Requirements for the results of studying the topic
- Students know:
– biological and social factors of anthroposociogenesis; – the main stages of human evolution, their characteristic features; - characteristic racial characteristics.
- Students can:
– reveal the complications of man in the process of his evolution (fossil, ancient and ancient man); the origin and unity of the races of man; – recognize human races and their historical forms in tables and drawings.
- Students can:
– to reveal the significance of fossils, the most ancient and ancient forms of man, the features of human improvement, the factors of his formation and the formation of races; – prove the role of social factors in human evolution, the unity of origin of races.
Planning a theme
Lesson 1. Origin of man.
Stages of its formation. Lesson 2. Biological and social factors of anthroposociogenesis.
Lesson 3. Human races, their origin and unity.
Lesson 1. The origin of man, the stages of his formation
Tasks:
to form in schoolchildren knowledge about the origin of man, the stages of his evolution; develop the ability to identify complications in the structure and behavior of historical human forms; contribute to the formation of patterns of cognition of the world.
?
What conditions played a role in the emergence of man?
Guidelines
I. Introduction to the topic
Human Origins. Historical ancestors of man, features of their structure, lifestyle. Reasons for differences and improvement. (Updating knowledge about a person based on materials studied in previous classes. Conversation.)
II. Learning new material
1. The evolution of ancient ancestors - hominids. (Conversation with elements of the teacher’s story; search work with the text of a textbook on identifying characteristic features of hominids.)
2. The history of the emergence of man. (Teacher’s story; practical work with a textbook on filling out the table “Becoming a Man”; conversation based on the results of practical search work; formulation of conclusions.)
3. The evolution of human development. (Conversation based on the results of the search work and the table; drawing conclusions about biological changes in the human body.)
III. Consolidation of knowledge
Consolidating knowledge about the stages of human development.
1. Students complete tasks under the “Test your knowledge” rubric (1–4). 2. Conversation to discuss the problematic issue of the lesson ?
.
IV. Homework:
study the article “The history of the emergence of man is complex and contradictory”; analyze practical work-repetition; answer the questions.
Lesson 2. Biological and social factors of anthroposociogenesis
Tasks:
to form in students knowledge about the factors of anthroposociogenesis, to find out the reasons for changes in the biology and lifestyle of historical human forms; continue to develop the ability to identify signs of increasing complexity in the stages of human evolution.
Equipment:
see lesson 1 (topic 1); overhead projector
?
What evidence indicates that Homo habilis became the ancestor of the human race?
Guidelines
I. Testing students’ knowledge about the historical forms of human development
Conversation on questions 1–5 on page 15; independent completion of the task: option I – “Which statements are true?”, option II – “Choose the correct answer”; check of knowledge.
II. Learning new material
1. Biological factors in the evolution of human historical ancestors. (Teacher’s story with elements of conversation; work with the text of the textbook, drawings, the collection “The Origin of Man”; vocabulary work.)
2. Social factors of human evolution. (Teacher’s story with elements of conversation, work with a textbook on identifying signs of changes in human biology.)
III. Consolidation of knowledge
Consolidating students' knowledge about the biological and social factors of anthroposociogenesis.
1. Conversation to discuss the problematic issue of the lesson. 2. Create a plan to answer the following questions.
What are the biological factors in human evolution? (I option.) What are the social factors of human evolution? (II option.)
Discuss plans in pairs and with the whole class.
IV. Homework: study the text of the textbook, answer questions
Lesson summary for grade 9 “Anthropogenesis (the emergence of man)”
biology – 9th grade
Topic 4. “Anthropogenesis (emergence of man)”
lesson on the topic The main stages of anthropogenesis.
lesson objectives: a) to form schoolchildren’s knowledge about the main stages of human evolution, the development of labor skills and social relations at different stages of anthropogenesis;
b) continue to develop knowledge about the role of biological and social factors at different stages of human evolution.
lesson equipment: tables illustrating the stages of human evolution, video film “Earth. Human Origins".
Teacher's opening speech. In today's lesson we will get acquainted with the history of studying the problem of human origins. Let us first consider general ideas about the origin of man.
- a) Anaximenes and Aristotle put forward the idea that man is a “relative of animals.” Aristotle also identified differences between humans and animals:
- Upright walking;
- The brain is large;
- Speech and mind.
b) Carl Linnaeus placed man, along with the higher and lower apes, in one row - primates.
c) Jean-Baptiste Lamarck in 1809 in the book “Philosophy of Zoology” described the origin of man: the original ancestor was a “four-armed” highly developed creature that descended to Earth and gradually turned into a two-armed creature capable of walking upright.
d) Charles Darwin in 1871 in his work “The Descent of Man and Sexual Selection” proved with facts the close relationship of man with anthropoids, pointing out the role of social factors.
e) F. Engels in 1896 in his work “The Role of Labor in the Process of Transformation of Ape into Man” wrote: “Labor created man himself.”
2. a) Anthropogenesis - the evolution of man and his formation as a species.
b) Anthropology is a science that studies the origins of man
(demonstration of frames from the video film “Earth. The Origin of Man.”)
3. The main stages of human evolution.
№№
| Human Ancestors | Where and when did you live | Progressive features in appearance | Progressive features in lifestyle | Tools | |
| 1. | Initial forms - Australopithecus | 10 – 15 million years ago, in Africa | Brain weight did not exceed 500 g, height 120 – 130 cm, body weight 30 – 40 kg | They moved quite freely in open areas on two legs, completely freeing their arms from moving | Used sticks and stones as weapons to defend and hunt animals |
| 2. | The most ancient people - Pithecanthropus (ape-man) | Africa, Asia (Indonesia, China) and southern Europe 1.5 million years ago | Their height was approximately 160 cm, the brain reached 850 - 900 cm³ | Similar to humans, active hunters of big game, they discovered the use of fire and learned to maintain it, but never learned to make fire | Hand chopping |
| 3. | The most ancient people - Sinanthropus (Chinese man) | 400,000 years | The volume of the brain is 850 - 1220 cm³, the parietal lobes of the brain are relatively strongly developed, while the frontal lobes of the brain hemispheres are poorly developed, the right hand was more developed than the left. | Sinanthropus walked quite straight and did not rest its forelimbs on the ground. Sinanthropus knew how to use fire; anthropologists' findings indicate that Sinanthropus were cannibals. | The tools were small and roughly processed, their length did not exceed 15 cm. |
| 4. | Ancient people - Neanderthals | Western Europe, Algeria, Morocco, in the Nean River valley - dertal | The brain volume was 1000 - 1600 cm³, the frontal lobes were much less developed, and they were slightly shorter than modern humans. | They were characterized by a stooped gait and kept their legs slightly bent at the knees. | They made clothes from animal skins, lived in a cave or built a dwelling. Using stones, they made tools that were more advanced than those made by Sinanthropus. |
| 5. | The first modern people are Cro-Magnons | For the first time, the remains of these people were found in France in the Cro-Magnon grotto. | These were quite beautiful people, their height reached 190 cm, their brain volume reached 1800 cm³ | They learned to cultivate the land and raise domestic animals, built houses and mastered pottery production. They were excellent artists and sculptors. | Stone tools made by pressing, and not by chipping, but by grinding |
3. Consolidation of the studied material: formulating conclusions and recording them in a notebook.
- Australopithecines were the first stage on the path from Dryopithecus to humans. It was quite hot in the African savannah, the saving shade of trees was rare here, so the australopithecus began to gradually lose hair. As a result, upright, almost hairless monkeys were formed. In appearance they already resembled people.
- It was Pithecanthropus that was the transitional link from monkey to man. It is not for nothing that anthropologists call Pithecanthropus the most ancient people.
- Neanderthals did not have developed speech, they only possessed the rudiments of speech. The tools that they made can easily be divided into a number of separate groups, depending on the labor operations for which they were intended.
- A very important addition to the finds of Pithecanthropus are the finds of another group of ancient people - Sinanthropus, made in China, in the Kotsetang cave. In Sinanthropus, the parietal lobes of the brain were relatively highly developed, while the frontal lobes of the cerebral hemispheres were less developed and retained features similar to the frontal lobes of the cerebral hemispheres of great apes. The study of a few fragments of the femur and humerus showed a great similarity between these bones and the corresponding bones of modern humans.
- In general, Cro-Magnons differed little from modern people, and in paleontology they combine fossil modern people and modern people into one species - Homo sapiens.
4. Homework: read and retell the material, pp. 295 – 308.
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Lesson topic: The origin of man. Stages of its formation. - presentation
Lesson topic: The origin of man. Stages of its formation
Goals: Goals: To generate knowledge about the origin of man, about the stages of his evolution. To develop knowledge about the origin of man and the stages of his evolution. Develop the ability to explain improvements in human structure and behavior in the evolutionary process. Develop the ability to explain improvements in human structure and behavior in the evolutionary process. To promote the formation of knowledge about patterns in the cognition of the world. To promote the formation of knowledge about patterns in the cognition of the world.
The history of the emergence of man is complex and contradictory. The history of the emergence of man is complex and contradictory. The evolution of primates, like other orders of mammals, occurred during the Tertiary period, which began approximately 60 million years ago. It's hard for scientists to follow. How did human ancestors develop and evolve? Therefore, there are different versions of human evolution. The evolution of primates, like other orders of mammals, occurred during the Tertiary period, which began approximately 60 million years ago. It's hard for scientists to follow. How did human ancestors develop and evolve? Therefore, there are different versions of human evolution.
Ramapithecus He lived in the territory of modern India, Eastern Europe, and Russia. Ramapithecines ate plant foods: cereal seeds, roots, leaves and stems of plants. They had to be searched for, plucked or dug up, constantly bending down, unbending and straightening the back. He lived in the territory of modern India, Eastern Europe, and Russia. Ramapithecines ate plant foods: cereal seeds, roots, leaves and stems of plants. They had to be searched for, plucked or dug up, constantly bending down, unbending and straightening the back.
Australopithecines were significantly more human-like than their predecessors. These were small, upright creatures (height cm, weight kg), with a flat face and a brain volume equal to an average of 530 cm (which is slightly larger than that of modern apes). However, Australopithecus cannot be considered a human ancestor, since nothing, not even The primitive tools that he used were not found (after all, it is known that the manufacture and use of tools is one of the main characteristics of man). Australopithecines were much more similar to humans than their predecessors. These were small, upright creatures (height cm, weight kg), with a flat face and a brain volume equal to an average of 530 cm (which is slightly larger than that of modern apes). However, Australopithecus cannot be considered a human ancestor, since nothing, not even the primitive tools that he used were not found (after all, it is known that the manufacture and use of tools is one of the main characteristics of man)
During the same historical period, there existed an animal that was very similar in appearance to Australopithecus. The volume of his brain was much larger. The foot, like that of modern humans, had an arch, i.e. he walked freely on two legs. The hands of this hominid were more advanced; the thumb was opposed to the other fingers. During the same historical period, there existed an animal that was very similar in appearance to Australopithecus. The volume of his brain was much larger. The foot, like that of modern humans, had an arch, i.e. he walked freely on two legs. The hands of this hominid were more advanced; the thumb was opposed to the other fingers.
The first fossil remains of this homo erectus were discovered by the Dutch scientist E. Dubois in the 90s. last century on about. Java. It was a creature of average height (160 cm). The body of Homo erectus was not much different from the body of modern man. At the same time, his skull had numerous differences: a low forehead, powerful brow ridges above the eyes, a massive and heavy lower jaw. Almost non-prominent chin protuberance. The main evolutionary acquisitions of Homo erectus were the production of stone tools, the emergence of abstract thinking and speech. The first fossil remains of this homo erectus were discovered by the Dutch scientist E. Dubois in the 90s. last century on about. Java. It was a creature of average height (160 cm). The body of Homo erectus was not much different from the body of modern man. At the same time, his skull had numerous differences: a low forehead, powerful brow ridges above the eyes, a massive and heavy lower jaw. Almost non-prominent chin protuberance. The main evolutionary acquisitions of Homo erectus were the production of stone tools, the emergence of abstract thinking and speech.
Neanderthal man is named after the Neanderthal Valley (Germany), where the skeletal remains of this ancient man were discovered in the mountains. The height of Neanderthals reached 1 m 70 cm; they had a strong physique, developed muscles, and remarkable physical strength. Neanderthals had to live on earth during a harsh time - during the Ice Age. To escape the cold, they learned to make and maintain fire and sew primitive clothing from skins. Neanderthals lived in small groups of people. They had a division of labor: adult men hunted large animals, women and children maintained the fire and collected edible plants. Neanderthal man is named after the Neanderthal Valley (Germany), where the skeletal remains of this ancient man were discovered in the mountains. The height of Neanderthals reached 1 m 70 cm; they had a strong physique, developed muscles, and remarkable physical strength. Neanderthals had to live on earth during a harsh time - during the Ice Age. To escape the cold, they learned to make and maintain fire and sew primitive clothing from skins. Neanderthals lived in small groups of people. They had a division of labor: adult men hunted large animals, women and children maintained the fire and collected edible plants.
Fossil modern humans are called Cro-Magnons. These were tall, tall people (up to 180 cm). They had all the signs of a modern person: a high cranial vault. Developed chin protuberance. All fossil people of the modern type are classified as one species - Homo sapiens. You and I feel the same way about it. Fossil modern humans are called Cro-Magnons. These were tall, tall people (up to 180 cm). They had all the signs of a modern person: a high cranial vault. Developed chin protuberance. All fossil people of the modern type are classified as one species - Homo sapiens. You and I feel the same way about it.
Conclusion: The predecessors of humans were fossil great apes that lived in Southern and Eastern Africa. In the process of human evolution, there are three stages: ancient people, ancient people and modern people. The representative of the most ancient people is Homo erectus, the ancients are Neanderthals, and the moderns are Cro-Magnons. The predecessors of humans were fossil great apes that lived in Southern and Eastern Africa. In the process of human evolution, there are three stages: ancient people, ancient people and modern people. The representative of the most ancient people is Homo erectus, the ancients are Neanderthals, and the moderns are Cro-Magnons.
