Whoa school. School-based training and experimental site Master of industrial training at the school site

Biology classroom at school.

For high-quality teaching of biology, it is necessary to create conditions, i.e. organize the material base: a biology classroom, a training and experimental site, a corner of wildlife, which are interconnected and complement each other in the comprehensive implementation of the tasks of training and education.

A properly organized biology classroom is of great importance, since most of the educational time for mastering biological knowledge is spent there.

The Wildlife Corner provides lessons, extracurricular activities and extracurricular activities with lively, visual learning tools.

At the school educational and experimental site, schoolchildren consolidate and improve theoretical knowledge acquired in biology lessons, practice practical skills in growing and caring for plants in spring, summer and autumn, conducting experiments that allow them to identify the biological patterns of plant development in specific conditions and determine opportunities for increasing productivity agricultural crops.

The acquisition of knowledge and skills and the development of cognitive interest in biological science largely depend on the creation of a material base for training and rational placement of equipment.

^ School biology classroom– a special educational unit of the school, equipped with educational equipment that promotes active cognitive activity of students in the classroom, in extracurricular, extracurricular work in the subject “Biology”.

^ The biology classroom is a specially equipped room for organizing the teaching and educational process in biology.

The first natural science classrooms were a museum that housed herbariums of plants and stuffed animals in glass cabinets. Later, with the introduction of experimental methods in teaching, the office becomes a laboratory class. Glass and porcelain dishes, microscopes, magnifying glasses appeared, rooms were allocated for living plants and small animals. Along with the tables, a film projector was used. In the mid-50s of the twentieth century. When the school switched to a classroom system for all disciplines, the biology classroom was basically preserved as a classroom-laboratory in combination with a utility room for placing and storing equipment: visual aids, equipment, tools, and a library.

The office contains general equipment necessary for teaching all biology courses, and specific equipment for a specific course, a specific topic.

All equipment is placed in the classroom according to a certain system so that it can always be used in the educational process. But the biology classroom is not only a place to store the necessary equipment. The functional significance of the biology classroom is much broader; several interrelated functions can be distinguished here: teaching and educational, scientific and methodological, placement of educational equipment, reference and accounting.

In the biology classroom, the process of teaching, educating and developing students is carried out, for which special equipment is provided. Comfortable work tables and chairs that can be moved together for group practice. A large, well-lit blackboard, chalk and a damp sponge for wiping the board should always be in place. The teacher's desk and blackboard are used to display visual aids during the lesson. A screen is placed on the wall (or board), a TV and VCR are placed on the side on a high stand, and a graphic projector is placed in the back of the office on a special stand.

The office must have running water with a sink. Water is constantly needed for practical work, demonstrations, and for caring for plants and animals.

The office is usually equipped with a small library containing various reference books for students; recommendations for laboratory and practical work, biology textbooks; books on biology from the “Children’s Encyclopedia” series, methodological magazines, for example “Biology at School” and others.

The office organizes rotating and permanent exhibitions that develop interest in biological science and help to master complex educational material, for example, stands “This is Interesting”, “Fauna of Our Region”, “Plants of the Red Data Book of our Region”. Thematic exhibitions of students' work (posters, drawings on environmental issues, photographs taken during excursions) can be presented as rotating exhibitions in the biology classroom.

Of great educational importance are permanent exhibitions (reflecting the basic ideas of biology), which are used in the study of many topics and in various educational courses, for example, “Development of the organic world on Earth”, “Levels of organization of life”, “Four environments of life on Earth”, "Kingdoms of Living Nature". The office should have portraits of outstanding scientists (C. Darwin, A.I. Oparin, N.I. Vavilov, V.I. Vernadsky, V.N. Sukachev, etc.).

The office is the place where the biology teacher works. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of activities with schoolchildren: programs, textbooks, collections of problems and tests in biology, periodicals, especially the magazines “Biology at School”, “Environmental Education at School” ", various methodological literature, including books on general methods of teaching biology and on individual training courses, reference literature, guides to plants and fungi, animals, methodological support for using a computer, etc.

The teacher must also have in his office instructional materials from the Ministry of Education of the Republic of Belarus and educational authorities of his region, state education standards: Mandatory educational minimum in biology for all levels of secondary schools, Requirements for the educational minimum.

The classroom should also have materials reflecting the work of biological clubs, electives, didactic materials, everything that helps the teacher in his work on teaching, educating and developing students, and helps improve his professional level.

natural objects (houseplants, herbariums, small live animals, collections, stuffed animals, skeletons, wet preparations, microspecimens);
images of natural objects (tables, diagrams, drawings, models, photographs, slides, filmstrips, videotapes, etc.);
handouts and flashcards;
instruments and devices for demonstrating technical means (TV, VCR, overhead projector, computer, etc.);
laboratory equipment: magnifying glasses, microscopes, dishes and instruments for laboratory and practical work in nature (herbarium folders, pruning shears, etc.) and in the office;
chemical substances;
first aid kit.

The main part of educational equipment is stored in cabinets according to the types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. To make it easier to find equipment, each cabinet is assigned a letter (A, B, etc.), the shelves are numbered, and the compartments on the shelves are numbered in capital letters. A code indicating the storage location of this or that visual equipment is entered into a special catalog card. For example, A – 4 – b means: cabinet A, shelf 4, compartment b. A list of equipment is placed on the inside of the cabinet doors.

Stuffed animals, insect collections and herbariums are stored in boxes with mothballs or bags with insecticides. Animal skeletons are placed in the glass part of the cabinet, human skeletons are placed in a plastic case. Microspecimens are stored in special boxes, each drug in its own compartment. Microscopes and tripod magnifiers are placed in cases.

Tables are glued to cardboard and stored vertically. Paper tables are laid out on wide shelves in a horizontal position. Transparencies, videotapes, and disks are arranged by topic.

Flashcards, photographs, drawings, diagrams, postcards, and handouts are stored in envelopes, catalog boxes or folders.

Exhibition stands are fixed in the so-called exhibition belt, which begins at a level of 80 cm from the floor - this is a horizontal strip 150 - 170 cm wide. Biological newspapers, bulletins, stands with materials from rotating exhibitions can be placed in the corridors adjacent to the biology classroom.

To quickly obtain information about the availability of this or that educational equipment in the biology classroom, the place where it is stored should be a reference card index for the main sections: literature, instruments, technical and audio-video equipment, tables, preparations, collections, herbariums, etc. In addition, the office must have catalogs of educational films, videos and videotapes, disks and floppy disks with computer software, etc.

The teacher, as the head of the office, is obliged to keep a record book in which material assets must be recorded in alphabetical order by section. Once a year, an inventory is taken in the office and a report is submitted to the head of the school. Newly purchased equipment is regularly recorded in the accounting book and the fact that obsolete equipment is written off is noted.

Improving the material base of the biology classroom and its work is carried out on the basis of long-term and annual plans. In addition to extracurricular and independent work of students, the plans include the production of homemade visual aids, repair and replacement of equipment, holding exhibitions, methodological work and consultations, observations, experiments and other things, indicating the timing of the work, performers and a mark on their completion.

Scientific and methodological role of the office

The teacher must also have in his office instructional materials from the Ministry of Education of the Russian Federation and educational authorities of his region, state education standards: Mandatory educational minimum in biology for all levels of secondary school, Requirements for the educational minimum, etc.

The classroom should also have materials reflecting the work of biological clubs and electives, didactic materials, etc., i.e., everything that helps the teacher in his work on teaching, educating and developing students, helps improve his professional level.

The integrated use of educational equipment makes it possible to most fully realize the unity of content, methods and teaching aids in the educational process. Complexes of educational equipment are prepared by the teacher for each lesson and do not remain constant.

Placement of training equipment

In the biology classroom there is a system of visual aids:

Natural objects (houseplants, herbariums, small live animals, collections, stuffed animals, skeletons, wet preparations, microspecimens, etc.);

Images of natural objects (tables, diagrams, drawings, models, photographs, slides, filmstrips, videotapes, etc.);

Handouts and flashcards;

Instruments and devices for demonstrating technical means (film projector, TV, epidiascope, computer, etc.);

Laboratory equipment: magnifying glasses, microscopes, glassware and instruments for laboratory work (tweezers, dissecting needles, slides, cover glasses and watch glasses, test tubes, pipettes, etc.) and for practical work in nature and the office (herbarium folders, diggers, shovels, pruning shears etc.);

Chemical substances;

A small first aid kit. The main part of the educational equipment is stored in cabinets

types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. To make it easier to find equipment, each cabinet is assigned a letter (A, B, etc.), shelves are numbered, and compartments on the shelves are numbered in capital letters. A code indicating the storage location of a particular visual aid is entered on the index card. For example, A - 4 - b means: cabinet A, shelf 4, compartment b. A list of equipment is placed on the inside of the cabinet doors.

Tables are glued to cardboard and stored vertically. Paper tables are laid out on wide shelves in a horizontal position. Transparencies are placed according to lesson topics, filmstrips are placed in boxes with separate slots for rolls of tape.

Flashcards, photographs, drawings, diagrams, postcards, handouts with parts of plants are stored in envelopes, catalog boxes or folders. Movies are placed in filmostats. Projection equipment in the office is placed taking into account the focal length, size of objects and format of the storage medium, preferably on mobile stands.

Exhibition stands are fixed in the so-called exhibition belt, which begins at a level of 80 cm from the floor - this is a horizontal strip 150-170 cm wide. Biological newspapers, bulletins, stands with materials from rotating exhibitions can be placed in the corridors adjacent to the biology classroom.

Office help function. To quickly obtain information about the availability of this or that educational equipment in the biology classroom, the place where it is stored should be a reference card index for the main sections: literature, instruments, technical and audiovisual aids, tables, preparations, collections, herbariums, etc. In addition, the classroom should have catalogs of educational films, videos and videotapes, floppy disks with computer software, etc.

Office accounting and planning function

The teacher, as the head of the office, is obliged to keep a record book in which material assets (laboratory glassware, reagents, visual aids, etc.) must be recorded in alphabetical order by section. Once a year, an inventory is taken in the office and a report is submitted to the head of the school. Newly purchased equipment is regularly recorded in the accounting book and the fact that obsolete equipment is written off is noted.

The accounting documents also include an office passport; it must contain basic information about the office.

Improving the material base of the biology classroom and its work are carried out on the basis of long-term and annual plans. In addition to extracurricular and independent work of students, the plans include the production of homemade visual aids, repair and replacement of equipment, holding exhibitions, methodological work and consultations, observations, experiments, etc., indicating the timing of the work, the performers and a mark on their completion.

All basic organizational work of the biology classroom and storage of equipment is performed by the head of the biology classroom. This function, as a rule, belongs to the biology teacher.

Material base for teaching biology: training and experimental site, structure

The role of the training and experimental site and its structure. In the practice of teaching biology, the school educational and experimental site plays a special role. Here, schoolchildren get acquainted with garden and vegetable plants, field and industrial crops, weeds, pests, and master the skills of caring for plants. For this purpose, plots for individual crops in open ground, greenhouses and greenhouses for closed ground plants are provided.

An important task is to familiarize schoolchildren with cultivated plants and agricultural processes. To do this, collections of various cultivated plants are grown on the site and experiments are carried out to increase productivity, identify optimal growing conditions, introduction, variety testing, etc.

Students, working on the site, consolidate their knowledge about the development of plants, gain an understanding of the main agronomic techniques for cultivating cultivated plants and the skills of working with them in a certain system, according to a certain plan.

Educational and research activities with living objects in the school area ensure the formation of moral qualities of students, instilling love and respect for nature; respect for work. Long and varied work contributes to the formation of such a strong-willed quality as the desire to complete an experiment, make observations in a timely manner and record them.

The site provides lessons and excursions in botany, zoology and general biology for grades 6-11. In addition, extracurricular activities, extracurricular activities, youth, environmental and experimental work are carried out here.

The results of experiments and growing a collection of plants during autumn, spring and summer are used to prepare demonstration and handout materials for lessons, laboratory work and youth clubs.

The site can organize school-wide extracurricular events (Harvest Festival, Garden Day, Bird Day), exhibitions, excursions for younger schoolchildren, for parents, competitions, etc.

Proper organization of various types of activities at the training and experimental site contributes to:

Improving biological knowledge and skills for their application in practice;

Formation of skills in growing cultivated plants, taking into account biologically based agricultural technology;

Development of knowledge and skills in experimenting with plants and animals;

Improving skills: observe biological phenomena, establish phenological phases, describe them, record observations, compare experimental and control objects, formulate evidence-based conclusions based on the use of simple calculations, develop the ability to interpret the data obtained depending on weather conditions and changes in experimental conditions;

Formation and improvement of skills to use instruments for recording weather phenomena and the state of plants.

In the experimental department there are plots for standard experiments on field and vegetable crops in compliance with all norms and requirements for plant growing experiments, variety testing to determine the influence of the external environment or on other topics.

According to N.M. Verzilin, several departments should be clearly distinguished on the site: field, vegetable, fruit and berry, decorative, biological and zoological. Each room has space for a collection of cultures and experiments with plants of this department. The main thing for the implementation of the curriculum is the biological department, in which certain crops are grown and experiments are carried out, which are also living illustrations of the most important biological patterns and processes.

Currently, school educational and experimental sites of the indicated types are organized.

The biological department has a section on botany (departments of morphology, systematics; collection "Flower Calendar", experiments with root systems) and a section on general biology (collection of plants "Criteria of a species", "Methods of selection", "Adaptation"; experiments on natural selection, variability, the influence of external conditions on the growth and development of plants, etc.).

Traditionally, cultivated plants are used in collections and experiments at the training and experimental site. To prove general biological patterns in living nature and especially to identify ecological patterns in the life of plants, a new department was introduced into the structure of the school site - the department of ecology1. In it, all collections and experiments are carried out using the example of local wild species. For example, collections: “Pages of the Red Book”, “Early spring plants”, “Autumn flowering plants”, “Species populations”, “Life forms”, “Ecological groups”, “Plants of a broad-leaved forest”, “Plants of a mixed forest”, “Plants of a dark coniferous forest” forests", "Aquatic plants"; experiments: the influence of various abiotic and biotic factors, overgrowing of Darwin sites, settlement of an artificial reservoir, etc.

Types of student activities. The main work at the training and experimental site is carried out in the spring and autumn periods. To work on the site, teams of 4-5 schoolchildren are created. In each department of the educational and experimental site, children are engaged in the same types of activities: cultivating the soil, growing collections

A significant part of the work at the training and experimental site is experimentation. The experiment is conducted by a group of students, but at different times. The whole group lays down the experience and sums up the results. In the summer, individual work is carried out, and sometimes it is carried out by schoolchildren who are responsible for another area of work. To ensure that all necessary agrotechnical practices are completed on time, it is recommended to keep an experience diary - a notebook in which the condition of the experimental plants is reflected. Usually, for the sake of brevity, records for each experiment are made up of a plate indicating what should be recorded and when the measurements were taken.

The biology classroom, the wildlife corner, and the educational and experimental site constitute an integral, unified material base for the study of biology in a secondary school.

10 QUESTION.

Organization of a school site in modern conditions. Drawing up a school site plan. Selection of plants for the school site, taking into account regional characteristics.

In 1986, the Regulations on the educational and experimental site of the school were adopted, which reflected the purpose of the site. Its structure, content and organization of student work. Much attention during this period was paid to carrying out agricultural work on plots in rural schools.

In the early 90s. Due to the change in the status of the state and the emerging economic and social problems, the importance of the school site in biological education began to decline. In many city schools, only the dendrological department has been preserved, where socially useful work for students was organized in the spring and autumn.

However, by the end of the 90s. interest in the design and use of the school site has again arisen, while approaches to its use in the educational process are changing significantly. The importance of environmental, aesthetic education and upbringing of students comes to the fore. N.A. Pugal analyzed the current state of school sites and concluded that their structure, for objective reasons, has undergone significant changes.

The task of planning a school site is the most rational distribution of territory between all structural elements, which include: a sports ground, a playground for students in extended day groups, a recreation corner, a meteorological site, and a biological part.

An analysis of the current state of school sites allows us to conclude that their structure has undergone significant changes. On the small land areas of city schools there is no opportunity to place educational and experimental sites, greenhouses and hotbeds. In addition, caring for plants in greenhouses and greenhouses is very labor-intensive. It is difficult to organize work at the school site during the holidays. Growing vegetable, fruit and berry crops on a school plot in urban conditions is unacceptable, since the plants cannot be environmentally friendly. In rural conditions, growing these crops also does not make sense, since schoolchildren can conduct observation experiments in their garden plots at home, so preference should be given to wild plants and flower and ornamental crops. Flower and ornamental crops can be objects for conducting simple experiments on the influence of fertilizers, fertilizing, daylight hours, humidity, and temperature conditions. It is possible to compare natural and artificial communities, and work on environmental monitoring is possible, for example, identifying the coefficient of commonality between natural and artificial communities.

Observations at the school site can be carried out not only on plants, but also on insects, birds, earthworms and other representatives of the animal world. Therefore, the most appropriate departments of the biological part of the school site will be the following:

– a collection of plants adapted to various environmental conditions;

– a collection of plants with different morphological features;

– “living herbarium” – natural objects used in the study of a basic biology course;

– collection of medicinal plants;

– collection of wild plants;

– arboretum;

– tree and shrub nursery;

– park floral and decorative department.

At the preliminary stage of site development, it is necessary to thoroughly familiarize yourself with the topography of the territory, the properties of the soil, and the existing plantings. A detailed drawing is then drawn up, which is the basis of the detailed plan. The site plan is created taking into account the natural and climatic conditions, the size and configuration of the site, the “specialization” of this site (park, garden, etc.), the size and location of the school building; take into account the orientation of the site in relation to sunlight, surrounding residential buildings, bodies of water, and adjacent green spaces. The site plan is brought to the attention of the teaching council and school administration. Next, they begin to break down the sections of the site, platforms and paths.

The main stage of site development is the selection of cultivated and wild plant species that suit the conditions of the area. This is what a biology teacher does. The amount of planting material for hedges, park areas, etc. is determined. Next, flower beds are planned. The soil is being cultivated for planting trees, shrubs and herbaceous plants. If possible, arrange an artificial pond and rock garden.

Drawing up a project for a school site

Plantings on the school site must occupy at least 40% of the total area.

We depict the area on paper at the largest possible scale, for example 1:100 or 1:300. Sketches of the main elements of landscape design are usually made for the sketch: lawns, groups, arrays, solitaires, flower beds, ridges, borders, rockeries, rock gardens, swimming pools, mixbarders, pergolas, gazebos, playgrounds (it is advisable to place them away from elite varieties of flower plants).

To protect from wind, dust and noise, we plant several rows of trees and shrubs along the perimeter of the territory. Protective green stripes should also separate the site from the utility yard and driveways. Green spaces separate areas for various purposes from each other. Our assortment of plants includes species of trees and shrubs that are original in shape, flowering and color; we widely use flowers, vegetable plants, cereals and industrial crops, medicinal crops and wild plants. Poisonous and thorny plants should not be used.

It is more advisable to design the site in the fall. Its sequence is like this:

We designate north, south, west, east. The sides facing west and south are usually sunny and open, the north side is shady, and the east side is mixed, i.e. there are several microclimatic zones on the site.

We draw a plan of the territory on graph paper, display buildings, outbuildings, roads, paths, and a meteorological site.

We put tracing paper on the plan and draw out the details: the best view points, large trees, hedges, large stones.

On another sheet of tracing paper we show what we want to plant.

We continue to experiment with tracing paper until we are satisfied with the result.

School training and experimental site.

At the educational and experimental site, schoolchildren get acquainted with garden and garden plants, field and industrial crops, weeds, pests, and master the skills and abilities of caring for plants. For this purpose, plots for individual crops in open ground, greenhouses and greenhouses for closed ground plants are provided.

Educational and research activities with living objects in the school area ensure the formation of moral qualities of students, education of love and respect for nature; respect for work activity.

The site provides lessons and excursions in botany, zoology and general biology. In addition, extracurricular activities, extracurricular activities, youth, nature conservation and experimental work are carried out here.

The results of experiments and growing a collection of plants during autumn, spring and summer are used to prepare demonstration and handout materials for lessons, laboratory work and youth clubs. School-wide extracurricular events can be organized at the site - “Harvest Festival”, “Garden Day”, “Bird Day”, exhibitions, excursions for younger schoolchildren, for parents.

Such a multifaceted use of a training and experimental site requires appropriate selection and arrangement of plantings and crops. In this regard, the structure of the school site must have certain sectors and plots, greenhouses and a greenhouse.

P.I. made a great contribution to the development of the structure of the educational experimental site and the methodology for its use in the general education of schoolchildren. Borovitsky, N.M. Verzilin, B.V. Vsesvyatsky, V.A. Mathisen, I.N. Ponomareva, N.A. Rykov, M.V. Syskova and other prominent methodological biologists.

According to P.I. Borovitsky, at the training and experimental site there should be two departments for growing plants: collection and experimental. A wide variety of cultivated plants are grown in the collection: grains, fruits, berries, industrial, oilseeds. Moreover, each of these crops is placed on special plots in compliance with crop rotation.

In the experimental department there are plots for standard experiments on field and vegetable crops in compliance with all norms and requirements for plant-growing variety testing experiments to determine the influence of the external environment or on other topics.

According to N.M. Verzilin, several departments should be clearly distinguished on the site: field, vegetable, fruit and berry, decorative, biological and zoological. Each room has space for a collection of cultures and experiments with plants of this department. The main thing for the implementation of the curriculum is the biological department, in which certain crops are grown and experiments are conducted, which are also living illustrations of the most important biological processes and patterns (Scheme 1).

The biological department has a section on botany (departments of morphology, systematics, collection “Flower Calendar”) and general biology (collections of plants “Criteria of a species”, “Methods of selection”, “Adaptation”).

To prove general biological patterns in living nature and especially to identify ecological patterns in plant life, a new department was introduced into the structure of the school site - the ecology department. In it, all collections and experiments are carried out using the example of local wild species. For example, the collections “Pages of the Red Book”, “Early spring plants”, “Autumn flowering plants”, “Species populations”, “Life forms”, “Ecological groups”, “Plants of broad-leaved forest”, “Aquatic plants”.

The main work at the training and experimental site is carried out in the spring and autumn periods. To work on the site, teams of 4–5 schoolchildren are created. In each department of the educational and experimental site, children are engaged in the same types of activities: they cultivate the soil, grow collections taking into account the agricultural technology of cultivating each specific crop, conduct experiments, and conduct observations.

Site planning is underway in the spring. When planning, the availability of excursion and work paths is taken into account. The width of the excursion path is 1.5 - 2 m, and that of the workers - 70 - 80 cm. Using cords, field measuring instruments and pegs, teams mark the school site, its departments, and plan plots.

After marking, the land is prepared for sowing. Sowing seeds and planting seedlings are carried out taking into account agrotechnical requirements. Then the labels are installed.

A significant part of the work at the training and experimental site is experimentation. The experiment is carried out by a group of people, but at different times. The whole group lays down the experience and sums up the results. In the summer, individual work is carried out. It is recommended to keep an experience diary - a notebook that reflects the state of the experimental plants.

Learning to conduct experiments on a school site contributes to the development of not only labor, but also intellectual, research activity, observation, the ability to compare experimental and control plant specimens, and draw conclusions.
Scheme 1.Approximate plan of the training and experimental site

^ A. Department of useful plants

I – steam;

II – cereals;

III – herbs;

IV – spinning and oilseed plants;

V – row crops;

VI – essential oil and medicinal plants;

VII – crop rotation models;

A training and experimental site is a specially equipped area near an educational institution, which is a collection of certain geographical, botanical and zoological departments, work in which contributes to the practical consolidation of students’ theoretical agrozootechnical knowledge, i.e. This is the basis for experimental work. In particular, Ya.A. Komensky pointed out the need to create a small garden at children's educational institutions, “where students should sometimes be allowed in and given the opportunity to enjoy the spectacle of trees, flowers and herbs,” and Zh.Zh. Rousseau considered gardening “the most important educational means.”

In Russia, one of the first school gardens appeared at the Noble Corps in St. Petersburg back in the 18th century. and contained collections of medicinal and cultivated plants. A botanical garden, created according to the system of C. Linnaeus, also existed in the Tsarskoye Selo Lyceum during the time of A.S. Pushkin, where each pupil had his own small separate area - a kindergarten. The rapid flowering of the propaganda movement for gardening for educational purposes began in the 60s. XIX century (N.I. Raevsky), in particular, school botanical gardens were created at the Pskov (N. Varnek), Belevsky real schools and the Pedagogical Museum of Military Educational Institutions (N.P. Zhivotovsky), a colony of juvenile delinquents in Okhta (A. Ya . Gerd). According to surviving descriptions, these were miniature botanical gardens, which included mainly wild plants, planted (sown) according to families, taking into account their aesthetic qualities and environmental requirements for their places of growth. At the end of the 19th century. There were attempts to raise the culture of agriculture through rural primary schools, for which school gardens were used. In the 30s XX century Based on the generalization of teachers’ experience, a system for organizing a school agrobotanical section begins to take shape (N.M. Verzilin “Agrobotanical section of a secondary school,” 1935), later expanded to an agrobiological one, with elements of animal husbandry.

At the present stage, planning a school site is not limited to elements of agrobiology. Its task is the most rational distribution of territory between all structural elements of the educational institution, including a sports ground, a play area for students in an extended day group, a recreation corner, a meteorological site and a biological part. To maintain the site in order, it is advisable to divide it into plot areas assigned to individual classes. Every day, those on duty in the classroom clean and hand over their area to the person in charge of the school. To perform seasonal work (tilling the soil, sowing, planting, watering, etc.), classes in socially useful and agricultural labor are used. Some types of work can be performed by members of biological circles, students attending an extended day group, which must be taken into account by the teacher responsible for the site when drawing up a detailed work plan indicating the timing of their implementation.

At the site, it is planned to organize a primary school department on a separate territory, although a joint form of work in the flower and decorative, fruit and berry, field and vegetable crops departments is often allowed. At the same time, the first form of management is methodologically more correct, which is due to the increased interest of younger schoolchildren in this kind of work than in children of other age groups.

At the preliminary stage of site development, it is necessary to thoroughly familiarize yourself with the terrain, soil properties, existing plantings and buildings. The site plan is created taking into account the natural and climatic conditions, size, configuration of the site, its “specialization” (garden, park, etc.), location of the school building, orientation in relation to sunlight, surrounding residential buildings, adjacent green spaces. In this case, it is necessary to take into account the basic rule of ecological design: the desire to imitate the natural state of plants in the natural world - in the depths, where water accumulates, you can arrange a pond, rock garden (rock garden).

The plan of the school site is brought to the attention of the school council and school administration, after which they begin to break down the site’s departments, playgrounds, and paths. The main stage of site development is the selection of cultivated and wild plant species that are adapted to the conditions of the area (with the help of a biologist, agronomist); determining the amount of planting material for hedges, park areas, etc.; planning flower beds; soil treatment for planting; arrangement, if possible, of an artificial reservoir, rock garden, etc.

In the future, it is advisable to carry out the following types of work: 1) lessons-excursions on interdisciplinary (core) topics: “Plants”, “Animals”, “Seasonal changes” in nature, “City Ecology”, “General Biology” (for high school) and etc.; 2) lessons-excursions when studying integrated natural science courses with an environmental focus; 3) practical exercises in the “Plants” section; 4) performing independent observations (phenological) when studying seasonal phenomena, the role of individual components in the life of the agrocenosis; 5) completion of summer assignments in natural science by primary and secondary school students; 6) practical classes and excursions with younger schoolchildren.

This department as a whole contributes to children’s successful acquisition of basic knowledge about nature, agriculture, some special work skills, and the development of a creative attitude to work.

The choice of crops is determined by local conditions and curricula. However, the normative divisions of this territory and activity include: 1) growing flowers, including annual ornamental flowers (poppy, zinnia, marigolds, asters), and leguminous plants, root crops (radishes, beets, carrots) and conducting simple experiments with them; 2) cuttings of currants and other plants; 3) growing seedlings of vegetable and flower-ornamental plants (in boxes, soil), sowing and planting them, caring for fruit trees and berry bushes, working with perennial flowers, practicing plant propagation by layering and dividing the bush. That is, at a school educational and experimental site for an elementary school there should be the following departments: vegetable, fruit and berry (orchard), flower and decorative, collection.

When organizing work at a school experimental site, it is necessary to have equipment that allows you to carry out all operations from soil preparation to harvesting, which, taking into account the characteristics of age, should be lightweight. The equipment is placed on hangers and stands, requiring systematic cleaning and maintenance (including cleaning and lubrication after seasonal work).

At the same time, the work of children in each department of the site has its own characteristics.

1. Growing flower and ornamental plants.

This topic involves working both directly at the school experimental site, in a greenhouse, greenhouse (planting dahlias, peonies, etc.), and in the classroom (wildlife corner, biology classroom) with indoor plants with good lighting required. Therefore, it is recommended to arrange a corner of wildlife and a workplace in the bright part of the room, closer to the windows.

In parallel, it is recommended to carry out the following experiments with floral and ornamental plants: the effect of light on the formation of chlorophyll in the leaves, darkening on the size of the leaves, picking on the development of seedlings when growing summer seedlings, removing faded flowers and inflorescences on the duration of flowering (calendula, marigolds, viola, campanula, eschscholzia, snapdragon, lupine, gillyflower), the amount and timing of fertilizer application at the beginning and duration of flowering of annual plants; studying varieties of asters, phlox and other wild plants and their cultivation on the site (medicinal, flowering), pollinating insects of certain groups of plants, etc.

2. Growing vegetables.

It is necessary to start work with a preliminary conversation about spring phenomena in nature, seasonal activities of people - about the beginning of the sowing campaign and its significance for agriculture, the timing and specifics of sowing individual crops. Classes can be conducted both in the classroom and directly near the plots. It is advisable to first divide all the reported material into blocks: theoretical, which can be communicated in advance, and practical, which requires visual, concrete, practical operations.

To conduct classes, you must have seeds (peas, carrots and other vegetable plants), buckets for carrying humus, sand for mixing (for example, with carrot seeds), measurements (sticks of the appropriate length - at the initial stage), marker or cords, labels.

Before sowing, the teacher provides the minimum necessary information about the species being planted. Work with any planted species is carried out in stages: a) general preparation for practical work; b) information about the plant: for example, peas are a cold-resistant plant (seed germination temperature 2 ° C), demanding moisture; seed planting period - late April - early May; planting method - with double-line ribbons. After an introductory conversation, the teacher shows the methods of sowing crops, followed by the children’s consolidation of the mastered technique on their plots; c) demonstration by the teacher (it is necessary to take into account that the distance between the furrows for low-growing varieties is 20 - 30 cm, for tall varieties - 40 cm, between plants in beds - 2 - 3 cm): when working with peas, adults are shown grooves 5–6 cm deep, the sowing procedure (methods of sowing seeds) is explained and shown; d) primary consolidation: two students repeat the operations shown by the teacher (after making sure that the children have mastered the sowing technique, the adult suggests moving on to frontal work); e) frontal work; f) students record the results of observations in diaries: dates of sowing, emergence of seedlings (in this case, individual seedlings are dried and glued as illustrations to the work), deadlines for completing all work; g) during harvesting, it is necessary to once again draw the children’s attention to the peculiarities of the nutritional parts of the plant that are significant for humans (for example, the roots of beets and carrots), the life span of the plant (biennial - root crops are formed in the first year, seeds are formed in the second).

The ultimate goal of work in the first grade is for children to learn in practice the basic rules of caring for plants.

3. Growing fruit and berry crops (II – III classes (III – IV classes)).

Work in this area involves consideration of a number of topics:

III class(propaedeutic in grades I and II): a) preparation for planting cuttings of berry crops (currants); b) planting cuttings followed by watering and mulching; c) caring for planted cuttings.

IV class: a) preparing berry bushes and fruit trees for winter; b) planting berries and ornamental shrubs; c) propagation of fruit and flower and ornamental plants by dividing the bush; d) planting rooted strawberry rosettes in a permanent place; caring for her.

4. Phenological observations at the training and experimental site.

Phenology- a system of knowledge about the seasonal development of nature, and observations of periodic (seasonal) phenomena in the life of the latter are called phenological, respectively: the appearance of the first thawed patches, the arrival of birds, the beginning of sap flow in plants, the beginning and end of flowering, growing seasons, the ripening of fruits and seeds, the beginning of leaf fall, the onset of frost, etc. This is the elementary and most common form of work with children of any age, which does not require lengthy preliminary preparation and arrangement of a specific place.

In particular, depending on the results of phenological observations, the following types of agricultural work are recommended: 1) flowering of willow - the beginning of tillage and sowing of early vegetables (carrots, parsley, turnips, onions, dill), selective sowing of oats, peas; 2) the beginning of bird cherry flowering - sowing flax, barley, spring wheat, beets; 3) the beginning of birch greening - planting seedlings of rutabaga, early cabbage, early varieties of potatoes; 4) flowering of bird cherry - mass planting of potatoes, sowing ornamental plants (sweet peas, asters) into the ground; 5) flowering of yellow acacia - the beginning of sowing cucumbers, beans, buckwheat; 6) flowering of winter rye - the beginning of haymaking and silage making; 7) determination of the beginning and end of the active activity of pests, the timing of their appearance, the most vulnerable moments of the life cycle.

Based on phenological observations, it is advisable to compile a nature calendar for your area or region (for which you need to have data for at least 5 years).

5. Experimental and practical work at the school site.

This type of work is mandatory within the framework of the activity-based approach to learning. Its task is to establish the influence of environmental factors on the life of plants and animals, conditions and methods of influencing the crop. Any work presupposes the presence of experimental and control variants, according to which the comparison will be made: for example, an experimental plot of plants fed with fertilizers and a control plot without fertilizing. There is a distinction between individual work - when isolating the factor under study from the general complex of operating ones (“the principle of the only difference”) and complex work (testing the action of a system of factors); assessed using measurements (biological method) and sensory organs (organoleptic).

The effectiveness of experimental work depends on its proper organization. The experiment must be preceded by a detailed plan indicating the following points: schematic plan of the site, placement of crops; schemes of field experiments; list of main observations; approximate deadlines and order of work; need for equipment, seeds, fertilizer.

To obtain reliable data, the experiment should be carried out in parallel on 5–6 plots of the same type (preferably over several years); for floral and decorative foliage species, the research period should be at least two years under normal growth conditions.

Experimental plants are considered to be those plants that are grown under the same conditions, therefore those located on the edge of the experimental plot are “protective” and are not taken into account when processing the results. For the accuracy of the experiment, agrotechnical techniques for caring for soil and plants must be the same in all variants of the experiment, as well as the quality and quantity of planting material.

In general, the following requirements are imposed for conducting experimental work on experimental and control plots:

a) selection for sowing, planting of plants, seeds of the same quality: fruit seedlings must be healthy, on uniform foundations, identical in development - thickness of the trunk and root collar, height, number and length of branches; the selection of young and fruit-bearing trees is carried out according to the diameter of the trunk and crown (taking into account the height of the latter);

b) simultaneous work: identical terms and conditions (wetting experimental seeds in a salt solution, control seeds in water);

c) simultaneous carrying out of weeding, loosening, watering and other types of agrotechnical work, including harvesting, on both the experimental and control plots;

d) qualitative and quantitative study of the influence of factors on plants; for this kind of complex experiments, more than two plots are allocated, for example: when studying the effect of irrigation on yield - the first plot without irrigation (control), the second - two waterings (option I), the third - three waterings (option II) - with all options in the experimental scheme is designated by numbers with a clear distinction between numbered plots on the ground;

e) compliance with the condition of equality of plots when choosing a site; should not occupy an area on a steep slope, although the use of gentle slopes without obvious soil erosion is allowed;

f) mandatory consideration of the results of the experiment, for example, the growth and fruiting of plants, environmental conditions; At the same time, observations of plants are conventionally divided into two groups - those carried out on all experimental samples (product yield, its quality - wildflowers, seedlings, harvest) and typical ones, specially selected in the amount of at least three from each plot (growth dynamics, crop formation);

g) to obtain comparable data, it is necessary: when describing, select plants of the same age and planted at the same time, their parameters must correspond to the biological characteristics of the species, the description of ornamental plants should be carried out during the period of their full flowering; When assessing traits, a five-point system is used: “5” is the highest degree of severity of a particular trait (terry, pest damage, etc.), “0” is the complete absence of the trait.

Unfortunately, in recent years, in most city schools (due to the density of buildings, changes in the “status” of a city dweller perceived by adults and children), this form of work has been reduced to zero, although it is precisely its activity-practical aspect that allows schoolchildren to better assimilate the natural history material being studied. On small plots of land there is no real opportunity to place educational and experimental sites, hotbeds, greenhouses, and the minimum educational time and overload of children do not allow this kind of labor-intensive work to be fully carried out in caring for plants.

Growing vegetable, fruit and berry crops on a school plot is unacceptable in the city due to the environmental situation, but in the village it is possible to conduct observations at home. Therefore, when planning modern school sites, preference is given to wild plants and flower and ornamental crops, which can be objects for conducting simple experiments to identify the nature of the influence of fertilizers, fertilizing, daylight hours, humidity, temperature conditions and other factors on plant growth. It is possible to carry out the following forms of work: comparison of natural and artificial communities and identification of the coefficient of their commonality; environmental monitoring; observations of plants, insects, birds, earthworms. Therefore, the most appropriate, according to N.A. Scarecrow, is the organization of the departments of the biological part of the school site: 1) a collection of plants adapted to different environmental conditions; 2) a collection of plants with different morphological features; 3) “living herbarium”; 4) collection of medicinal plants; 5) collection of wild plants; 6) Darwin site; 7) arboretum; 8) tree and shrub nursery; 9) park flower and decorative department.

The set of possible works presented above in various departments of the educational and experimental site reflects the activity-practical nature of the work of junior schoolchildren in the course “The World Around us” and is aimed at integrating the natural sciences and agricultural foundations of education.

Material from Uncyclopedia

Most schools have training and experimental sites. They are often called an open-air green laboratory. Here everyone can find an interesting job. A good educational and experimental site has different departments for this: primary classes, vegetable, field crops, fruit and berry garden, fruit nursery, indoor soil, collection department, biological department, flower and decorative department, dendrological department, zoological and livestock department, meteorological platform.

The elementary school department employs primary schoolchildren. In small plots they learn to grow vegetables and flowers that do not require complex care.

The vegetable crops department is one of the most important on the site. What kind of vegetable plants do schoolchildren grow here? Tomatoes and cucumbers, onions and garlic, cabbage and beets, carrots, turnips and many others. Moreover, there are a variety of varieties. The guys in this department do the most experiments. Here, in agricultural labor classes, they find out the effectiveness of various agricultural practices. In botany lessons, schoolchildren use specific examples to study the dependence of the growth and development of plants on their growing conditions. And in the circles of young experimenters, children often achieve such remarkable results in experiments with vegetable crops that they are used by local collective and state farms (see Experimental work).

In the field crops department, schoolchildren grow the main agricultural plants: grain grains, grain legumes, fodder root crops, potatoes, industrial crops, forage grasses. Here they learn to obtain high yields using advanced agricultural technology.

It is difficult to find a school that does not have a fruit and berry garden on its training and experimental site. These gardens are different, in the north they are, of course, not the same as in the south, but they were all planted by schoolchildren. In the middle zone, fruit trees and a variety of berry plants grow here: strawberries and raspberries, gooseberries and currants, cherries and plums, apple trees and pears, and to the south - grapes, apricots, cherries, peaches, almonds.

In the fruit nursery, children grow seedlings of fruit and berry plants. This work is complex and interesting. After all, growing a good, healthy seedling is not easy: you need to be able to graft and properly care for the young tree. Often, seedlings of fruit and berry plants from the school nursery are moved not only to the school garden, but also to personal plots and collective farm gardens.

Many schools have closed ground greenhouses, greenhouses, small-sized film shelters and nurseries. Flowers are grown in greenhouses, green onions, cucumbers and other vegetables are grown. In small-sized film shelters, greenhouses, and nurseries, seedlings of vegetable and flower crops are grown, and early harvests of cucumbers and tomatoes are harvested.

A good collection department always pleases the eye with a variety of cultures. Collections of vegetable and field crops, regionalized and new, promising varieties and crops are housed here.

The biology department helps to better assimilate the biological knowledge acquired in the lessons. It houses collection crops on the systematics and morphology of plants, an ecological corner, a rock garden (an area of alpine vegetation), and a subdepartment of general biology.

Plants from various families are grown in the collection according to taxonomy: cereals, cruciferous plants, rosaceae, legumes, nightshades, asteraceae, lilies, etc.

Plants with different types of roots, stems, leaves, and inflorescences are selected for the morphological collection.

In an ecological corner, creating special conditions, they grow drought-resistant, moisture-loving, aquatic, light-loving and shade-tolerant plants. In the general biology subdepartment, high school students conduct observations and experiments related to the study of the basics of Darwinism, genetics and plant breeding.

The flower and decorative department, or flower beds, are located in front of the school building, as well as at the training and experimental site for conducting experimental work. Annual, biennial and perennial flowering plants are planted in flower beds. In experiments with flowers, young plants achieve earlier, more abundant and longer flowering. The bright colors of school flower beds always bring joy and create a good mood.

Dendrological departments set up schools that have a significant land area. It houses a variety of tree and shrub plants from different climatic zones of the country. Various herbaceous plants are also grown here, and bird houses and bird feeders are placed.

It is quite difficult to create a zoological and animal husbandry department on a school site. Animals require daily care and attention. But how interesting it is, for example, to feed rabbits, care for them and observe their behavior, raise little rabbits and conduct various experiments with them. Often they set up a small apiary and dig a pond for breeding fish.

At the meteorological site, weather observations are made using instruments. Comparison of weather data with phenological observations of plants is important when conducting experimental work with them.

Work and constant observations at the training and experimental site help to deepen the knowledge gained in the lessons of natural history, botany, zoology, general biology, acquire first skills in agricultural work, and learn about the nature of their native country. And how nice it is to try delicious dishes in the school canteen, prepared from vegetables and fruits grown with your own hands.

A good school site is the pride of both students and teachers.

Municipal budgetary educational institution

middle School of General education

2011

Unit No._______ students of _______ class MBOU

secondary school

S.Bolshaya Polyana

Terbunsky district, Lipetsk region

20___

Squad composition

Introduction.

Theme of my work: medicinal plants of my village.

Relevance:

I live in the village of Bolshaya Polyana. This is a very beautiful place. Various plants grow here, many of which have medicinal properties. I chose this topic because one of the pressing problems today is the preservation of human health. To treat some diseases, it is better to use natural herbal remedies because pills have side effects. In addition, medications are expensive. Therefore, it is useful for people to know about the use of medicinal herbs. I want to learn about such plants growing in our area and learn how to use them. This topic interested me very much, and I decided to conduct my research work.

Target : study the medicinal plants of your area.

Tasks :

Get acquainted with literary sources that could give me complete information about the medicinal plants of my area;

Having studied the flora of your neighborhood, identify which plants are considered medicinal;

Study the rules for preparing and storing medicinal raw materials;

Try to grow some medicinal plant at the UOU.

Object of study: terrain of the central black earth region.

Subject of study: medicinal plants of my area.

Hypothesis : if you know about the use of medicinal plants, you can cure some diseases better and cheaper.

Plan:

1.Choosing a topic.

2. Drawing up a research plan.

3.Collection of material.

a) Think for yourself.

b) Ask another person.

c) Learn from books.

4. Summarize.

5. Conduct a survey.

The village of Bolshaya Polyana, where this study was conducted, is located 30 km from the regional center and 100 km from the city of Lipetsk.

The distance to the Don River is 20 km. The terrain is flat, the climate is temperate continental, the average January temperature is -15, the average July temperature………...

Knowledge of the geographical location and climate helped me determine which plants could be found in a given area.

Is this topic relevant? I think so. After all, a person’s health is the most valuable thing he has, and if we ourselves can take care of it by applying knowledge about medicinal plants, then our health will be increased for many years.

1. Main part

1.1. From the history of the use of medicinal plants

Attempts at treatment with medicinal herbs have been made since the time primitive man collected various roots. The first documentary mentions of the use of medicinal plants date back to the Ancient World. Using plants for food, people gradually began to notice that they had healing properties. Thus, medicinal plants were used in Ancient Egypt, China, Greece, etc.

For example, the Egyptians knew how to relieve spasms and pain from various ailments. They used celery or saffron to relieve rheumatic pain, pomegranate to fight tapeworms, henbane to relieve colic and other medicinal plants, as well as various essential oils and resins. The ancient Greeks knew how to use mineral springs, mud treatments, various oils and medicinal herbs. And the Indians actively used noble metals in healing: lead, mercury, zinc, antimony, sulfur, etc.

Information about the use of the healing properties of plants in ancient times can be gleaned from ethnography and archeology.

Thus, studying, for example, the Australian tribes, individual tribes of Central and South Africa, and the Amazon Indians, ethnographers found that, apparently, there was no tribe on earth that did not know medicinal plants. As a rule, information about the healing properties of plants was not the property of all members of the tribe, but was concentrated in certain families, where this knowledge, mostly under the cover of secrecy, was passed on from father to son (or from mother to daughter, for in some tribes healing was a privilege women).

The achievements of modern medicine became possible mainly thanks to the contribution of a huge number of people who described medicinal plants, figured out how to care for them, how to collect them correctly and tested their effects on themselves. For example, the Babylonians drew attention to the loss of medicinal properties of many medicinal plants when they were stored in the sun. Thus, the well-known principle of drying medicinal herbs in a place protected from direct sunlight was discovered.

Even in ancient times, it was noticed that the properties of collected medicinal herbs also depended on the time of collection. Some medicinal plants are collected in the early morning, and others at night, the same applies to the seasons.

The first written sources contain even more information. The most ancient of them, clay tablets discovered in Assyria, already contain information about medicinal plants; Moreover, along with a description of various medicinal plants, it is indicated against what diseases and in what form this plant should be used. The Assyrians borrowed their information about medicinal plants mainly from the Sumerians and Babylonians; tablets compiled by Assyrian scribes list plant names in Assyrian, Babylonian, and Sumerian.

Obviously, the Assyrians made quite extensive use of the healing properties of medicinal plants. It is known, for example, that in the capital of Assyria, Nineveh, there was even a garden where they were grown.

There is an Arab legend about the discovery of the healing properties of coffee tree beans by a shepherd who noticed that his goats were eating the fruiting branches of this tree, after which they came into a great mood and had fun all night.

At the beginning of our era, Roman doctors continued research into the healing properties of plants. The classic work of the physician Dioscorides “On Medicinal Herbs” and the multi-volume treatise of the commander and naturalist Pliny the Elder “Natural History” have been a reference reference for European doctors for more than 1500 years.

The most important work of that time was the “Canon of Medical Science” by the Arab scientist Ibn Sina (Avicenna). In the 12th century. this treatise was translated into Latin and for many centuries remained one of the main medical aids in medieval Europe.

In the Middle Ages in Europe, herbalism and healing were mainly carried out by the church. In numerous monasteries, growing so-called “pharmacy gardens” and caring for the sick were considered part of the Christian duty of the monks. The monasteries managed to preserve and pass on to future generations the medical and botanical knowledge of previous centuries.

During the Renaissance, with the advent of the first botanical gardens and the discovery of the New World, the number of plants used in medicine expanded, and the invention of the printing press contributed to the popularization of medicinal and botanical works. As this knowledge went beyond the walls of the monasteries, practical healing skills in the traditions of Hippocrates began to become increasingly important.

The 18th century was marked by enormous progress in medicine. Scientists sought to isolate active substances from medicinal plants and use only them for treatment. In subsequent centuries, many active substances were synthesized. In the 20th century synthetic drugs have almost replaced traditional natural drugs based on medicinal plants.

1.2. Classification of medicinal plants

The following categories of medicinal plants are usually distinguished.

Official medicinal plants are plants whose raw materials are approved for the production of medicines in the country.

Pharmacopoeial medicinal plants - official plants, requirements for the quality of medicinal plant raw materials.

Medicinal plants of traditional medicine - most of the plants in it are relatively poorly described, and information about the effectiveness of their use has not undergone the necessary testing using modern pharmacology.

1.3. Use of medicinal plants

Medicinal herbs contain at least one substance that has medicinal properties. This substance or substances are often unevenly distributed throughout the parts of the plant, so when collecting medicinal herbs you need to know where the beneficial elements are concentrated and at what period of plant development their concentration is maximum.

The main methods of using raw materials of medicinal plants: production of medicines for internal and external use.

Water is used internally extraction: infusion , decoction , hydroalcoholic, oily extracts (tincture,extracts ) from medicinal plant materials or collections. Juice is obtained from the juicy fresh parts of official plants.

For external use:herbal bath , wrap , lotion , compress .

Various medicinal plant materials are obtained: grass, flowers, leaves, rhizomes, roots, fruits, seeds, bark, buds, etc.

1.4. Objects and methods of research.

1.4.1. Study of designated areas.

To conduct research, I selected the following areas: a plot in the vicinity of the pond in the village of Bolshaya Polyana, the courtyard of a house, and, of course, my own house. As a result of studying the species composition of the flora (see Appendix 1), carried out using the usual description of plants, I identified the following medicinal plants:

Table 2. Medicinal plants of the studied areas.

T., many pages

Leaves

Bird's knotweed

T., many pages

Aboveground part

Sweet clover

T. Odnol.

Leaves, inflorescences

Calendula

T., many pages

Inflorescences

T., many pages

Leaves

Stinging nettle

T., many pages

Aboveground part

Burdock

T., many pages

Leaves

Common coltsfoot

T., many pages

Leaves

Peppermint

T., many pages

Aboveground part

Melissa officinalis

T., many pages

Leaves

Dandelion officinalis

T., many pages

Leaves

Common shepherd's purse

T., monol.

Aboveground part

Large plantain

T., many pages

Leaves

Wormwood

T., many pages

Aboveground part

pharmaceutical camomile

T., monol.

Inflorescences

Common chicory

T., many pages

Roots

Tripartite sequence

T., monol.

Aboveground part

Common celandine

T., many pages

Aboveground part

Horsetail

T., many pages

Aboveground part

Horse sorrel

T., many pages

Aboveground part

Legend:

T. – herbaceous plant

K. – bush

D. – tree

Many L. – perennial plant

Odnol. -an annual plant.

Conclusion: in such a small area there grows a sufficient number of medicinal plants used for various diseases.

After studying literary sources, I found out what types of diseases the most common plants are used for (see appendix). In addition, I was directly convinced of the healing properties of one of the plants – chamomile. When I have a sore throat, I rinse my mouth with an infusion of chamomile flowers, and it makes me feel much better.

When interviewing a village pharmacy worker, it was found that the population of the village. Bolshaya Polyana buys medicinal plants much less often, perhaps because she has no information and does not know what medicinal plants grow next to them, how they should be collected, dried, and used. It is necessary to inform the population about what medicinal plants grow, how they can be used and applied.

1.4.2 Student survey

Before researching the discovery and identification of medicinal plants, I studied special literature on this issue. After collecting the material, I conducted a survey among students in grades 3-4. Students indicated the names of those plants that, in their opinion, have medicinal properties. The survey involved 20 people aged 8 to 10 years. As it turned out, all my classmates know such plants. After processing the data obtained, the following results were obtained:

Table 1. The most famous medicinal plants

Item no.	Plant name	Number of people who mentioned this plant


	Calendula, marigold
	Stinging nettle
	Large-leaved linden
	Peppermint
	Dandelion officinalis
	Large plantain
	pharmaceutical camomile
	Burdock
	Rose hip

1.4.3. Questioning the population on the use of medicinal herbs.

Indications for use

Application

Oregano infusion has antimicrobial, anti-inflammatory and analgesic properties..

Oregano

In folk medicine there is an excellent and proven remedy that helps with stomach pain. It is very often used in the Baltic countries. This is cumin. You need to take a teaspoon of cumin, brew it with boiling water, let it brew and drink. It turns out to be a very pleasant drink, which can also be used for prevention if pain occurs periodically. Cumin infusion reduces pain, relieves spasms and normalizes the functioning of the gastrointestinal tract.

Cumin

Against cough. Relieves inflammation (anti-inflammatory effect), destroys harmful microorganisms and germs (antimicrobial effect), stops bleeding (hemostatic effect). In addition to the above, lungwort has expectorant and astringent properties, which is especially important for dry, irritating coughs, as well as a diuretic effect.

Lungwort officinalis

Fresh leaves birch trees rinse with cold boiled water, then chop, pour in 500 ml of boiled water at a temperature of 40-50 degrees, leave for 4 hours, drain, squeeze out the leaves, leave for 6 hours, remove the sediment. The finished infusion of green-yellowish color from fresh birch leaves is slightly bitter and contains vitamin C.
Take before meals as a vitamin drink.

Hollow birch leaves

Used as a warm infusion for gargling

Linden heart-shaped
Chamomile (flowers)

1.5.

At the last stage of my work, my comrades and I planted medicinal plants at the school’s educational establishment.

1.6. General collection rules.

Summer is coming soon. And summer is a great time to harvest medicinal herbs. After studying the literature, I found out how to properly prepare and store medicinal raw materials.

Plants are harvested during the period when they contain the greatest amount of necessary active ingredients. In different parts of the plant, it depends on the phase of development and weather conditions. The buds are collected in early spring, when they are just beginning to swell, but have not yet begun to grow. The collection of bark is carried out in the spring, during the spring movement of juices. At this time, the bark is easily separated from the wood. The leaves are usually collected at the beginning of flowering. Flowers, inflorescences, are harvested during flowering. Grass (aerial parts of herbaceous plants - leaves, stems, flowers) is usually collected at the beginning of flowering, and in some species - at full flowering. Fruits and seeds are harvested in the fall when they are fully ripe. Roots and rhizomes are collected in the fall when they are fully mature. Roots and rhizomes are collected in the fall, when the plants go into dormancy, or in early spring before the leaves bloom. All above-ground parts of the plant are harvested only in dry weather. Collected raw materials cannot be stored in containers for a long time. Medicinal raw materials are dried in dry, well-ventilated rooms - in dryers, in the shade under canopies, as well as in stoves and ovens.

conclusions

As a result of my research work, I found out why medicinal plants are considered the most valuable.

Having studied the territory planned for research, she identified plants that have medicinal properties.

Some of the plants were planted in the school plot in the Medicinal Herbs department.

I studied the rules for collecting and storing medicinal raw materials.

It turns out that our land is a large natural green pharmacy. So why don’t we accept such a gift from nature and use it for its intended purpose? After all, medicinal herbs and plants can be used in medicine and treat many diseases without resorting to artificial and expensive drugs. And, of course, you will all agree with me that aromatic steaming tea with raspberries or other tasty herbs will be much better than any pills, and besides this, it will perfectly lift your spirits in the cold winter.

List of used literature

Red Book of the Lipetsk Region. Comp. Nagalevsky V. Ya. Krasnodar: Book. Publishing house, 1994.-285 p.

Kosenko I. S. Key to higher plants of the Lipetsk region. M.: publishing house "Kolos", 1970. - 614 p.

Petrov V.V. General botany with the basics of geobotany. M.: Higher school,

1994. – 271 p.

Morozov M.F. Medicinal plants of the Lipetsk region. Book Publishing house, 1980. – 184 p.

Internet materials.

MBOU TsO "Alliance" p Kharik

Project

Training and experimental site

MBOU TsO "Alliance"

Naimanova Tatyana Pavlovna

biology teacher.

P Harik 2015

Introduction………………………………………………………………………………3-4

Chapter I. Agricultural experimentation………………………………………………………...5-6

1.1. Specific features of agricultural experimentation…………………………..5

1.2. Connection of experimental work with academic subjects………………………6

1.3. Purpose of experimental work……………………………………… .6

Chapter II. Contents of experimental work…………………………………………………….7-9

2.1. Requirements for experimental work………………………………………..7

2. 2. Selection of experimental topics………………………………………………………..8

2.3. Educational and cognitive significance of experiments…………………9

Chapter III Training and experimental site in a rural school…..………………9-14

3.1. The educational and experimental site of the school as an environmental center

education of students……………………………..………………………...9-10

3.2. Layout of the territory of the training and experimental site……………………...11

3.3. Long-term work plan at the training and experimental site………………12-14

Conclusion………………………………………………………………………………..13

References…………………………………………………………………………………...14

Application……………………………………………………………………………

Introduction

H The more a person shackles the earth into concrete and asphalt, the more often he is drawn to nature, closer to the earth. To the one that breathes as if alive in the spring, to the one whose greenery soothes tired eyes and nerves, to the one that bestows a harvest in the fall.

In recent years, this craving has intensified noticeably. People want to grow fruits, vegetables and flowers with their own hands, build houses, create flower beds and flower beds, that is, to be closer to nature for at least a short summer season. Agricultural work has never been easy. And those who decide to devote themselves to this matter must remember that a rich and full-fledged harvest can only be obtained where considerable work, skill and diligence are devoted to it. Maybe not everything will work out at first. After all, no matter how much we want, the weather still dictates its conditions to us. In a dry summer, watering can still somehow save the future harvest, but if the rains are heavy, then what will happen.

Therefore, it is especially important to reveal the beauty of agricultural work when educating schoolchildren in the process of extracurricular work, in particular, in the educational and experimental area of the school. The attitude towards the land is not just a love for the native land, which can be successfully cultivated in students in the process of local history, tourism work and in other diverse forms of extracurricular and extracurricular work. Relationship to the earth requires work not only of the mind, but also of the heart. Experimental work serves as a unique indicator of the results of labor training and education.

The process of training and education is two-way, and its effect is achieved through the joint efforts of teachers and students. Therefore, the growth of students’ cognitive activity, the expansion of their participation in work activities, and the development of creative abilities are important aspects of educational and educational work with schoolchildren. It is at school that a student should develop an interest in any area of activity and should have a desire to become more familiar with it. The practical implementation of this provision requires a radical improvement in the content and methods of developing agricultural experience among schoolchildren. The development of agricultural experience in school should help implement the ideas of an integrated approach to the education of schoolchildren based on the unity of labor, moral, physical, environmental and aesthetic education of students. Moral education is carried out in all the variety of socially significant activities of schoolchildren: in study, work, artistic and creative, sports activities, as well as in the activities of free communication. It determines a person’s attitude towards the surrounding reality, towards himself, helping to determine a worthy place in society from the standpoint of civil service to it. Aesthetic education involves the development in children of the ability to perceive beauty in the surrounding reality: in nature, in work, in human relationships. Implementation environmental education should be aimed at a deeper understanding of the relationships in nature. Purpose of correctly placed physical education– care for the normal growth and development of the child’s body in the process of all types of activities. The formation of a comprehensively and harmoniously developed personality of a schoolchild is unthinkable without labor education, the purpose of which is to prepare

students to active labor and social activities, to develop a creative attitude to work.

When organizing experimental work, two conditions are most important: students’ work must be varied, interesting and feasible; At the same time, schoolchildren must solve specific production problems. This approach to organizing experimental work will captivate students and give them the opportunity to see in practice the significance of their activities, introduce them to the range of current problems of agricultural production, mobilize the knowledge of schoolchildren to plan and organize their work, to perform it qualitatively, and expand their biological horizons .

Target: develop a design for a training and experimental site

Tasks:

1. To form in schoolchildren a conscious desire to use agricultural experience in solving everyday practical problems that arise in the process of socially useful, productive work;

2. To develop in students accessible skills in growing cultivated plants;

3. Carry out environmental education for schoolchildren based on studying relationships with the environment, familiarizing themselves with measures to protect nature during agricultural work;

4. Implement a close, targeted connection between learning and agricultural work in cultivating plants at the school training and experimental site;

5. Use knowledge of the basics of crop production for the purpose of labor education and orientation of students to agricultural professions;

6. Show the practical significance of botanical knowledge as the scientific basis of plant growing.

Chapter I. Agricultural experimentation.

The educational and experimental site should be the basis for students’ experimental work. In the process of carrying out experimental and practical work, students develop responsibility for the assigned work, they get used to completing the work they have begun. The educational and experimental site is an open-air biology laboratory in which many lessons and practical exercises in biology and agricultural labor and other extracurricular activities are conducted.

Agricultural experience for schoolchildren is usually called the practical activities of students associated with an in-depth study of wildlife, experimental research on ways to increase the productivity of agricultural crops, taking into account the possibilities of local climatic conditions, with environmental activities of students, work in corners of wildlife, on school experimental plots .

By doing what they love with interest and passion, students have the opportunity to show greater activity and independence. The development of these qualities is a necessary condition for nurturing the creative initiative of children. Therefore, reliance on students’ independence, activity, and initiative to develop experimental work is the most important feature of extracurricular work with young naturalists.

Finally, it is extremely important that young naturalists in schools do things that are feasible for them, so that the nature of the experimental activity corresponds to their age characteristics.

Experimental work of schoolchildren can be considered one of the forms of combining learning with productive work, an effective means for students to master the basic concepts of the course of study at the theoretical and practical levels. Experimentation is a purposeful search for an answer to a question posed by an experimenter, during which it is necessary to solve many problems that vary in complexity, duration and significance.

Experimental and practical work in the school area should be considered as the first link in the labor education of schoolchildren in preparing them for a conscious choice of profession, and it serves as a kind of indicator of the result of labor training and education.

1.2. The connection between experimental work and academic subjects.

Experimental work is a continuation of the curriculum of many subjects: labor training, natural history, geography, biology, ecology, chemistry, some topics in physics, mathematics. Theoretical knowledge on these subjects finds its application in conducting a field or laboratory experiment. But this knowledge is usually not enough, and to solve emerging problems one has to turn to additional sources of information and master new methods of cognition.

The experience involves covering all students in grades 1-11 on a topic that takes into account the interests and inclinations of students, their age and level of knowledge.

When considering the purpose of experimental work, put the scientific value of its results in the foreground. This means that such work must be carried out in compliance with the accepted methodology, its results must be reliable, evidence-based, and conclusions must be error-free. During a long-term study, the young expert solves problems with many unknowns. Often, even the original data themselves are missing; they have to be found first in specialized literature, in statistical materials of farms, in periodicals, or obtained through a painstaking and lengthy experiment.

Experimental work is carried out in the classroom, at the training and experimental site and should be closely related to training.

1.3. Assignment of experimental work.

Before conducting experiments, it is necessary to determine their purpose:

Clarify which new concepts will be formed and which of the existing concepts will be expanded;

What methods of cognition will students master;

What cognitive interests of schoolchildren will be satisfied;

What needs will schoolchildren have?

What impact will this work have on students' orientation towards agricultural careers?

Experimental work is impossible without deep theoretical knowledge in academic and applied subjects.

In accordance with school programs in biology and agricultural labor, the educational and experimental site in each school must have the following departments: field, vegetable, fruit and berry, decorative, biological, zoological and primary classes. In these departments, students learn to grow various agricultural plants, as well as animals, and conduct experiments with them.

Chapter II. Contents of experimental work.

2.1. Requirements for experimental work.

Before starting work at the training and experimental site, the leader, together with the schoolchildren, thinks through all its stages, clarifies the content, as well as the environmental aspects of the upcoming activity.

The following sequence of work is proposed, which is shown in the diagram.

Scheme

sequence of stages of experimental work.

Before starting to conduct experiments at the school educational and experimental site, students must familiarize themselves with the requirements for experimental work: each experiment is carried out on two plots - an experimental and a control one. The plots have homogeneous soil, a flat surface, and the same size and shape. On the experimental plot the plants are thinned out and fertilized, but on the control plot this is not done. On both plots, soil cultivation, plant care, harvesting, etc. are the same and are carried out simultaneously; for more accurate conclusions from experiments, they are laid in duplicate; the theme and purpose of each experiment are clearly formulated and a plan for its implementation is outlined.

On the experimental plots, signs are placed with the following inscriptions: theme of experiment, culture, experience, control.

Conducting experiments on growing plants requires students to be active, inquisitive, and able to record the results of observations and draw correct conclusions.

2.2. Selection of experimental topics.

Its success and practical significance largely depend on the choice of the object of experience. An important place in experimental work is occupied by the choice of subjects for experiments at the school educational and experimental site.

The volume of research work is large, and it can only be completed in a modern school with the participation of every student. Moreover, most of these tasks are performed outside of class time and can be considered as extracurricular work.

The topics of experiments for students can be systematized into the following sections:

1. Soil and climatic conditions of plant life.

2. Agrotechnical methods of growing cultivated plants.

3. Study of varieties and familiarization with the biological characteristics of the growth and development of agricultural crops.

4. The influence of organic, mineral fertilizers, microfertilizers on increasing yield and improving product quality.

5. Plants containing phytoncides as a means of protecting plants from insect pests.

Program experiments serve as the basis for testing general and specific research methods.

2.3. Educational and cognitive significance of experiments.

The experiments of the educational experimental site have, first of all, educational and cognitive significance. Students at the training and experimental site must learn to observe the life of plants, the effect of the studied factors on experimental plants, be able to analyze experimental data and draw correct conclusions from them. But at the same time, experiments must also have an economic orientation and become the basis, under appropriate conditions, for scientific generalizations.

The practice of schools shows that the most important topics of experiments are agrotechnical ones. After all, it is known that a pattern is unacceptable in agriculture, and if in one case the recommended technique gives a positive effect, then in another it can even lead to serious consequences.

When is the best time to sow? There are recommendations on sowing dates. In addition, practice shows that winter sowing of onions, carrots, beets, and sunflowers is advisable, as yields increase. And this educational experience is directly related to the economic problems of the economy.

“Preparing the soil for sowing” - and this topic provides a wide field of activity for young experiencers.

Variety testing plays an important role in experimental work. Students study cereals, root crops, and various vegetable crops in close connection with the natural conditions of the local economy.

Chapter 3. Training and experimental site in a rural school.

environmental education of students.

The purpose of creating a training and experimental site– learn to grow agricultural plants, learn about the characteristics of vegetable plants and what conditions need to be created in order to grow beautiful flowers or get a good harvest of vegetables.

The following departments have been formed at the UOU:

1.Primary school department.

Students in grades 1-4 grow agricultural plants, conduct experiments on the influence of food area, lighting, watering and others in accordance with the program on the environment and technology. Ornamental plants are grown in flower beds.

2.Field crops department. In this department, experiments with field crops that are of production importance in our region are located and carried out; all field crops are grown in crop rotation.

3.Vegetable crops department.

In this department, vegetable crops that are characteristic and uncharacteristic of our region are grown and experimented with. All vegetable crops are grown in crop rotation.

4.Collectibles department.

It consists of three subsections: plant morphology, plant taxonomy, collection subsection, and medicinal plants department.

In the department of plant morphology, using the example of common and well-known plants, students in grades 5-8 examine the morphological features of plants (types of roots, leaves, inflorescences, pollination, etc.).

In the plant taxonomy department, representatives of various botanical families are grown: cruciferous. Rosaceae, lilies, etc.

The collection department includes plants not included in the field and vegetable departments, new crops for a given area, medicinal and melliferous plants, and aromatic plants.

5.Production department.

Vegetable and fruit crops are grown to supply the school canteen.

6.Flower and decorative department.

It is represented by flowerbeds in which plants such as asters, marigolds, nasturtium, petunia, zinnia, cineraria, kochia, snapdragon, etc. are mainly grown.

7. Fruit and berry department

Shrubs are placed: currants, raspberries, gooseberries.

8. Dendrological.

Includes trees and shrubs growing on the school site. This is poplar, bird cherry, lilac.

9. Zoological and animal husbandry department.

It operates on the basis of schoolchildren’s personal farmsteads. Students conduct observations and draw up reports (creative works) based on observations of animals: cattle, rabbits, pets, bees...

10.Environmental department.

It consists of a collection of plants from various plant communities that grow in conditions close to natural. This department also includes the Darwin Playground, which allows students to observe the processes of biocenosis formation and study the life of organisms in plant and animal communities.

On the basis of the school educational and experimental site, excursions are held for primary classes and kindergarten students. Also, during labor lessons, younger schoolchildren enjoy working on the site, where they learn the basics of growing various crops. In June, a labor team of 15 people works. In the summer, according to the work schedule at the site, students in grades 5-10 complete the 5th labor quarter. In the fall, we hold traditional exhibitions, competitions of ditties, and riddles about crops grown on the school plot.

3.3. Long-term work plan for the training and experimental site.

Spring period

1. Clearing snow from tree trunk circles.

2. Pruning and crown formation of decorative trees and shrubs.

3. Inspection of trees and bushes, removal of diseased, broken, dry branches.

4. Whitewashing trees with lime (to avoid sunburn on them)

5. The first fertilizing of fruit crops with mineral N-containing

fertilizers.

6. Preparing seeds for sowing.

7. Raking plant debris.

8. Volunteer cleanup of the school grounds from garbage.

9.Preparation of planting holes.

10.Applying black soil and manure to the site.

11. Digging the soil.

12 Adding soil mixture to flower pots.

13. Preparation of potato seed material.

14. Preparation of beds for vegetable, flower, and field crops.

15. Sowing vegetable and flower crops.

16. Planting potatoes.

Summer period

1.Continuation of sowing and planting flower seedlings in flowerpots.

2.Feeding of perennial flowers and ornamental shrubs.

3.Fake curbs.

4.Care of crops (watering, loosening, etc.)

5.Keeping an observation diary.

6.Raking last year's grass.

7.Collecting garbage, stones, etc. from the school site.

8. Weeding beds and flower beds from weeds.

9.Mowing grass around trees.

10. Watering flowers and vegetable beds.

11. Hilling up potatoes.

12.Removal of garbage and plant debris on the site.

13.Mowing grass in the school area.

14 Cutting out broken branches on trees and bushes.

15.Replanting flower crops.

16. Raking and removing plant debris and laying it on compost.

17.Painting flower pots.

18.Keeping an observation diary.

19. Aligning the edges of the beds

20.Collecting ripened seeds of flower crops.

21. Adding ridges.

Autumn period

1. Harvesting vegetable crops.

2.Collecting seeds of some vegetable and flower crops.

3. Raking fallen leaves and storing them in compost.

4. Raking and cleaning of plant residues in the beds.

5. Digging the soil on the site.

6.Harvesting potatoes, vegetables, weighing, harvest accounting.

7. Storing seed potatoes for storage.

8. Cutting out the growth around the trees.

9.Pruning of diseased, dry and broken branches.

List of plants planned for cultivation at the training and experimental site.

Potato

Tomatoes

Turnip

Radish

Beet

Dill

Parsley

Sorrel

Radish

Carrot

Vika

Peas

Beans

Barley

Wheat.

Oats

Corn

Perennial and annual flowers.

Medicinal plants.

Subjects of experiments and observations

Potato variety testing

Variety testing of carrots in a training and experimental site.

Monitoring the growth of tomatoes in open ground conditions.

Monitoring the growth of cruciferous plants (turnips, radishes, radishes)

Monitoring the growth of plants of the umbelliferous family (dill)

Replenishment of the cereal collection.

Collection of medicinal plants.

Suggested topics for students' experiments

Variety testing of potatoes and carrots in the conditions of a training and experimental site

Monitoring the growth of plants in open ground, the growth of plants of the cruciferous family

3. Experience in ecology. Development of vegetation cover. Overgrown garbage heap.

Conclusion.

In modern conditions, environmental and biological training of students is becoming an important measure in educating zealous owners of the Earth and resources, and a responsible attitude towards nature is one of the certain personality traits. In the process of experimental work, schoolchildren deal directly with nature as a subject of labor - they grow plants, care for animals, and through labor they make up for the deficiency of environmental conditions. This allows students to realize the mediating role of man and his work in the existence of the plants and animals he grows as an environment-forming factor in their lives.

Systematic experimental work should focus on the latest achievements of science in the field of agriculture, cooperation with scientists and solve the problems of their base farms. A team of schoolchildren achieves real success if students do not get carried away with large amounts of work, but take 1-2 topics per year and establish contact with specialists. An important condition for consolidating student success is the prompt publication of research results.

The educational and experimental site is the main place for students to study. This is a “green class”, which is created by students under the guidance of a teacher. The student who directly works on the site takes care of the plantings and, while doing the work, will try to understand why it is necessary, how it can affect the growth of plants, why it needs to be done one way and not another.

Experimental work is the main type of work of students in the school area. Experimental work activates the cognitive and creative activity of students, makes it possible to better understand the basic essence of life processes, contributes to the formation of biological concepts, develops research skills, equips them with methods of biological science, promotes career guidance for students, and accustoms them to a work culture.

Our (rural) children's range of labor knowledge and skills includes caring for livestock and poultry, certain skills in cultivating land, and growing vegetables.

But experimental work will only be beneficial when it is carried out methodically correctly, if the basic requirements for experiments are strictly met.

Thus, in the conditions of the educational and experimental site of a rural school, the tasks of labor, aesthetic, and environmental education are successfully solved; gradually, with a certain organization of work on it, the site is intended to become a center for environmental education of children of primary and school age.

Bibliography.

1.Verzilin N.M. and Korsunskaya V.M. General methods of teaching biology - M.: Education, 1976

2. Verzilin N.M. How to teach botany - M.: 1953

3.Ganichkina O. A. Advice for gardeners. M.: Arnadiya, 1998. – 304 p./ Household plot.

4. Gorsky V. A. Technical creativity and agricultural experimentation in extracurricular work with students. - M.: Education, 1989 - 207 p. (B-teacher of labor).

5. Leontyeva M.R. Collection of scientific and methodological materials. – M.: Humanite. ed. VLADOS center, 2000. – 160 p. – (B-ka “Rural School of Russia”).

6. Leontyeva M.R. Collection of programs for primary and secondary (complete) secondary schools. - M.: Humanite. ed. VLADOS center, 2000. – 112 p. – (B-ka “Rural School of Russia”).

7. Malenkova T. N. Education of students in the process of labor education. - 2nd ed., revised. and additional – M.: Education, 1986. – 192 p.: ill. - (B-teacher of labor).

8. Paporkov M. A. Educational and experimental work in the school area: A manual for teachers. M.: Education, 1980. – 255 p. - (B-biology teacher).

9. Traitak D.I. Labor training: Agricultural Sciences. works: Proc. allowance for 5-7 grades. avg. school - M.: Education, 1991. - 191 p., ill.

10. Encyclopedic Dictionary of a Young Farmer / Comp. HELL. Dzhakhangirov, V.P. Kuzmishchev. – M.: Pedagogy, 1983. – 368 p.

11. Materials used from Internet sites

APPLICATION

Distribution of work at the management site

Primary school department

1 class "The ABC of Flowers"

“Top-roots” (wheat, turnip)

"Cultural and weed plants"

“Seeds large and small” (peas, beans, wheat, barley...)

2nd grade “The importance of leaves for plant life” (sunflower)

3rd grade "Plant Reproduction"

Seeds - beets, turnips

Bulbs - onions, garlic, gladiolus...

Tubers - potatoes...

Cuttings - currants...

“The influence of soil fertility on beet yield”

"The influence of soil moisture on a plant"

4th grade “The influence of sowing density on carrot yield”

“Plant response to one-way lighting” (marigolds)

“Growing plants on infertile substrate and nutrient solution”

“Using plastic film to obtain an early radish harvest”

Experimental work for 5th grade students

“The role of insects in seed formation” (sunflower)

Medicinal plant sector ( used by humans in folk medicine)

Plant biology department 6th grade

Leaf Shape

simple

linear

bluegrass

oblong-lanceolate

dandelion

broadly eleptic

plantain

complex

compound imparipinnate

trifoliate

rose hip

clover

Root system

core

Beans, peas...

fibrous

Wheat, rye, corn

Shape of flowers

single

Daurian lily

pansies…

ear

plantain, wheat...

basket

sunflowers, asters, dandelions...

cob

Corn

head

Clover, burnet...

brush

Tomato, radish, potato...

umbrella

Dill

Stem

Erect

Wheat…

Curly

hops, decorative beans, bindweed

Climbing

Peas…

Creeping

Cucumber…

Shortened

Plantain, dandelion...

Fruit

dry

Bean

Clover, peas, lupine, alfalfa...

Pod

Cabbage, radishes...

Achene

Dandelion, sunflower...

Caryopsis

Wheat…

Box

Poppy, tobacco, petunia...

juicy

Berry

Nightshade…

drupe

Bird cherry, cherry...,

polydrupe

Raspberries…

Polyspermum

Cucumber, pumpkin, zucchini...

Plant biology department (systematic department) 7th grade

Department of Plant Taxonomy

Family Cereals

Legumes

Compositae

Cruciferous

Paslenovs

Liliaceae

Rosaceae

Field crops department

Bluegrass

Zhitnyak

Kostrets

Wheat grass without rhizomes

Water

Production Department

potatoes, tomatoes, cucumbers, cabbage, onions, carrots, beets...

Plant biology department 8th grade

Variety testing

tomatoes, cabbage, carrots, beets, radishes, pumpkin

Fruit and berry department

black currant, ranet, cherry, bird cherry

Decorative department

bird cherry, lilac, poplar, acacia, willow...

Darwin site

Overgrown fire pit

Collections department

Regulations on the educational and experimental site of the school.

General provisions.

A training and experimental site (site) is organized at the school for conducting labor training classes, lessons in natural history, biology, organization of socially useful work, extracurricular experimental, research, and environmental work in grades I-XI.
The work of the training and experimental site is carried out in accordance with the Federal Law of the Russian Federation “On Education”, the School Charter, the Safety Instructions when working at the training and experimental site, and these Regulations.

Structure of the training and experimental site.

At the training and experimental site there are departments: field crops, vegetable crops, and a flower and decorative department.
The training and experimental site includes a utility room for storing equipment.
Other departments can be created at the training and experimental site (collection department, department of fruit and berry crops, zoological and livestock department, environmental department and others). The decision to create a new department of the educational and experimental site is made by the school director in agreement with the head of the educational and experimental site.
The area of each department is determined by the school director in agreement with the head of the educational and experimental site.
In the field and vegetable crops departments, the most important crops of the given zone are grown in a crop rotation system. In the flower and ornamental department, annual, biennial and perennial flower and ornamental plants are grown.
Agricultural equipment and a first aid kit with the necessary first aid medications and dressings are stored in the utility room.
Mineral fertilizers must be stored in special containers with their names clearly marked.
Seed and planting material, products grown at the training and experimental site are stored in a room on the school premises, allocated as a storage facility.
A natural fence (from green spaces) is created around the site.
The training and experimental site is provided with water for watering plants by the school.

Work plan for the training and experimental site.

The work of students at the site is organized in accordance with the plan, which is an integral part of the school’s educational work plan.
The plan includes the following sections:

Layout of the territory of the training and experimental site (location of departments, their area, distribution of the site area between classes);

Contents and organization of work (list of plants cultivated on the site, topics of observations and experiments, distribution of experiments between classes, units, circles, calendar dates and order of work by students, schedule of educational, club classes, work schedule of students in the process of socially useful work, including during the summer holidays);

Supervising the work of students at the site (assigning managers from among the school teachers to the departments of the site, their work schedule during the summer holidays);

Material support for work on the site (determining the need for inventory, equipment, fertilizers, seed and planting materials, etc.).

Management of the work of the training and experimental site.

The general management of work at the training and experimental site is carried out by the school director.
The school director ensures the placement of teachers and school employees to supervise work on the site, appoints someone responsible for the storage and sale of products grown on the site, security of the site, and development of the material base of the educational and experimental site.
The school director has the right to check the state of work at the site, including the condition of the utility room, documentation for the training and experimental site, and give instructions on the organization of work at the site.
The general management of experimental and research work at the site is carried out by the Deputy Director for Educational Work.
The Deputy Director for Educational Work organizes experimental and research work at the site, together with the head of the educational and experimental site.
The Deputy Director for Educational Work is responsible for the preparation of research projects and scientific works developed on the basis of the educational and experimental site.
The deputy director for educational work has the right, together with the head of the educational and experimental site, to determine the directions of experimental and research work at the site, check the status of this work, and give instructions on its organization.
Direct supervision of work at the site is carried out by the head of the educational and experimental site, appointed by the school director.
The head of the training and experimental site is responsible for the condition of the site and the content of work on it, instructs teachers and students working at the site, ensures compliance with sanitary and hygienic standards, occupational health and safety rules, as well as fire safety rules.
Property and material assets necessary for organizing work at the training and experimental site are in the custody of the head of the training and experimental site (school agronomist).
Teachers for managing the educational and experimental site are paid additionally by order of the school director.
The Deputy Director for Administrative and Economic Affairs takes measures to timely provide the training and experimental site with equipment, seed and planting materials, and water for watering plants.
Teachers, who are involved in the management of classes and the work of students at the educational experimental site, teach them correct and safe work methods, ensure that schoolchildren comply with safety rules and sanitary regime, and also supervise the good condition and safe operation of equipment and inventory.

Organization of student work at the training and experimental site.

The direct organization of students’ work at the training and experimental site is carried out by the head of the training and experimental site.
Before starting work on the site, the head of the training and experimental site must conduct safety briefings with students and teachers.
When organizing the work of students at the site, the head of the training and experimental site is guided by the Standards of maximum permissible loads for persons under eighteen years of age when lifting and moving heavy objects manually (Resolution of the Ministry of Labor and Social Development of the Russian Federation dated 04/07/1997 No. 7), the List of heavy work and work with hazardous and hazardous working conditions, under which the employment of persons under eighteen years of age is prohibited (Resolution of the Government of the Russian Federation of February 25, 2000 No. 163), as well as the Safety Instructions when working at the training and experimental site.
When students perform work at a training and experimental site, responsibility for their life and health rests with the teacher directly supervising the work.

Results of students' work at the training and experimental site.

The harvest and products obtained from the educational and experimental site can be used to provide meals for students in the school canteen, for experimental and research purposes, and also put up for sale in accordance with the current legislation of the Russian Federation.
Students are required to be informed about the direction of the harvest and products grown on the training and experimental plot for certain needs.

Safety instructions for working

on training and experimental site

General safety requirements.

This instruction applies to students (hereinafter referred to as employees), performing work on the territory of the educational and experimental site of the school.
An employee may be exposed to hazardous and harmful production factors (moving loads, elevated air temperature, increased air mobility, sharp edges, burrs, uneven surfaces of tools, equipment, containers).
The employee notifies the work manager about any situation that threatens the life and health of people, about every accident that occurred while performing work at the training and experimental site, about a deterioration in his health, including the appearance of signs of an acute illness.

Safety requirements before starting work.

Before starting work, the employee must:

Come to work only in work clothes and shoes.

Fasten the worn work clothes with all the buttons (tie the ties), avoiding hanging ends of the clothes.

Do not pin your clothes with pins or needles, do not keep sharp, breakable objects in your pockets.

Check the availability of equipment, tools, devices and tools necessary for the work.

Check the serviceability of hand tools: the correct attachment of a shovel, fork, rake, serviceability of the stretcher.

Safety requirements during operation.

When performing work, the employee must perform only the work that was assigned by the work manager and for which he was instructed in safety precautions.
Work on adding mineral fertilizers to the soil is carried out only by school teachers. The use of children to apply mineral fertilizers to the soil is not permitted.
Work on whitewashing tree trunks with lime is carried out only in the presence of the work supervisor.
When whitewashing tree trunks with lime, it is not allowed to wave the brush to avoid getting lime on the skin and eyes of others.
Grass mowing is carried out only by teachers and school staff. Children are not allowed to mow the grass.
When pruning bushes, cut branches should be stacked separately, at a distance from the bushes, in piles.
When pruning bushes, it is not allowed to wave garden shears or point them at others or yourself.
Burning of waste is carried out only by young students over 14 years of age, in the presence of a work supervisor.
When burning garbage, it is necessary to prepare fire-fighting equipment and primary fire extinguishing equipment before starting work, placing them close to the place where the garbage is burned.
After burning the waste, it is necessary to fill the burning area with water and cover it with earth. You can leave the waste burning site only after making sure that there are no signs of combustion and with the permission of the work manager.
When digging up soil with a shovel, work alternately with your right and left legs to avoid curvature of the spine.
When working with a shovel, it is necessary to load it no more than 1/3 of the bayonet.
When working with a pitchfork or rake, it is not allowed to direct its working part at others.
When carrying heavy loads, it is necessary to load both hands evenly, avoiding overloading the stretcher. The manager is obliged to ensure strict compliance with the requirements of the Standards for maximum permissible loads for persons under eighteen years of age when lifting and moving heavy objects manually (Resolution of the Ministry of Labor and Social Development of the Russian Federation dated 04/07/2000 No. 7). Children under 14 years of age are not allowed to carry heavy loads.
When weeding, be sure to wear gloves.
When harvesting potatoes manually with shovels, workers should not dig near each other, or pick closer than 1 m. from digging, so as not to cause injury to yourself and others with the shovel.
It is prohibited to scatter potatoes across the field and throw them at each other.
When performing harvesting work, it is prohibited to eat unwashed root vegetables, vegetables, and berries. While harvesting root crops, it is prohibited to eat directly on the site.
During breaks from work or rest, the tool is stored in a visible place so that it cannot cause accidental injury.

Safety requirements in an emergency.

If a situation arises that threatens the life and health of workers, if one of the workers is injured, or if a tool or equipment breaks, it is necessary to stop work and report the incident to the work manager. Work can begin only after receiving the appropriate permission.

Safety requirements after completion of work.

Upon completion of work you must:

clean the equipment from the ground, personally hand it over to the work manager, take off your work clothes and wash your hands thoroughly.

Put the working tools in the utility room.

Making observation (experiment) diaries by students

To design diaries of experiments, squared notebooks or albums are usually used. The text is written on one side of the notebook or album. The cover can be decorated with a photograph or color illustration on the topic of the experience.

TITLE PAGE.

At the top of the page, the location of the experiment is indicated (city, village, etc., naturalist station, school, circle), in the middle of the sheet “Diary of experiments (observations).” Below, on the right is the scientific supervisor (full name, position), start time of the experiment. If the observation diary is for one student, his data (full name, class) is written immediately after the words “Observation diary”. If several students performed the experiment, then the list of units is written on the back of the title page.

2 sheets. TOPIC OF EXPERIENCE, PURPOSE. In the middle is written the topic of the experience and the goal set.

3 sheet. BIOLOGICAL DATA. A description of the species, variety, or crop being monitored is given. Perhaps the description will take several pages of the diary.

4 sheets. EXPERIMENTAL METHODOLOGY.

Most often, from literature data and methodological manuals, the methodology for setting up and conducting a given experiment or observation is fully described.

5 sheet. EXPERIMENTAL PLAN. Based on the methodology for conducting the experiment, a plan is drawn up for all the necessary work and observations. The deadlines are approximate, maybe by decades.

6 sheets. PROGRESS. The calendar process of work is described. All phenological observations during the experiment are also noted here. The experimental design with repetition options and exact dimensions are described in detail and graphically depicted.

7 sheet. EXPERIMENTAL RESULTS. The entire course of the experiment is summarized here in the form of tables, diagrams, diagrams, and graphs. The final results for harvest, measurements, weighing, etc. are indicated.

8 sheet. CONCLUSIONS. Based on the topic of the experiment, the set goal and the results, certain conclusions are drawn based on experience or observations.

9 sheet. BIBLIOGRAPHY.

Conclusion

To love nature, you need to know it well. Therefore, an important place in the knowledge of nature is given to the school educational and experimental site. This is the basis for the experimental work of students, where they consolidate, expand and deepen knowledge, master methods of managing the growth and development of plants, acquire skills and abilities, and become involved in collective work. Students are taught responsibility for the assigned task and bringing it to completion.

A training and experimental site, the purpose of which, for many years now, has been to teach school graduates to grow plants, to know the characteristics of vegetable crops, what conditions need to be created in order to get beautiful flowers or a good harvest of vegetables.

Currently, our site covers an area of 0.5 hectares and serves as a base for conducting lessons, agricultural and practical work related to the implementation of programs in biology and technology. In the process of working at the educational institution, the knowledge gained in biology lessons and other related school subjects is expanded and deepened. It contains all the main departments according to the regulations on school educational institutions. But recently, there has been a need to use it more efficiently. To increase the aesthetic culture of students when working, observing and conducting experiments, caring for and harvesting agricultural products. Show students that the workplace must meet not only technical requirements, but also aesthetic ones. And for this you need good, high-quality and convenient work equipment for students. Due to the lack or absence of which, it is very difficult for the site manager to correctly plan the work of the entire group. Children often have to bring the missing equipment from home themselves, and this is very inconvenient.

To improve the quality of work performed at the installation, it is also necessary to carry out marking, because old wooden signs have fallen into disrepair, and lumber is needed for this. I would like to revive the reservoir, which would also revitalize the area and where it would be possible to conduct observations with schoolchildren. For this you need plastic film. Expand the fruit and berry section with currant, raspberry, and ranetka bushes (the area allows). This requires a large amount of water, which is available in abundance, but the pump is old and often breaks down.

Students and teachers have a great desire to organize an “Indoor Floriculture” club. Since during the summer period school flowers are distributed to homes and in the fall the percentage of returns is minimal, the circle would provide the opportunity to:

Care, during the active period of the plant, propagate plants, observe, conduct experiments;

Involve interested children in landscaping a school, classroom, or village during the summer.

As a result, an estimate was drawn up for the purchase of equipment, seeds and planting material for the educational and experimental site of the school. Diesel fuel is necessary for plowing the production department and partly the training and experimental site, as well as for transporting black soil, sawdust, and manure in the spring and summer.

In order for the training and experimental site to become a mirror of the school, it is necessary to develop it and improve its material and technical base.

Estimate

for the purchase of equipment, seeds and planting material

Equipment name

quantity

price

(in rubles)

sum

(in rubles)

Pump "Aquarius"

1 PC

1 800

1800

Hoses

40 m

580/20 m

1160

Kitchen Scales

1 PC

1000

Shovels

8 pcs

Rake

8 pcs

Hoes

8 pcs

1120

Secateurs

2 pcs

Bucket (5 l)

5 pieces

Bucket (10 l)

8 pcs

Rippers

8 pcs

Garden cord

400 m

160/400 m

Watering can with sprinkler

8 pcs

Film coating

10 m

Wash basin

2 pcs

Work gloves

20 pcs

Laundry soap

5 pieces

Linen towel

5 m

First aid kit

1 PC

total

11245

Lumber

Dis. fuel

Seeds and planting material

cucumbers

Tomatoes

Zucchini

Patissons

Carrot

Beet

Pepper

Cabbage

Beans

Dill, parsley, celery

Onion garlic

Radish

Flower seeds

total

Total

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