Why are bees and ants called social insects? Features of the complex behavior of social insects: a description. How do social insects differ from solitary ones: comparison, similarities and differences. Biology at the Lyceum What insects do not live longer

form among themselves organized groups(societies) acting as a whole. Such are many membranous-winged - ants and bumblebees, as well as some bees and wasps. A similar way of life was acquired by termites - insects with incomplete transformation.

Family

Everyone at the heart of the group publicinsects lies the family, but the family has greatly expanded and transformed.

It consists of a fertile female (she is called a queen or queen) and her many barren daughters, forming a caste of workers. The uterus is usually much larger than the workers, and its organism is adapted to produce very a large number of eggs. Workers feed the queen, build chambers for eggs and larvae, and nurse the larvae until they become pupa. In most cases, the uterus lives longer than barren daughters (in ants, 6-7 years, up to 18 years). Workers build and repair the nest, clean it, ventilate it, heat it, protect it from the outside and on the approaches to it. They scout for new sources of food, collect it, take it to a nest where they can different ways pack, preserve and process. They may take care of mushroom plantations or their "milk animals".

Social insects share food with each other all the time and everyone can use its reserves.

Each working individual has programs for all forms of labor necessary for the prosperity of the family. Usually, the insect switches from one type of work to another depending on its age.

But in some social insects, workers are divided into podcasts, such as foragers (food gatherers) and soldiers. The latter have a body structure different from foragers - powerful adaptations for defense and attack. They protect the nest and foragers, wage territorial wars, but they themselves cannot get food.

In termites, the composition of the family is somewhat different: the working caste consists of barren individuals of both sexes, and their father is kept in the nest with the female and fertilizes her as needed.

Communication (communication)

Family members very clearly interact with each other, understand each other thanks to the innate communication system.

It is based on "language" - a complex code of signals, sound, visual, tactile and chemical. With the help of such a language, it is impossible to convey any information (that is, two bees, unlike us, cannot “talk” about anything). But on the other hand, in strictly defined areas, very complex information can be transmitted. For example, returning from a new flowering tree to a hive, a scout bee, using an innate encoding program, translates information about the direction to blossoming tree, the distance to it, the abundance of flowers and the form flowering plant into a set of standard movements that she will perform in front of other bees in the hive (the so-called dance). Forager bees, following the dancing bee and repeating all its turns, decode the dance, and they nervous system receives information embedded in the dance by a scout.

For deciphering the informational meaning of the dance of bees, which excited the mind of man since ancient times, the German entomologist Karl Frisch was awarded the highest award in the scientific world - the Nobel Prize.

Uterus

Previously, people thought that the insect society was like a state, and was controlled from some center. Did you think that the uterus rules the family, that's why she was called the "queen". Now we know that there is no such center, and all members of society interact on the basis of behavior programs and information flows coming from individual to individual. material from the site

The role of the queen in management is that she can lay eggs, from which either barren workers will come out (and they can be of different shapes, if the species has sub-castes), or fertile males (drones) and females (future queens) . But workers can also partially control this process. In Hymenoptera, males are not used in the family. Their function: they must fly away, meet fertile females from other families who went on a mating flight and fertilize them. A fertilized female stores sperm throughout her life. This ensures that all individuals born in the family are consanguineous (that is, descended from one father and one mother) sisters and brothers.

Class: 7

Presentation for the lesson

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

Lesson Objectives:

Tutorials:

• to study the behavior of social insects;
• to study the diversity of social insects;
• to study the role of social insects in nature and human life.

Developing:

• to activate and develop the mental activity of students with the help of problem-based learning;
• develop the creative skills of students;
• develop the ability to highlight the main thing from the teacher's story, textbook material and additional materials.

Educators:

• active education creative personality a student who can see, pose and solve non-standard educational problems;
• fostering a sustainable interest in the subject of biology;
• fostering a caring attitude towards social insects by designating their role in nature and human life.

Knowledge that students should master at the end of the lesson:

• social insects include termites, bumblebees, wasps, bees, ants;
• the ant family consists of a wingless female queen, worker ants, and larvae; males participate only in the fertilization of females, after which they die. Within the family there is a distribution of responsibilities;
• ants regulate the number of forest pests;
• the bee colony consists of queen bees, drones, worker bees and larvae; drones take part in the fertilization of females, after which they die.
• within the bee family there is a distribution of responsibilities;
• bees have a complex instinctive behavior, which is manifested in the complex actions performed by the bees in the process of work, in their caring care for offspring, in the expediency of the division of labor between family members, in their amazing building art;
• bees and their metabolic products are of great practical importance in nature and human life.

During the classes

I. Organizing time(5 minutes)

The teacher greets the students, notes those who are absent in the journal.

II. Actualization of knowledge on the previously studied topic: “Types of development of insects”. (10 minutes)

Front poll:

How does the development of insects with complete transformation occur?

What is the difference between development with incomplete transformation and development with complete transformation?

Insects of what type of development have a greater advantage and why?

III. Learning new material

The study of new material begins with the topic of the lesson. In a traditional lesson, the teacher usually writes the topic of the lesson on the blackboard at the beginning of the lesson, i.e. gives in ready-made.

The purpose of the problematic lesson in setting the topic is the creative activity of students.

From the very beginning of learning new material, the student must think, analyze, reason.

We will try to make the student, answering the questions, formulate the topic of the lesson himself.

To do this, we will initially divide the topic of the lesson into two subtopics:

1. Bees and ants - social insects.
2. Beneficial insects.

These sub-themes are not communicated to students in a ready-made form, we formulated them for ourselves in order to clearly think over the questions that lead students to these sub-themes in the future.

We develop a dialogue that encourages students to understand the topic of the lesson.

A dialogue leading to the topic, creating a problem situation:

Task 1 (5 minutes)

Students are offered a list of words that characterize some kind of insect in a certain way. AT this case These are bees and ants.

Teacher: Before you are two rows of words, each of them characterizes a certain insect. I suggest you break up into pairs and think: What kind of insects are these? What do you know about these insects?

FOREST, WOOD, HOUSING, FAMILY, NECTAR, HONEY.

FOREST, STUMP, HILL, FAMILY, APHI.

After the students have come to the correct answer, they are asked to complete the following task:

Task 2 (10 minutes)

For creating problem situation I propose to compare the hierarchy of social insects with the hierarchy that exists in our school.

To do this, students are offered three schemes on the board:

Students are invited to look at these diagrams and answer the question: What do the presented diagrams have in common?

Teacher: Before you are diagrams (see Appendix), which depict the hierarchy in the bee, ant families and the hierarchy of our school. What do these three schemes have in common?

Students: As in insects, as in humans, there is a distribution of responsibilities.

Teacher: Correctly. Let's think about what society as a whole is?

Students: This is an association of people.

Teacher: And what unites them?

Students: Any activity.

Teacher: Correctly. Society is a group of people united by collective activity. Do you think ants and bees work together? If yes, why do you think so?

Students: Because they have a division of responsibilities, they work together and form a family.

Students: Can.

Teacher: Correctly. We write down the first topic of today's lesson: "Bees and ants are social insects."

Teacher: Guys, how many of you know what an anthill is and what a beehive is?

Students: The anthill is the home of the ants, and the hive is the home of the bees.

Teacher: Do you think all ants form a family, or are there ants that live alone?

Students: No, all ants form a family.

Teacher: Why can't ants live alone?

Students: They will die, because, for example, the queen cannot lay eggs and guard the anthill at the same time.

Teacher: Now think and answer my question: Do you think that if bees are also social insects, then the distribution of responsibilities will be the same or different?

Students: The distribution of responsibilities will be similar.

Task 3 (10 minutes)

Students are invited to work with the text of the textbook and draw up a table that will reflect in more detail the composition of the bee and ant families, as well as the functions that they perform in the family.

Previously, the schemes presented on the board must be removed in order to organize the search activities of students, as well as to use their memory, to see how well they remember what they previously saw on the board.

Teacher: guys, open the textbook on page 135 (Table 5). I suggest that you come up with and fill out a table in which you must determine the composition of the bee and ant families, as well as indicate the role they play in the family. The diagram you saw on the blackboard at the beginning of the lesson can serve as a hint for you.

Table. The composition of the ant and bee families:

During the assignment, the teacher ensures that the whole class is involved in the work, approaches the students, monitors the progress of the assignment, and, if necessary, makes corrections.

After completing the task, the teacher asks the class questions:

• Did everyone complete the task?
• What difficulties arose during the task, what was not clear?

If questions arise, the teacher makes appropriate explanations and additions. If all students coped with the task, and there were no questions, then the teacher proceeds to the next task, and checks the quality of the table at the end of the lesson when fixing the studied material.

Task 4 (15 minutes)

When performing this task, the search activity of students is organized. Students are divided into three groups (division can be made according to the rows in the class). The teacher asks each row of students one problematic question. After that, the students are given time to think and write in the notebook the answer to the question. The teacher asks the students how they can answer this question, listens to all opinions. Then he distributes the text on the cards, with the help of which the students must find the answer to the question posed. The students write down the answers in their notebooks, after which the work on the exchange of information is organized, at the end the results are summed up and conclusions are formulated.

Card #1

Problem Question: What are the benefits of a social lifestyle for ants and bees?

Families of social insects usually build large dwellings, the creation of which is beyond the power of solitary species. The presence of such a dwelling, sometimes also very durable (termite mounds), increases the security of both the insects themselves and, more importantly, their offspring and food supplies that can be stored in such a dwelling. Due joint activities social insects (bees, ants) can maintain an optimal microclimate (temperature, humidity) in their dwellings, which is inaccessible to single species.

An important advantage is the possibility of joint action. Together you can defend against larger enemies, take on larger prey that is inaccessible to a single insect of the same size (ants).

Card number 2

Problematic question: Why does an ant need an anthill?

An anthill is a nest, the house of an ant family. Ants use their domed nests to catch sun rays and heat accumulation.

Anthills consist of needles, small twigs, pieces of bark and plant debris. At first glance, it seems that all this garbage is sketched randomly. However, it turns out that even in the most heavy rain the anthill practically does not get wet.

The height of anthills is usually 0.5-0.7 m, but sometimes they reach a height of 1.5 m. An old stump often serves as a starting point for building a nest. The population of medium nests is about 500,000 individuals, and in large ones there are up to a million ants. Each family owns a separate, protected area, within which other ants are not allowed. On it, ants lay "smell" roads along which food products and building materials are transported.

Ants are very strong and successfully deliver not only small insects to the anthill, but also those that are superior in mass. If the prey is very large, then they transport it collectively. When observing them, it may seem that they do not help, but only interfere with each other - each one drags in their own direction. However, since the common desire of all ants is the same, the prey ends up in the anthill.

Thus, the joint way of life allows ants to build large dwellings, which increase the security of both the insects themselves and their offspring and food supplies. Due to joint activity, ants (social insects) can maintain an optimal microclimate (temperature, humidity) in their dwellings, which is inaccessible to single species.

Card number 3

Problem Question: How do ants communicate?

Text (http://edu.zelenogorsk.ru/projs/eko/bespozv/nas35.html):

When communicating with each other, ants use a variety of signals, mainly by touching each other with their antennae, legs, and head. Chemical signals are also used. Everyone knows that disturbed ants take a defensive posture: they rise high on their hind legs and direct the end of the abdomen forward. And immediately there is a strong smell. This ant squirted out a liquid consisting of formic acid and an alarm substance - undecane. It should be noted that most ants, although they belong to the stinging hymenoptera, do not have a sting. However, the poisonous glands at the end of the abdomen are preserved. How do they use them? The ant has powerful jaws, with which it bites the enemy when attacking or defending. At the same time, he bends the abdomen so that its end is near the head, and sprays poison into the wound inflicted by the jaws. If there are other ants nearby, then the smell of the splashed liquid is perceived by them as an alarm signal, and they immediately join the first ant. And on the roads along which the ants run from the anthill and to the anthill, they secrete other, so-called trace substances, which allow them not to go astray. All ants from the same nest have a common smell that allows them to recognize each other and prevent ants from other people's nests from entering their nest.

Teacher: Do you think the behavior of social insects is complex?

Students: Yes.

Teacher: does this mean that these insects have a mind?

Students: probably means.

Teacher: Do any of you know what instinct is?

The students express their opinion. Thus, a problem arises and the promotion of various hypotheses. Students are encouraged to solve this problem with the help of a textbook.

Teacher: to solve this problem, let's turn to the textbook, and write down what instinct is, and whether insects really have a mind.

Students are invited to turn to page 137, find and write down information about what instinct is.

Sample notebook entry:

Instinct - a set of innate moments of behavior, fixed hereditarily and characteristic certain kind animals.

The behavior of bees, ants and some other animals is so complex and amazing that it leads people to think that it is reasonable. However, these actions of animals are instinctive, unconscious.

Teacher: Guys, do you think insects are useful or harmful?

Students: Useful.

Teacher: We write in the notebook the second subtopic of our lesson: “Beneficial insects”. (10 minutes)

Teacher: What beneficial insects you know?

Students: ants, bees, beetles, silkworm.

Teacher: And what are the benefits of these insects?

Students: honey, silk, eat harmful insects ...

Teacher: Do any of you know who the silkworm is and what it is known for?

Pupils express their versions, after which they are invited to refer to the text of the textbook and answer the following questions:

Where is silkworm found in nature? (a question for attentiveness, students must answer that the silkworm is a fully domesticated animal and does not occur in nature).

• What does an adult silkworm insect look like and why was this insect given such a name?
• How does a person get silk with the help of a silkworm?

IV. Reflection.(5 minutes)

Frontal survey of students:

1. What insects are social?
2. Name the composition and features of the bee colony.
3. Name the composition and features of the ant family.
4. Why is the behavior of social insects complex but not intelligent?
5. What insects are considered beneficial, what benefits do they bring?
6. What insects have humans domesticated? What benefit do they provide?

V. Homework.

Paragraph 28, questions after the paragraph, notes in a notebook;

Answer the following questions in writing:

The adult silkworm butterfly does not feed. She has no developed mouthparts. How does this insect live?

How do bees get honey?

Educational literature

Biology: Grade 7: a textbook for students of educational institutions: at 2 pm, Part 1 / V.M. Konstantinov, V.G. Babenko, V.S. Kuchmenko: ed. prof. I.N. Ponomareva, - 3rd ed. revised – M.: Ventana-Graf. 2009. - 160 p.: ill.

Lesson topic : Bees and ants are public insects. Beneficial insects, insect pests.Significance in nature and human life.

Lesson Objectives: reveal the structural features of the honey bee and ant in connection with the social way of life; talk about their role in nature and human life; reveal the diversity of insect pests, their negative role in human practical activity; indicate the importance of insects in nature and human life.

Equipment: insect collection,multimedia projector, presentation, handouts: tables, sheets of paper, felt-tip pens.

During the classes:

I. org. moment (1 min) II. Updating of basic knowledge(10 min) Test work with mutual verification.

Write down the test numbers, against each - correct options response

Option 1.

A. Dragonflies B. Orthoptera C. Bed bugs

1. Two pairs of wings.
2. The larva has a mask.

Option 2.

What features are characteristic of insects from the order

A. Butterflies B. Diptera C. Hymenoptera

1. Development with complete transformation.
2. Development with incomplete transformation.
3. Two pairs of wings.
4. One pair of wings, the second is reduced (halteres) and serves to stabilize the flight.
5. The first pair of wings are turned into rigid elytra, the second pair are leathery wings.
6. The forewings are denser than the hindwings.
7. The elytra are dense in front and soft behind; the second pair of wings is used for flight.
8. On the wings are small chitinous scales.
9. Mouth apparatus in adult insects of the sucking type.
10. Mouth apparatus licking type.
11. The mouthparts of adult insects are of the piercing-sucking type.
12. In larvae oral apparatus chewing type.
13. The hind legs of many representatives of the jumping type.
14. The larva has a mask.

Option 1. A: 2,3,14; B: 2, 3.7.12.13; B : 2,6,11

Option 2. A: 1.3.8.9.12 B: 1.4.10.11 C: 1.3

III. Activation cognitive activity . (2 minutes)

Most insects lead a solitary lifestyle, but there are insects that live in large groups. What are these insects? (bees, ants, termites) Such insects are called public and they live in families.

IV. learning new material(25min)

Teacher's story.

What do you think, which of these insects have long become human pets? (bees)

Where do bees live? (hive)

Honey and wax along with our furs ancestors - Slavs were considered the main objects of trade. Honey was used instead of sugar, wax was used in candles. In those days, there were no apiaries yet, and for bees, a person provided hollows of forest trees - “bortni” - beekeeping. At the same time, the hives often went bankrupt.

At the beginning of the 19th century, the Ukrainian landowner Petr Ivanovich Prokopovich first used the collapsible frame beehive he invented, which is still used today.

Let's look at what a bee family is.

Student message.The composition of the bee family. (presentation)

As the story progresses, students complete the table.

Students independently fill in the table for the ant family section, using the textbook pp. 135-136.

Table. The composition of the ant and bee families:

During the assignment, the teacher ensures that the whole class is involved in the work, approaches the students, monitors the progress of the assignment, and, if necessary, makes corrections.

After completing the task, the teacher asks the class questions:

• Did everyone complete the task?
• What difficulties arose during the task, what was not clear?

Bees and ants communicate with each other through touch and secretions. But only bees have a "language of dance." Video clip.

Do you think such complex behavior can be called reasonable? (No)

Their behavior is instinctive, unconscious.

Notebook entry. Instinct- a set of innate moments of behavior, fixed hereditarily and characteristic of a certain type of animal.

In addition to beneficial insects, there are also pests. cultivated plants and vectors of human diseases.

The study of the material occurs in the course of the conversation. Students work with handouts: tables, insects.

Exercise : determine which order your insect belongs to and what harm it does to cultivated plants. Answer plan:

1. The name of the squad.

2. The name of the insect.

3. Signs of the detachment.

4. Meaning.

The negative value of insects for humans

Students write their answers in a notebook. Several students are asked. Ratings are given.

Additionally . What methods can be used to control harmful insects?

During the conversation, it turns out that the proposed options can be divided into four groups:

Methods of human struggle with harmful insects

V. Fixing the material.(4 min)

What insects did we meet today?

What are the characteristics of families?

What insects harm agricultural plants? Describe the life of some of them.

VI. Reflection. (1min) Draw your mood as a smiley.

VII. D/W Review topics in the arthropod section. Preparation for control work.

Appendix. The uterus is the largest bee in the hive, 18-20 mm in size. It has a long abdomen with an ovipositor designed for permanent egg laying. Cannot eat on its own. It is fed by worker bees with goiter milk. There is always only one in the family. The uterus develops from fertilized eggs. Lives up to 5 years. When another queen appears, the old one flies away with a part of the bees. This process is called swarming.

Drones are male, with long wings and large eyes. They develop from unfertilized eggs. Their task is to fertilize the uterus. Live for one season. In autumn they die, they are stinged by worker bees or simply kicked out of the hive.

Worker bees are sterile females. Workers - ensure the life of the whole family (collect food, care for the larvae, feed them, clean the hive, build honeycombs, harvest honey). To perform these functions, they have a number of devices:

• oral apparatus;
• Body covered with villi;
• honey goiter;
• Sting-modified ovipositor;
• Hind limbs with baskets and brushes.

Target: to reveal the features of the structure of the honey bee in connection with the social way of life, the role in nature and in human life.

Lesson type: a lesson in analytical thinking.

During the classes

group work

I. Motivational conversation

(the lesson begins by asking the children questions about the family):

• What can you say about your family?
• How can you describe your family in one word?
• Why is your family the most friendly?

Family - seven I, all together. Although we study insects, family relationships there are among them. These insects include bees and ants. Today we will talk about bees.

II . Intrigue

In the entire history of mankind, there is no more studied and, at the same time, more mysterious insect than a bee. Why? You will learn about this at the end of the lesson.

III. Memory

Group work:

Group 1: Development with complete transformation
Group 2: Development with incomplete transformation
Group 3: What are the similarities and differences between 2 types of transformation. What is the advantage of development with complete transformation.

IV. Learning new material (return to intrigue)

Bees are social insects. The community is a big family. They share food with each other, take care of each other.
The uterus has a long body, the abdomen is elongated. Drones medium size with big eyes. Worker bees have devices for collecting pollen (brush, basket, mirror)
There are 100 thousand worker bees in the family, they clean the hive, collect nectar, take care of the queen and larvae, protect the hive from enemies. In a bee family, the main bee is the queen, which lays up to 2000 eggs per day. She lives for about five years. Drones do not take any part in the work. The main task is the fertilization of the uterus. In autumn, the worker bees drive the drones out of the hive and they die. All care for the hive lies with the worker bees6 growing up, each worker bee changes several "professions". She builds combs, cleans cells, feeds larvae, takes food from incoming bees and distributes it in the hive, ventilates the hive, guards it, and finally, begins to fly out of the hive for nectar. Bees communicate with each other through touch and secretions. Bees have a "language of dance". The complex behavior of social insects is an instinct.
Bees build honeycombs. They crawl on the flowers and pollen falls on the hairs of the body of the insect. Then the bee cleans the pollen into a basket with help. Special brushes. Soon a ball of pollen will form there. Perga is honey-soaked pollen. Bees have an extended goiter - honey. There is honey. For a year, a bee colony receives 100 kg of honey. (presentation)

V. Effective consolidation

Group 1: fill in the table:

Group 2: What are the similarities of the uterus, drone, worker bee

Group 3: What products do bees give? How they are formed.

Tasks for all groups:

Explain terms: uterus, drone, pocket mirror, honeycomb, basket, goiter, perga, swarming, instinct, "the language of bees."

Explain the statements:

If bees die out on earth, humanity will have 4 years to live.
Albert Einstein

The bees can tell their mates where the sweet nectar flowers are.
Aristotle

From the bellies of the bees comes the drink different colors that brings healing to people. Verily, in this is a sign for a people who think.
Koran

VI. Disclosure of intrigue

In the entire history of mankind, there is no more studied and, at the same time, more mysterious insect than a bee. Moreover, it can be argued that man also owes his origin to the bee to a large extent. After all, it was she who for millions of years, tirelessly pollinating plants, developed and improved vegetable world planets, and with it the animal world.

For many millennia she lives next to a man, but nothing and no one can tame her. At the same time, it is the bee, which has a terrible weapon against enemies, that allows a person to unceremoniously invade his home and make any (within reason) changes and rearrangements in it, and once a year take away the vital thing - his food.

VII. Homework

Paragraph 28. Type of arthropods, preparation for verification work.