the Linnaean system, in a few decades the number of known plant species increased from 7,000 to 100,000.
Linnaeus himself knew and described about 10,000 plant species and over 4,200 animal species.
Linnaeus reformed the language of botany. He was the first to propose such names for flower parts as corolla, anther, nectary, ovary, stigma, filament, receptacle, pedicel, perianth. Linnaeus introduced about 100 new terms into botany.
But the Linnaean system, unsurpassed in its simplicity and elegance, was still artificial: it helped to recognize plants, but did not reveal their family ties.
Linnaeus himself understood the artificiality of his system, but believed that such a system, which teaches to recognize plants, is necessary while there is no natural one.
True, Linnaeus understood a natural system as one that would reflect the order of nature established by the "Creator", and not the historical process of development of organisms, as is understood now.

Since hundreds of taxonomists were engaged in classification, working both on the same and on different materials, it became necessary to establish certain rules and terminology.

The very groups (taxa) into which the animal kingdom is currently divided are called types . Each type is divided sequentially into classes, orders, families, genera and species (sometimes intermediate categories are also distinguished, for example, subtypes, superfamilies, etc.). As we move from the highest to the lowest hierarchical group, the degree of relationship between animals belonging to the same taxon increases. Within the same species, all animals are very similar in characteristics and, when crossed, give fertile offspring.

Independent work with cards

GENUS is the main supraspecific taxonomic category (rank) in biological taxonomy. Combines closely related species. For example, different types of cats (wild, reed, Bengal, etc.) make up the genus of cats; types of pines (ordinary, Siberian, etc.) - a genus of pines. Close genera are combined into a family.

FAMILY is a taxonomic category. Close genera are combined into a family (sometimes first into a subfamily). For example, the squirrel family includes genera: squirrels, marmots, ground squirrels, etc.; the pine family is formed by genera: pine, spruce, fir, etc. In some families there are up to 1000 genera, in others there are few or only 1 genera. Close families are combined into a detachment (in animal taxonomy) or in order (in plant taxonomy), sometimes first into a superfamily.

ORDER is a taxonomic category in the taxonomy of animals. Orders (sometimes first into a suborder) unite related families. For example, the wolf, raccoon, marten, cat, and other families form a detachment of carnivores. Close units make up a class, sometimes at first a superorder. In the taxonomy of plants, the order corresponds to the order.

ORDER - in the taxonomy of plants and bacteria. Related families are put in order. Close orders form a class. In the taxonomy of animals, the order corresponds to the detachment.

CLASS (from Latin classis - category, group), one of the highest taxonomic categories (ranks) in the taxonomy of animals and plants. Classes (sometimes - first into subclasses) unite related orders (animals) or orders (plants). For example, the orders of rodents, insectivores, carnivores, etc., constitute the class of mammals. Classes that have a common structural plan and common ancestors form types (animals) or divisions (plants).

TYPE is a taxonomic category in animal taxonomy. In types (sometimes first in a subtype) classes that are close in origin are combined. For example, the types of chordates include the classes of amphibians, reptiles, birds, mammals, etc. All representatives of the same type have a single body plan. Types reflect the main branches of the phylogenetic tree of animals. All animals are usually classified into 16 types (according to different scientists, types are from 13 to 33). All types of animals are grouped into the animal kingdom. In the taxonomy of plants, a department corresponds to a type.

DIVISION - taxonomic category in plant systematics. In departments (sometimes first in a sub-department) classes that are close in origin are combined. For example, the classes of dicots and monocots form the flowering department. In total, in the taxonomy of plants, from 14 to 20 departments are distinguished.

KINGDOM is the highest taxonomic category. Since the time of Aristotle, the entire organic world has been divided into two kingdoms: plants and animals. In the modern system of the organic world, 4-5 kingdoms are more often accepted: bacteria (including cyanobacteria, or blue-green algae), fungi, plants and animals; sometimes the kingdom of archaebacteria is also isolated. In biogeography, the kingdom is the highest category of floristic and faunal zoning.

The international language of taxonomy is Latin. For example: a reasonable person (Homo sapiens),

Leopard frog ( Rana pipiens).

Problem question: What feature can be noted both in Russian and in the Latin version

titles?

The table below illustrates such a classification system with examples:

How is the classification of animals different from the classification of plants?

Working with the application

IV. Generalization, systematization and control of knowledge and skills of students

Answer the questions at the end of the paragraph on page 73

1. Determine the number of a) individuals, b) species and c) genera of animals listed in this list:

Common fox 7. Dune cat

Brown bear 8. Black thrush

Crow gray

Salamander spotted

White bear

Atlantic herring

2. Biological task.

The famous taxonomist Carl Linnaeus divided all plants into 24 classes according to the number of stamens and the nature of the pistils in flowers. He called the last 24th grade "mystery plants". Mosses and ferns were assigned to it. Explain why this group of plants was called mystogamous? What mistakes were made by Linnaeus in classification?

VI. Summing up the lesson

What new did you learn at the lesson today?

VII. Homework