Dimensions of plots at the school experimental plot. Organization of experimental and research work at the training and experimental site. Work schedule of the training and experimental site

Training and experimental site in a rural school

Increased cognitive activity of students, expansion of their participation in labor activity, development creativity constitute important aspects of educational and educational work with schoolchildren. An integrated approach to such work presupposes 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, in the ability to communicate freely. It determines a person’s attitude to the surrounding reality, to himself, helping to determine a worthy place in society from the standpoint of civil service to it. 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. Aesthetic education develops in children the ability to perceive beauty in the surrounding reality: in nature, work, human relations. Environmental education is aimed at more deep understanding relationships in nature. The purpose of properly delivered physical education is to take care of the normal growth and development of the child’s body in the process of all types of activities. And most importantly, the formation of a comprehensively and harmoniously developed personality of a schoolchild is unthinkable without labor education. Its goal is to prepare students for active work and social activities, develop a creative attitude to work.

The implementation of this approach can be helped by the development of agricultural experimentation in school. It is important to reveal the beauty of agricultural work. The attitude towards the land is not just a love for the native land, which can be successfully cultivated in students in various forms of extracurricular and extracurricular work (local history, tourism, etc.). Relationship to the land requires work not only of the mind, but also of the heart, and experimental work serves as a kind of indicator of the result labor training and education.

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 will captivate the children and give them the opportunity to see in practice the significance of their activities, bring them into the circle current problems agricultural production, direct knowledge to planning and organizing one’s work, its high-quality implementation, and broaden one’s biological horizons.

Agricultural experimentation

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The training and experimental site should become the basis for students’ experimental work. This is an open-air laboratory, a "green classroom" created by students under the guidance of a teacher, where many lessons and practical activities in biology and agricultural labor and other extracurricular activities are conducted.

Students' practical activities will be related to in-depth study of living nature, environmental activities and work in living areas, experimental studies ways to increase crop yields taking into account local climatic conditions.

In organizing such work outside of school hours, voluntary participation is mandatory. This is one of the important requirements of extracurricular work with young naturalists. By doing what they love with interest and passion, students have the opportunity to show greater activity and independence.

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

Experimental work is a continuation curriculum many subjects: labor training, natural history, geography, biology, ecology, chemistry, some topics in physics, mathematics. Theoretical knowledge on these subjects helps in conducting a field or laboratory experiment. But problems often arise, to solve which you have to turn to additional sources of information and master new methods of cognition. For example, in work on crop production it is impossible to do without knowledge of soil science and agronomy, microbiology and mathematical statistics.

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

If the scientific value of the results of experimental work is put in the foreground, then it must be carried out in compliance with the accepted methodology, its results must be reliable, evidence-based, and the conclusions must be error-free. If the data obtained is not in doubt, then based on them you can prepare practical recommendations for agricultural production.

In experimental work, the agronomic result is also important. Since the main objective of such research is to find optimal methods and means of increasing productivity agriculture and improving the quality of grown products, then one should strive to ensure that the total yield on the experimental plot is significantly higher than the yield of the same crop on the local farm. Otherwise, it will be difficult to prove that even interesting experimental data are useful to the state farm and can be accepted with confidence.

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.

Experience is a complex of classroom, extracurricular and extracurricular activities of a theoretical, practical and industrial nature. There is no break in this work - it continues throughout the year, so most of it is done outside of class time: in the process of educational and industrial practice, socially useful work, as well as through the time allocated for elective classes and extracurricular work. For example, in the spring, young field farmers start experiments at a training and experimental plot; In the summer they take care of the crops, carry out all kinds of observations and experiments, and in the fall they harvest and record the harvest. In the classroom or in the laboratory, young experts conduct tests on the quality of seeds, determine the soil composition, and sum up the results of their work. In winter, they organize preparations for the coming spring: they study the methods of field experiments, draw up plans, develop the themes of experiments and their schemes.

According to school programs in biology and agricultural labor in each school, the educational and experimental site should 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.

Before starting work at the training and experimental site, the leader, together with the schoolchildren, thinks through all its stages and clarifies the content.

Scheme of the sequence of stages of experimental work.

Each experiment is carried out on two plots - experimental and control. 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 identical and carried out simultaneously; For more accurate conclusions from experiments, they are laid in duplicate.

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

Selection of experimental topics

The success of the experiment largely depends on the choice of topic and object of the experiment. practical significance. The choice of topics for experimental work is determined by the capabilities of the school and the basic economy. Topics can be selected from the following sections.

1. Soil and climatic conditions for plant growth.
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.

Students, for example, from our school, were engaged in potato variety testing for 4 years on the instructions of the State Variety Site in Yekaterinburg. Based on the results of the work, recommendations were given to village residents and gardeners on growing potato varieties most suitable for our area. At the request of the village residents, we conducted variety testing of carrots and beets. Other topics to come:

– monitoring the growth of tomatoes in open ground conditions;
– monitoring the growth of plants of the cruciferous family (turnips, radishes, radishes) and the umbelliferous family (dill);
– experiments on ecology – development of vegetation cover; overgrowing of the garbage heap.

Educational and cognitive significance of experimental work

Students at the training and experimental site learn to observe the life of plants, the effect of the studied factors on experimental plants, record the results of observations, analyze experimental data and draw correct conclusions from them.

Practice shows that agrotechnical experimental topics are the most important. After all, a pattern is unacceptable in agriculture: the same recommended technique in one case gives a positive effect, but in another it can even lead to serious consequences.

When is the best time to sow? Experience and recommendations on sowing dates are directly related to the economic problems of the farm. For example, practice shows the advisability of winter sowing of onions, carrots, beets, and sunflowers, since in this case yields increase.

Preparing the soil for sowing. And this topic provides a wide field of activity for young experiencers.

Variety testing. Scientists and breeders are creating new varieties of cereals and vegetable crops. Students study them in close connection with natural conditions local economy. In addition, in complex breeding work at all its stages, middle and high school students can become assistants to scientists. After all, to create a new variety, it is necessary to carry out a whole system of selection, crossing and propagation, and pass tests at variety testing sites.

Our training and experimental site

The training site at our school has existed since 1997. We started small. We chose a place for the plot, dug up part of it by hand in the fall, put the removed turf on compost mixed with plant debris and leaves, added organic fertilizers, sawdust, and peat. We created 6 beds measuring 120x250 cm. In the spring, carrots, beets, turnips, onions, cabbage, and parsley were sown in these beds. The main task was to learn how to grow agricultural plants and flowers, learn about the characteristics of vegetable plants and select the conditions necessary to obtain good harvests.

The Tayozhny state farm helped us plow a small plot of land to establish a training and experimental plot at the school, carry out autumn (autumn - during winter frosts) plowing to create a deep loose layer of soil, plant weed seeds to a depth and bring the underground parts of the weeds to the surface.

In the spring of 1999, the soil was harrowed to mix the surface layer and destroy the soil crust. We cleared the area of plant debris, scattered fertilizer, peat, sawdust, lime and dug up. Part of the plot was sown with vetch, and part was planted with potatoes.

When planning the territory of the site, we proceeded from the fact that it should be useful, convenient, and beautiful. Departments appeared on the site: medicinal, vegetable, field, flower and decorative, fruit and berry.

The choice of cultivated plants depends on the location of the site, its sun exposure, and protection from cold northern and eastern winds.

In agricultural technology we use crop rotation. It is not recommended to grow the same crop or a group of crops from the same family in one place for several years in a row, since the plants, receiving certain nutrients from the soil, deplete it and cease to produce a good harvest. In addition, different crops are susceptible to specific diseases and the effects of certain insect pests. Therefore, alternating plants makes it possible to effectively use the soil, as well as successfully fight diseases and pests. We alternate crops in the beds annually (table).

Table. Acceptable and unacceptable predecessors of vegetable crops

Cultures	The best predecessors	Minimum return period to the old place, yo	Invalid predecessors
	Onions, cucumbers, carrots, beets, potatoes, tomatoes		Turnip, radish, radish
Potato	Carrots, beets, onions
Onion, garlic	Carrots, cucumbers, dill, lettuce, cabbage
Carrots, parsley, parsnip	Potatoes, tomatoes, cucumbers, peas, cabbage
Cucumbers, zucchini, pumpkin, squash	Potatoes, onions, carrots, cabbage, peas
Turnip, radish, radish	Potatoes, onions, carrots, beets
	Potatoes, cucumbers, onions
	Carrots, beets, onions		Potato

In order for the site to have an aesthetic appearance, we use joint sowing of vegetable, berry and flower crops. Flowers and vegetables planted together create a surprise effect. Tagetes, calendula, nasturtium, and balsam look especially good with vegetable crops.

We create the soil structure (the ratio of humus and mineral particles of various sizes) on the site by adding peat, compost, sawdust and organic matter.

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 and dry branches.
4. Removing last year's (dried and wrinkled) fruits.
5. Whitewash tree trunks with lime (to prevent sunburn on them).
6. First fertilizing of fruit crops with mineral nitrogen-containing fertilizers.
7. Preparing seeds for sowing.
8. Raking plant debris.
9. Cutting out growth around trees.
10. Community work day to clean the school grounds from garbage.
11. Preparation of planting holes.
12. Drainage of melt water, digging drainage ditches around the training and experimental site.
13. Application of peat, fertilizers and sawdust to the site.
14. Digging the soil.
15. Adding soil mixture to flower pots.
16. Preparation of potato seed material.
17. Preparation of beds for vegetable, flower, and field crops.
18. Sowing vegetable and flower crops.
19. Planting potatoes.

Summer period

1. Continue sowing and planting flower seedlings in flowerpots.
2. Feeding perennial flowers and ornamental shrubs.
3. Correction of borders.
4. Caring for the crops (watering, loosening, etc.).
5. Planting potatoes (if planting is not done in May).
6. Keeping an observation diary.
7. Raking last year's grass.
8. Collection of garbage, stones, etc. from the school site.
9. Weeding beds and flower beds from weeds.
10. Attaching pegs to seedlings.
11. Cutting off burdocks on the site and along the fence.
12. Mowing grass around trees.
13. Removing growth from trees.
14. Watering flowers and vegetable beds.
15. Hilling potatoes.
16. Cleaning up garbage and plant debris on the site.
17. Mowing grass on school site.
18. Cleaning vegetation on the sidewalk.
19. Cutting out broken branches on trees and bushes.
20. Replanting flower crops.
21. Raking and removing plant debris and laying it on compost.
22. Painting flower pots.
23. Alignment of sidewalk edges.
24. Collection of ripened seeds of flower crops.
25. Adding ridges.

Autumn period

1. Harvesting vegetable crops.
2. Collection of 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 up the soil on the site.
6. Harvesting potatoes and vegetables; weighing, harvest accounting.
7. Storing seed potatoes for storage.
8. Cutting out growth around trees.
9. Pruning diseased, dry and broken branches.
10. Storing dry leaves and grass for compost.

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

1. Potato varieties L-98-5, Asterix, Akrosiya, Talisman, Bullfinch.
2. Tomatoes Olya, Nikola, Siberian early ripening, Yablonka, etc.
3. Turnip Petrovskaya.
4. Radish Early red, French.
5. Beets TLC, Egyptian, Red Ball, Dark Red, Bordeaux.
6. Leaf dill, Kibray, Abundant leaf.
7. Common leaf parsley, curly, root.
8. Belvian sorrel.
9. Winter radish, round black.
10. Vitamin Carrot, Losinoostrovskaya, Queen of Autumn, Flakke.
11. Onion, chives, Strigunovsky.
12. Vika.
13. Common peas, Ambrosia.
14. Belarusian, Russian beans.
15. Barley.
16. Wheat.
17. Oats.
18. Corn.
19. Perennial and annual flowers.
20. Medicinal plants.

On the basis of the educational and experimental site for students in grades 6–9 there is an “Agros” club, where children undergo theoretical course, including introduction to the main branches of agriculture, caring for indoor plants; master the methods and techniques of growing seedlings. During practical classes, members of the circle plant landscaping at the school and school grounds, prepare seeds for sowing, care for seedlings, and participate in harvesting vegetables.

During labor lessons, younger schoolchildren enjoy working on the plot and learning the basics of growing various crops. During the summer, a labor team operates; according to the schedule, students in grades 5–10 complete their 5th labor quarter. In the fall, at school we hold an exhibition “Gifts of Autumn”. We take an active part in the environmental month. We organize a photo exhibition and an exhibition creative works students talking about things happening in our area. Competitions of ditties and riddles about crops grown on the school plot have become traditional. Every year we come up with something new. We are planning to hold competitions for the best scarecrow, the best fairy tale“In the garden or in the vegetable garden”, etc. We also conduct excursions for primary classes and kindergarten students.

For example, during an excursion “On a visit to the garden growing up” The kids get to know the plants growing in the school garden. Along the way, a competition is held to determine who is the most organized, intelligent and observant. It is proposed to name the trees, shrubs, and herbaceous plants found.

Garden Podrasta (an assistant from among the high school students) tells the children in the form of riddles what is growing in the garden.

For the curly tuft
I dragged the fox out of the hole.
To the touch - very smooth,
It tastes like sugar, sweet.
(Carrot.)

Unsightly, gnarly,
And she will come to the table,
The guys will say cheerfully:
“Well, crumbly, delicious!”
(Potato.)

It's green at the top
Red below
It has grown into the ground.
(Beet.)

Before we ate it,
Everyone had time to cry.
(Onion.)

How I put on a hundred shirts,
It crunched on my teeth.
(Cabbage.)

Cheeks are pink, nose is white,
I sit in the dark all day.
(Radish.)

I look so much like a rose
Isn't it so good?
But my fruits
Suitable for everyone to eat.
(Rose hip.)

I am rosy Matryoshka
I won’t tear you away from my friends.
I'll wait until Matryoshka
It will fall into the grass on its own.
(Apple.)

Autumn has come to our garden,
The red torch was lit.
Here are blackbirds and starlings scurrying about
And, noisily, they peck at her.
(Rowan.)

The beauty is standing:
Green braids, white dress,
The bark is flammable,
The branches are weeping, the seed is flying.
(Birch.)

While solving riddles, the children must choose garden plants. Garden Podrastay shows the fruits of some of the guessed plants, and the children can touch them with their hands, smell them and describe these fruits: what they feel like, what they smell like, what color they are.

The games “Get to know the leaves”, “Recognize the tree”, etc. are held.

"Meet the Leaves"

The teacher and his assistant put the children in a circle and divide them into pairs. Each pair is given a leaf of a tree. Leaves must belong different types trees, shrubs. The guys examine their leaves, feel them and describe them to each other. First they study the leaves with their eyes open, and then with their eyes closed. After this, all the leaves are folded into the center of the circle and mixed. Each player tries to find his sheet.

"Recognize the tree"

The game is also played in pairs. One of the players leads his blindfolded partner to the tree. The blindfolded player feels this tree, trying to remember characteristic features his trunk. After this, he is carefully led to the starting point, trying to choose a different route. At the start, the bandage is removed, and the researcher goes to look for his tree on his own. Then the partners change roles.

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, the site is becoming a center for environmental education for children of primary and school age.

LITERATURE

1. Ganichkina O.A. Tips for gardeners. – M.: Arcadia, 1998. – 304 p./ Household plot.
2. Gorsky V.A. Technical creativity and agricultural experimentation in extracurricular activities with students. – M.: Education, 1989. – 207 p. (B-teacher of labor).
3. Leontyeva M.R. Collection of scientific and methodological materials. – M.: Humanite. ed. VLADOS center, 2000. – 160 p. – (B-ka “Rural School of Russia”).
4. Leontyeva M.R. Collection of programs for primary and secondary (complete) comprehensive schools. – M.: Humanite. ed. VLADOS center, 2000. – 112 p. – (B-ka “Rural School of Russia”).
5. Malenkova T.N. Education of students in the process of labor training. – 2nd ed., revised. and additional – M.: Education, 1986. – 192 p.: ill. - (B-teacher of labor).
6. Paporkov M.A. Educational and experimental work in the school area: A manual for teachers. – M.: Education, 1980. –
255 pp. - (B-biology teacher).
7. Traytak D.I. Labor training: Agricultural work: Textbook. manual for grades 5–7. avg. school – M.: Education, 1991. – 191 p.: ill.
8. Encyclopedic Dictionary young farmer / Comp. HELL. Dzhakhangirov, V.P. Kuzmishchev. – M.: Pedagogy, 1983. – 368 p.

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.

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, and variety testing.

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, 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, they carry out extracurricular activities, extracurricular activities, youth, environmental and experimental work.

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 circles. School-wide extracurricular events can be organized at the site - “Harvest Festival”, “Garden Day”, “Bird Day”, exhibitions, excursions for junior 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.

In developing the structure of the training and experimental site and the methodology for its use in general education schoolchildren, a great contribution was made by P.I. 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. The collection is grown great variety cultivated plants: 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 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 a place 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 the life of plants, a new department was introduced into the structure of the school site - the department of ecology. 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 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 in different times. The whole group lays down the experience and sums up the results. In summer it is carried out individual work. It is recommended to keep an experience diary - a notebook that reflects the state of the experimental plants.

Training in setting up experiments on the school site contributes to the development of not only labor, but also intellectual, research activities, observation, the ability to compare experimental and control plant specimens, and draw conclusions.

Approximate plan of the training and experimental site

A. Department of useful plants

1- steam;
2- cereals;
3- herbs;
4- spinning And oilseeds plants;
5- row crops;
6- essential oils And medicinal plants;
7- models crop rotations;
8- meteorological station.

B. Department of vegetable plants

A - greenhouses;

b - compost;

1- leafy culture;
2- fruit;
3- roots;
4- legumes;
5- perennial culture.

B. Fruit and berry department

1 - nursery 1, 2, 3 And 4th years;
2- strawberries;
3- berry culture;
4- cherries And plums;
5- apple trees down to earth, bush And standard;
6- dendrological collection.

G. Department of ornamental plants

1 - annuals plants;
2 - perennial plants;

D. Department of Plant Biology

1 - families;
2 - conifers And spore plants;
3- spring plants;
4- morphology plants;
5 - floral watch;
6- floral calendar;
7 - fitness;
8- alpine slide;
9 - wild useful plants;
10- experiments By general biology;
11- Darwinian platform;
12- water

Zoological Department

Biology classroom at school.

For quality training biology needs 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 training and experimental site, schoolchildren consolidate and improve theoretical knowledge acquired in biology lessons, they practice practical skills in growing and caring for plants in spring, summer and autumn, conducting experiments that make it possible to identify the biological patterns of plant development in specific conditions and determine the possibilities of increasing crop yields.

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– special educational unit schools equipped with educational equipment that promotes active cognitive activity students in lessons, in extracurricular, extracurricular work in the subject “Biology”.

^ The biology classroom is a specially equipped room for organizing the 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 office according to a certain system so that it can always be used in 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 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.

Changing and permanent exhibitions are organized in the office, developing interest in biological science, helping to master complex educational material, for example, stands “This is interesting”, “ Animal world of our region”, “Plants of the Red 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 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 methodology teaching biology and individual training courses, reference literature, keys to plants and fungi, animals, methodological support for using a computer, etc.

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

The office 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 helps to improve his professional level.

natural objects (houseplants, herbariums, small live animals, collections, stuffed animals, skeletons, wet preparations, micropreparations);
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;
chemicals;
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 capital letter. 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 magnifying glasses 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 starts 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 students include making homemade visual aids, repairing and replacing equipment, holding exhibitions, methodological work and consultations, observations, experiments and other things, indicating the timing of the work, performers and a note on their completion.

Scientific and methodological role of the office

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 should also have in the classroom instructional materials from the Ministry of Education Russian Federation and educational authorities of their region, state education standards: Mandatory educational minimum in biology for all levels high school, Minimum educational requirements, etc.

The classroom should also contain 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. .);

Chemicals;

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, performers and notes on their completion.

All main organizational work biology classroom, equipment storage is carried out 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 is assigned 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.

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 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 various types activities at the training and experimental site contribute 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.

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 a place 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, the 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. In order for all the necessary agrotechnical techniques to be 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 are 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 student groups extended day, recreation area, meteorological site, biological part.

Analysis current state 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, it is possible to work on environmental monitoring, 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. The sketch is usually accompanied by sketches of the main elements of landscape design: lawns, groups, arrays, solitaires, flower beds, ridges, borders, rockeries, rock gardens, swimming pools, mixbars, 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 range of plants includes species of trees and shrubs that are original in shape, flowering and coloring; 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. Sides facing west and south are usually sunny and open, north side- shady, and eastern - 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 the details: points best review, 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.

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.

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.

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;

Municipal budget educational institution"Bolzhezhirovskaya average secondary school named after Hero Soviet Union Leonid Vasilyevich Lukyanchikov"

Fatezhsky district, Kursk region

Approved by the order of the MBOU "Bolzhezhirovskaya Secondary School" dated August 2014 No.

School director_______________/L.T.Monastyrev/

School educational institution

Teacher

Medvedeva Natalya Stepanovna

2014-2015 academic year year

Prishkolny MBOU section"Bolzhezhirovskaya Secondary School"

Work plan at the site in the 2014-2015 academic year.

January

Preparing the soil for seedlings.

February

Preparing boxes for seedlings.

Sowing and growing seedlings

March

Preparation of inventory.

Sowing and growing seedlings

April

Preparation of inventory.

May

Soil cultivation: digging, preparing beds.

Planting seeds of flower and ornamental crops in the ground.

Planting and caring for vegetables.

June

Vegetable care

crops: watering, weeding.

July

Caring for vegetable crops.

August

Cutting and drying green crops.

September

Harvesting carrots, beets, zucchini.

Drying and harvesting seeds

October

Removing plant residues from beds.

Soil cultivation.

Cutting old branches of fruit and berry crops

Plowing the land

November

Cleaning and cleaning of the UOU Putting all garden equipment in order.

December

Drawing up a long-term plan:

varieties for planting, crop rotation.

Goals and objectives of work at the school educational and experimental site

a) Develop practical skills and abilities to care for cultivated plants, generalize students’ knowledge about agricultural technology of field crops;

b) consolidate and generalize in practice the theoretical knowledge about plants acquired in the course school course biology;

c) promote the professional orientation of students;

d) purchase handouts and herbarium materials for biology lessons;

e) supply the school canteen with vegetables;

f) promote the development of labor, aesthetic, physical and moral education.

Expected results:
1. Increasing the level of development of environmental values among schoolchildren, manifested in oriented environmental protection activities.
2. Expanding the species diversity of plants in the school area to improve the educational environment.
3.Creating a list of plants most adapted to rural conditions.
4. Use of the school site for biology, geography, and labor lessons.

Brief description experimental site.

Total area-0.25 ha.

The year the site was organized was 1999.

Head of the site Medvedeva N.S.

Availability of departments.

Department of vegetable crops.

Root vegetables - carrots, beets

Root vegetables - potatoes

Roots

Greens, legumes

Root vegetables - potatoes

Flower and decorative department. Area -15 sq.m.

Perennials

Family

Variety

Compositae

Liliaceae

Amaryllidaceae

Iris

Bluebirds

Tiger Lily,

lily of the valley,

iris purple

Biennials, annuals

Family

Variety

Compositae

Norchnikov

Marigolds prostrate

Sunflower

Medicinal marigolds

dahlias

Zinnia graceful

Snapdragon

Golden ball

Primary school department . Area – 60 sq.m.

List of crops by class

1st grade

2nd grade

3rd grade

4th grade

dill, onion, parsley, celery, etc.

Plants from the group of root vegetables: beets, carrots, radishes.

Legume plants - beans

Nightshade plants - tomatoes

Plants from the family pumpkin: cucumber, pumpkin, zucchini, etc.

Flowers - perennials

Fruit and berry department.

Apple trees were planted in 2000.

Group of crops

Cultures

Variety

Pomaceae

(family Rosaceae)

Antonovka

Stone fruits

(family Rosaceae)

Vladimirskaya

3trees

5 trees

Yagodniki

Black currant

(Gooseberry family)

Red currant

(Gooseberry family)

Experimental work at the educational institution.

When organizing work at the treatment facility, it is important to properly organize interesting experiments. Every year 2-3 experiments are carried out at the educational institution. At the same time, we take into account: 1) what experience and in what classes, what culture will be given; 2) on the control plot and on the plot where the experiment will be carried out there should be the same soil mixture; 3) the control and experimental plots should be located nearby, the shape and area should be the same; 4) for simpler experiments, one plot for the control and one plot for the experiment are needed. 5) the area of the plot for the experiments depends on the age of the students, on the crop that was taken for experience, depends on the area of the treatment facility.

Along with the experiment, students make observations

The progress of work and phenological features are recorded in an observation diary.

In the 2014 -2015 academic year we plan to conduct the following experiments:

In elementary grades:

1. The influence of dense and thin sowing of radish seeds, and determining the effect of such sowing on the yield. (2nd grade)

2. Sowing swollen and dry pumpkin seeds, and determining the effect of such sowing on the yield (grade 4)

3. Sowing small and selected bean grains, determining the yield of such seeds. (3rd grade)

4. Sowing annual flowers at different times and determining the timing of ripening of their seeds. (1 class)

In grades 5-7:

1. Sowing seeds of annual flowers and determining the timing of ripening of their seeds. (6th grade)

2. Observation of the development of potatoes planted with whole tubers, tuber tops, eyes and shoots. (7th grade)

In the spring before the start of the experiments, the head of the educational institution explains the topic and course of the experiments to the students and teachers who conduct summer internship at the UOU. For phenological observations, if desired, 2-3 students are selected. They write down temperature, wind direction and precipitation in notebooks. These observations are used to describe the experience. They are needed to explain why the yield of this or that crop is high or low, why there are a lot of weeds, diseases or harmful insects this year, etc.

These experiences help students use theoretical knowledge in practice and develop a love of work.

Some cultivated plants are used by students and teachers when conducting lessons in natural history, biology, technology in the form of herbarium materials, dried seeds, ears of field cultivated plants, root crops, etc.

Purpose of the UOU, its structure.

1. A training and experimental site is being created for grades 1-8 training sessions on labor training, lessons on natural history, biology, organization of socially useful, productive labor, extracurricular youth, experimental, environmental work.

2. Departments are organized at the educational and experimental site of the school: primary classes, plant biology (5-8 grades), flower garden, vegetable garden, fruit and berry garden. The area of each department is determined by the school management, taking into account local conditions and the number of students involved in work.

3. The primary school department of basic and secondary schools consists of plots on which students in grades 1-4 grow crops in accordance with the labor program.

4. In the departments of field and vegetable crops, the most important crops of the given zone are grown in a crop rotation system. The department of fruit and berry crops consists of a garden and berry fields. In the flower and ornamental department, annual, biennial and perennial flower and ornamental plants are grown. In the collection department, typical representatives of the main agricultural and systematic groups of plants, common medicinal and honey plants, and crops new to the area are grown.

5. The production department grows vegetables, fruits and berries for the school canteen.

6. Agricultural equipment and a first aid kit with the necessary first aid medications and dressings are stored in the utility room. Fire-fighting equipment is installed in the immediate vicinity of the utility room.

7. The educational and experimental site is provided with agricultural implements in accordance with standard lists of educational visual aids and educational equipment for secondary schools, approved by the Ministry of Education.

8. A natural fence (from green spaces) is created around the site.

9. Agricultural products grown at the educational and experimental site are used to provide meals for students in the school canteen.

10. The main activities of students on the site are growing crops, monitoring their growth and development, conducting agricultural experiments in accordance with the programs of labor training, natural history, biology, and club classes. To work on the site, units are formed from students from each class.

11. Students work on the site in the process of labor training, studying natural history and biology. Socially useful, productive work and work practice for schoolchildren are organized at the site. Extracurricular youth, experimental and environmental work. The work schedule for students at the training and experimental site is established taking into account the Regulations on the organization of socially useful, productive work for students of secondary schools, and the rules for labor protection at work.

12. The work of students at the site is organized in accordance with the plan, which is integral part plan of educational work of the school. It is advisable to include the following sections:

Planning of the territory of the training and experimental site (location of departments, crop rotation fields, their area, distribution of the site between classes, units, circles).

Content and organization of work (list of plants cultivated on the site - topics of observations and experiments, distribution of experiments between classes, units, circles; list of produced educational visual aids; calendar dates and procedure for students to perform work in the process of socially useful, productive work, in including during the summer holidays).

Supervising the work of students at the site (reinforcing teachers, class teachers behind the departments of the site. Their work schedule during the summer holidays).

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

13 . Every year at the beginning of the school year, the results of work at the site are summed up.

14. The school director is responsible for the condition of the educational and experimental site and provides general management there. He and teaching worker schools responsible for organizing socially useful, productive labor, labor training and vocational guidance students, provides: placement of teachers, class teachers...

15. Direct supervision of work at the site (including summer time) is carried out by the head of the educational institution, appointed by the school director, as a rule, from among the biology teachers. The manager is responsible for the condition of the site and the maintenance of work on it, for providing it with seed and planting materials, feed, equipment and inventory; instructs teachers and educators involved in work at the site; ensures compliance with sanitary and hygienic standards, labor protection and safety rules, as well as fire safety rules.

16. The Deputy Director for Economic Affairs takes measures to timely provide the training and experimental site with equipment, seed and planting materials, and water for watering plants. He organizes the storage and sale of products received at the UOU, and the security of the site.

17 . Teachers involved in supervising the classes of students studying at educational institutions teach them correct and safe work methods, ensure that schoolchildren comply with safety rules and sanitary conditions, and also supervise the good condition and safe operation of equipment and inventory.

18. Income related to the work of students growing plants at the educational institution is planned and taken into account according to estimates of special funds.

Rules for labor protection when working at a school training and experimental site

Safety rules when working at a school training and experimental site:

1. Planting thorny bushes and poisonous plants is strictly prohibited at the school educational and experimental site.

2. At the school training and experimental site, students work in work uniforms and gloves.

3. When carrying pointed tools (shovels, rakes, forks) from the storage place to the training and experimental site, students must hold them vertically, working part down to avoid injury to other students.

4. Agricultural tools must be appropriate for the age and height of the students. The working part of the shovels should be small, their handles should be made light; The length of the handles of shovels should be different - taking into account the height of students of different age groups.

5. It is preferable to use small watering cans with a capacity of up to 4 liters in the school experimental area. If the school only has large standard watering cans, ensure that students fill them with water to no more than 1/3 capacity while working.

6. The duration of work for students at the school educational and experimental site is established in accordance with their age. Students of grades IV - V work at the site for 2 hours, with 10-minute breaks every 20 minutes. During each lesson, it is necessary to diversify the types of activities of students, switching links from one type of work to another.

7. Students under 15 years of age are prohibited from lifting and carrying heavy objects using stretchers, buckets, etc.

8. Before the start of each lesson, the teacher instructs students with the obligatory demonstration of work techniques to ensure the correct posture during labor process, optimal rhythm and load in muscle work, as well as preventing possible injuries.

9. Cleaning the soil from foreign objects clogging it (stones, glass fragments, metal fragments, etc.) is carried out using shovels, rakes, and hoes. It is prohibited to carry out such work by hand.

10. In each specific case, the teacher supervising the work of schoolchildren on the site is obliged to instruct children how to use agricultural tools so as not to cause harm to themselves or others.

11. Students working on the school site are strictly prohibited from any work with pesticides, insecticides and herbicides. In case of emergency, spraying or dusting of plants is carried out by adults (teachers, technical staff) in the absence of children, who are then not allowed into the site for 5 days.

12. While working at a school educational and experimental site, students should not be allowed to weed with their hands. Hoes and rippers are used for this. When performing such work, students must protect their hands with gloves or mittens to avoid soiling their hands.

13. The number of students working simultaneously at the training and experimental site should not exceed 10 students. During the entire time of classes at the school educational and experimental site, the teacher in charge of this work must be present at such classes and ensure that students comply with labor safety rules.

Municipal educational institution

"Secondary school" pst. student

Experiments at the school educational and experimental site

biology teacher Elena Alekseevna Shostal
Code: SC-3270
Komi Republic

Ust-Vymsky district

Pst. Student, 2011
At our school, a plot of land with an area of 0.5 hectares is allocated for permanent use for educational and experimental work. The site has the following departments: vegetable, collection, decorative, fruit and berry, production, primary classes, arboretum. Work at the training and experimental site is an integral part environmental education. In June there is a youth camp for students in grades 5-8. In July-August, students are on duty according to a schedule. The educational and experimental site is the basis for students’ experimental work. By performing simple experiments with plants, they consolidate, expand, and deepen the knowledge in biology acquired in class, acquire skills in growing plants, and become involved in collective 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. Conducting experiments activates cognitive and creative activity students, develops scientific and research work. The school site occupies an important place in students’ knowledge of nature and in nurturing their interest in nature native land and the formation of love and caring attitude towards it.

The main activity of students in the school area is research and experimental work. Experimental work will only be beneficial when it is carried out methodically correctly, if the basic requirements for field experiments are strictly met. This development describes a methodology for conducting practical work at a training and experimental site with students in grades 5-8. All proposed works have been tested and shown good results in solving educational and educational problems.

Methodology for conducting field experiments

First of all, it is important to choose the right topic for the experience. It should be interesting, accessible to students, relevant to biology curricula, and have local operational relevance.

The problem of any experiment can be solved by comparison, therefore, each experiment must have at least two plots: experimental - a variant in which one or another technique studied in the experiment is used, and control - a variant of the experiment in which this technique is not used. At the same time, it is important that all other conditions affecting the growth, development, and productivity of plants in both the experimental and control plants are the same. In order for the experimental data to be reliable, each experimental plot must be at least 2 sq.m. in size. From the moment of starting the experiment, students consistently note in the observation diary all the work they carry out, observations of plants, and in the fall, when harvesting, they take into account the harvest from the control and experimental plots and draw a conclusion about the experiment.

The diary of a young experience cannot be complicated; we must always remember that we are dealing with children 11-15 years old.

Diary sections:

1.Composition of the unit, indicating the unit

2.Theme of the experience

3. Area of each plot and number of replicates

4. Description of the site (soil characteristics, weeds, what fertilizers were applied, what crop was grown last year)

5.Purpose of experience

6.Scheme of experience

7.Drawing diagram of plot location

8. Biological characteristics of the experimental culture

9.Work diary

10.Observations of plants

11.Harvesting and harvest accounting

12.Conclusion and conclusions

13.General assessment of work
Experiments with pumpkin crops

Experience theme

Features of the work

Features of observations

1. The effect of fertilizing with boron on the yield of zucchini.

2. Study of varieties of zucchini and pumpkin

3.Seedling and non-seedling methods of cultivating zucchini

At the beginning of fruit formation, feed the plants with boron (2 g of boric acid per bucket of water). Do not fertilize the control plot with boron.

Sow zucchini (pumpkin) seeds in the soil, 2-3 seeds per hole of different varieties.

Sow zucchini (pumpkin) seeds in the soil, 2-3 seeds per hole. Control - planting seedlings of the same variety grown in a greenhouse or hothouse.

Note the timing of the formation of female flowers and the yield in the experimental and control plots.

Establish the difference between varieties.

Note the appearance of flowers and fruit set on experimental and control plants. Separately calculate the yield and draw a conclusion.

Experiments with carrots

Experience theme

Features of the work

Features of observations

1. The influence of the timing of thinning carrot seedlings on the yield.

2. The influence of loosening the soil on the development of carrots.

3. The influence of pre-sowing seed hardening on carrot yield.

4. The effect of growth stimulants (sodium humate, epin, zircon, etc.) on the germination rate and yield of carrots.

4. Study of carrot varieties

Select three plots. On the first one, thin out if there is one true leaf, on the second - two true leaves, on the third - three true leaves.
Select two plots. On one plot, maintain the soil in a loose state, on the other, do not loosen it.

Soak the seeds in water and keep in a warm room for 4-5 days. On the first day, stir them after 3-5 hours, then 2-3 times a day. Place the swollen seeds in a pot, bury them in the snow or put them in the refrigerator for 10-15 days (at a temperature of 0 0 - 1 0 C). Sow hardened seeds on the experimental plot, unhardened seeds on the control plot.

Soak the seeds in a growth stimulator according to the instructions. Sow treated seeds on the experimental plot, and sow soaked seeds in plain water on the control plot.

Sow different varieties of carrots in separate rows on the plot.

Monitor the condition of plants and record the harvest from each plot. Explain the importance of timely thinning of seedlings to increase productivity.

Monitor the condition of plants and record the harvest from each plot. Explain the importance of timely loosening of the soil for increasing productivity.

Monitor the condition of plants and record the harvest from each plot. Explain the importance of seed hardening for increasing yield.

Monitor the condition of plants and record the harvest from each plot. Explain how the growth stimulator affected the germination and yield of carrots.

Experiments with beets

Experience theme

Features of the work

Features of observations

1. Study of beet varieties

2. Effect of 1% soda solution (solution of microfertilizers, growth stimulants) on beet yield.

3. Growing beets using seedlings and non-seedling methods.

Sow different varieties of beets in separate rows on the plot.
On the experimental plot, sow seeds that were kept for 24 hours before sowing in a 1% soda solution (in solutions of microfertilizers, growth stimulants - according to the instructions), on the control plot - seeds soaked in ordinary water.

Plant seedlings in one plot and sow seeds in another.

Conduct comparative observations of plants. In the fall, take into account the harvest and determine the varieties that are most productive in your conditions.

Conduct comparative observations of plants. In the fall, take into account the harvest. Draw conclusions.

Conduct comparative observations of beet growth on both plots. Take into account the harvest separately. Draw conclusions.

Experiments with cabbage

Experience theme	Features of the work	Features of observations
Growing cabbage of various biological varieties.	Red cabbage. Feeding area 60 X 40 cm. Savoy. Feeding area 60 X 40 cm. Colored. Cauliflower is more demanding of fertilizer, so it is necessary to add fertilizer to the soil. Feeding area 60 x 40 cm. Broccoli. Feeding area 60 X 40 cm. Feed with weak organic or complete mineral fertilizer. Brussels. Apply only phosphorus-potassium fertilizers to the soil. The feeding area is 70 X 70 cm, topping is done - remove the apical bud on August 15-20. To determine yield, weigh the heads as you use them. Kohlrabi. Two-line planting - between rows in a tape 25 cm, in a row - 20 cm, between tapes - 60 cm. Fertilizing only with phosphorus-potassium fertilizers. Harvesting is carried out selectively; when the stem fruit reaches a diameter of 5–7 cm, cut off right under the stem fruit.	Establish what are the biological differences between cabbage varieties. Use the results of the experiment in biology lessons.

Experiments with potatoes

Experience theme

Features of the work

Features of observations

1. The influence of planting material on potato yield.

2. The effect of local application of fertilizer during planting on potato yield.

3. Study of potato varieties.

For planting on different plots, take: 1) whole large tubers; 2) whole small tubers; 3) large tubers, cut on the day of planting, each part with two or three sprouts; 4) tops from large tubers; 5) eyes with pieces of cone-shaped pulp in 1-2g (25-30 days before planting in the ground, eyes are planted in a seedling box, grown seedlings 10-12 cm high are planted in a plot with a distance of 8-10 cm in a row). Planting in the ground should be carried out simultaneously for all types of planting material.

Select 4 plots and plant them with tubers. When planting, add various fertilizers to each plot: on the first - a handful of humus, on the second - a spoonful of wood ash, on the third - a spoonful of granular fertilizer, on the fourth - a fertilizer mixture consisting of a handful of rotted manure or peat with a spoonful of superphosphate and a spoonful of lime.

Plant two rows per plot with tubers of different varieties, one at a time. Each region has its own standard varieties.

Monitor the development and yield of potatoes in each plot. Note the time of emergence, flowering, and the beginning of tuberization. Separately take into account the harvest and draw a conclusion about what additional sources of planting material can be used. Use the results of the experiment in a biology lesson when studying methods of plant reproduction.

Maintain separate observations and records of the harvest for each plot. Conclude which types of fertilizer are most effective on your soils.
Observe the plants of each variety and note the phases of the growing season. Take into account the harvest, draw a conclusion which varieties are the most productive in your conditions. Use the results of the experiment in biology lessons.

Experiments with vegetable, fruit and berry, grain and flower crops

Experience theme

Features of the work

Features of observations

1.Study the effect of light on the germination of seeds of various crops (lettuce, spinach, radishes, tomatoes, etc.)
2. Study of aster varieties.

3. Identify the optimal timing for sowing asters for seedlings
4. Study of the influence of a growth stimulant (root, epin, etc.) on the survival rate of currant cuttings.

5. Study of the influence of mineral fertilizers on the growth and development of grain crops (barley, oats, wheat).

6. Identification of the best doses of fertilizers (potassium, nitrogen, phosphorus, complex) for the growth and development of barley.

7. Study of the effect of aloe juice on the rate of germination of radishes (dill, lettuce, peas, etc.).

8. Study of the influence of picking on the growth and development of asters (marigolds).

The same number of seeds of the test crop is sown in flat cups filled with soil. Some of the cups are exposed to bright light, others are placed in a dark cabinet or covered with light-proof material. Keep the cups at the same temperature.

In seedling boxes filled with nutritious soil, sow seeds of different varieties separately, scattered or in rows in furrows and cover with a layer of sand to the thickness of the seed. Lightly compact the soil, water it carefully, cover the box with glass and move it to a warm place closer to the light. With the appearance of the first two true leaves, plant the seedlings into pots. After hardening, plant the seedlings in beds with a distance of 5 X 5 cm (increase the distance for tall varieties).

Sow seeds in seedling boxes filled with nutritious soil at different times (March 10, 20, 30, April 1, 10 and 20). With the appearance of the first two true leaves, plant the seedlings into pots. After hardening, plant the seedlings in the garden bed.

Cut annual ripened shoots at least 5-8 mm thick, with well-developed buds. Cut into pieces (cuttings) at least 25-30 cm long. Make the lower cut obliquely under the bud, and the upper cut straight, 3-4 cm above the bud. Treat some of the cuttings with growth stimulants according to the instructions, but do not treat some. Plant the cuttings in plots for rooting. The cuttings are planted at an angle of 45 0 at a distance of 15-20 cm so that only 1-2 buds remain above the ground. Care for cuttings in the experimental and control plots is the same (watering, loosening).

Add mineral fertilizers to the soil of the experimental plot according to the instructions or 100 g of ammonium nitrate, 200 g of superphosphate, 50 g of potassium salt per 1 m 2. Do not apply fertilizer to the soil of the control plot. Sow the seeds in rows.
Apply mineral fertilizers to the experimental plots at the rate of 250 g, 500 g, 1000 per 10 m2. Do not apply fertilizer to the control plots.
Pluck a leaf from an aloe plant, keep it in the refrigerator for at least a week, squeeze out the juice, dilute it with water in a ratio of 1:10, soak the seeds for a day and sow them in an experimental plot. Sow seeds soaked in plain water onto the control plot.
Sow some of the seeds immediately into cups (2-3 seeds each), and some into boxes. With the appearance of the first two true leaves, shoot the seedlings from the boxes into pots, pinching the main root. Leave one plant in each cup and remove the rest. At the beginning of June, plant all the seedlings in the ground.

The first, mass shoots are noted, and the number of sprouted seeds in all cups is counted simultaneously. Draw a conclusion about the influence of light on the germination of this crop. Use the results of the experiment in biology lessons.

Observe the growth and development of each variety of asters (emergence of shoots, the first two true leaves, the beginning of budding and flowering, intensity and duration of flowering). Identify the varieties most suitable for growing in your area.

Observe the growth and development of asters: the appearance of seedlings, the first two true leaves, the beginning of budding and flowering, the intensity and duration of flowering. Draw a conclusion about the optimal timing of sowing seeds for seedlings for your area.

Observe the formation of roots and leaves and the growth of shoots. Draw a conclusion about the effect of growth stimulants on the rooting of cuttings.

Observe the growth and development of plants. Measure the length of the straw and separately the ear, the weight of the grain on the experimental and control plots. Draw a conclusion about the influence of fertilizers on the development of this crop. Use the results in biology and chemistry lessons.

Observe the growth and development of plants. Measure the length of the straw and ear, compare the weight of grain on the experimental and control plots. Draw a conclusion about best dose applying this fertilizer to the growth and development of barley.

Mark the first and mass shoots on the experimental and control plots. Observe the growth and development of plants. Draw a conclusion.

Observe the growth and development of plants. Note the beginning of budding and flowering, the intensity and duration of flowering. Draw a conclusion. Use the results in biology lessons when studying the topic “Root growth”

Conclusion

The school site occupies a special place in the educational process of the school, as it contains great opportunities for the formation of environmental knowledge and ecological culture schoolchildren, developing research skills. The forms of work at the school educational and experimental site can be very diverse, but experimental work has been and remains main form student activities. At our school, the school site is an environmental laboratory for schoolchildren, where lessons, excursions, practical work, classes of the youth club, experimental and other extracurricular work.

This development can provide some assistance to teachers of rural schools, especially beginners, who want to organize educational and experimental work in their school. The proposed experimental topics, at the discretion of the teacher, can be complicated or modified, and applied to other cultures.

Literature

Litvinova L.S., Zhirenko O.E. Moral and environmental education of schoolchildren: Basic aspects, event scenarios. 5-11 grades. - M.: 5 for knowledge, 2005.-208 p.
Paporkov M.A. and others. Educational and experimental work in the school area: A manual for teachers / M.A. Paporkov, N.I. Klinkovskaya, E.S. Milovanova. - M.: Education, 1980. - 255 p.
Popova T.N. Ecology at school: Monitoring natural environment: Methodical manual. - M.: TC Sfera, 2005. - 64 p.

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