At the training and experimental site, schoolchildren get acquainted with garden and garden plants, field and industrial crops, weeds, pests, master the skills and abilities to care for plants. For this purpose, plots for individual crops in open ground, greenhouses and greenhouses for plants in closed ground 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 yields, identify optimal growing conditions, introduction, and variety testing.

Students, working on the site, consolidate their knowledge of the development of plants, get an idea of ​​​​the main agronomic methods of cultivating cultivated plants and the skills to work with them in a certain system, according to a certain plan.

Educational and research activities with living objects on the school site ensures the formation of the moral qualities of students, the education of love and respect for nature; respect for work.

Lessons and excursions on botany, zoology and general biology are held at the site. In addition, extracurricular activities, extracurricular activities, youth, environmental and experimental work are carried out here.

The results of setting up 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 circles of young naturalists. School-wide extra-curricular activities can be organized on the site - "Harvest Festival", "Garden Day", "Bird Day", exhibitions, excursions for younger students, for parents.

Such a multilateral use of the training and experimental plot requires an appropriate selection and location of plantings and crops. In this regard, the structure of the school site should have certain sectors and plots, greenhouses and a greenhouse.

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 methodologists-biologists.

According to P.I. Borovitsky, the training and experimental site should have two departments for growing plants: collection and experimental. A wide variety of cultivated plants is grown in the collection: grain, fruit, berry, technical, oilseeds. Moreover, each of these crops is placed on special plots in compliance with crop rotation.

In the experimental department there are plots for type experiments on field and vegetable crops in compliance with all norms and requirements for crop 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. In each, a place is allocated 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, experiments are carried out, 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, taxonomy, the collection "Flower Calendar") and general biology (collections of plants "Species criteria", "Breeding methods", "Fitness").

To prove general biological patterns in wildlife, and especially to identify environmental patterns in plant life, a new department was introduced in the structure of the school site - the department of ecology. In it, all collections and experiments are carried out on the example of local wild species. For example, the collections "Red Book Pages", "Early Spring Plants", "Autumn Flowering Plants", "Populations of the Species", "Life Forms", "Ecological Groups", "Plants of the Broadleaf Forest", "Aquatic Plants".

The main work on the training and experimental site is carried out in the spring and autumn periods. Brigades of 4-5 schoolchildren are created to work on the site. In each department of the educational and experimental plot, 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, set up experiments, and conduct observations.

Site planning is in progress in the spring. When planning, the availability of excursion and working paths is taken into account. The width of the excursion path is 1.5 - 2 m, and the width of the workers is 70 - 80 cm. With the help of cords, field measuring instruments and pegs, the brigades mark out 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 labels are installed.

An essential part of the work on the training and experimental site is experimentation. The experiment is conducted by a group of people, but at different times. The whole group lays down the experience and sums up. In the summer, individual work is carried out. It is recommended to keep a diary of experience - a notebook in which the condition of the experimental plants is reflected.

Learning how to set up experiments on a school site contributes to the development of not only labor, but also intellectual, research activities, observation, the ability to compare experimental and control specimens of plants, 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- tilled;
• 6- essential oil 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- strawberry;
• 3- berry culture;
• 4- cherries And plums;
• 5- apple trees mundane, bush And standard;
• 6- dendrological collection.

G. Department of ornamental plants

• 1 - annual plants;
• 2 - perennial plants;

D. Department of Plant Biology

• 1 - families;
• 2 - coniferous 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 area;
• 12- water

Zoological Department

Municipal budgetary educational institution "Bolshezhirovskaya secondary school named after the Hero of the Soviet Union Leonid Vasilyevich Lukyanchikov"

Fatezhsky district, Kursk region

Approved by the order of the MBOU "Bolshezhirovskaya secondary school" dated august 2014 No.

School principal_______________ / L.T. Monastyrev /

School UOU

Teacher

Medvedeva Natalya Stepanovna

2014-2015 academic year year

School district MBOU "Bolshezhirovskaya secondary school"

Plan of work on the site in 2014-2015 academic year.

January

Soil preparation for seedlings.

February

Preparing seed boxes.

Sowing and growing seedlings

March

Inventory preparation.

Sowing and growing seedlings

April

Inventory preparation.

May

Soil cultivation: digging, preparation of beds.

Planting seeds of a flower-decorative culture in the ground.

Planting vegetables and caring for them.

June

vegetable care

crops: watering, weeding.

July

Caring for vegetables.

August

Cutting and drying green crops.

September

Harvesting carrots, beets, zucchini.

Drying and harvesting seeds

October

Cleaning plant residues from the beds.

Soil cultivation.

Cutting old branches of fruit and berry crops

Plowing the land

November

Cleaning and cleaning UOU Tidying up all garden tools.

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 field crops agrotechnics;

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

c) to 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, manifesting environmental protection activities.
2. Expansion of species diversity of plants in the school area to improve the educational environment.
3. Creation of a list of plants most adapted to rural conditions.
4. Use of the school site in the lessons of biology, geography, labor.

Brief description of the experimental site.

The total area is 0.25 hectares.

The year of organization of the site is 1999.

Head of the site Medvedeva N.S.

Availability of departments.

Department of vegetable crops.

Root crops - carrots, beets

Root crops - potatoes

Roots

Greens, legumes

Root crops - potatoes

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

perennials

Family

Variety

Compositae

lily

Amaryllis

Iris

bluish

tiger lily,

May lily of the valley,

iris purple

Biennials, annuals

Family

Variety

Compositae

Compositae

Compositae

Compositae

Compositae

Compositae

Norchnikovye

Marigolds prostrate

Sunflower

marigold medicinal

dahlias

Zinnia graceful

Snapdragon

golden ball

Primary school department . Area - 60 sq.m.

List of crops by class

1 class

2nd class

3rd grade

4th grade

dill, onion, parsley, celery, etc.

Plants from the group of root crops: 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.

Culture group

cultures

Variety

pome fruits

(family Rosaceae)

Antonovka

Stone fruits

(family Rosaceae)

(family Rosaceae)

Vladimirskaya

3trees

5trees

berries

Black currant

(family Gooseberry)

Red currants

(family Gooseberry)

Experimental work at the UOU.

When organizing work at the UOU, it is important to properly organize interesting experiments. Every year, 2-3 experiments are put on UOU. At the same time, we take into account: 1) what kind of experience and in what classes, what culture will be set; 2) on the control plot and on the plot where the experiment will be carried out, there must be the same earth mixture; 3) the control and experimental plots should be nearby, the shape and area should be the same; 4) for simpler experiments, one plot for control and one plot for experiment is needed. 5) the area of ​​the plot for experiments depends on the age of the students, on the culture that is taken for the experiment, depends on the area of ​​the CCU.

Along with the experiment, students make observations

The progress of work and phenological features are recorded in the diary of observations.

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

In elementary grades:

1. Influence of dense and not dense sowing of radish seeds, and determination of the effect of such sowing on the yield. (grade 2)

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

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

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

In grades 5-7:

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

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

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

These experiences help students to use theoretical knowledge in practice, develop a love for 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.

The purpose of the UOU, its structure.

1. An educational and experimental site is being created to conduct labor training classes in grades 1-8, lessons in natural history, biology, organization of socially useful, productive labor, extra-curricular youth, experimental, environmental work.

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

3. The elementary school department of basic and secondary schools consists of plots where 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 this zone are grown in a crop rotation system. The department of fruit and berry crops consists of a garden, berries. In the flower-decorative department, annual, biennial and perennial flower-ornamental plants are grown. The collection department grows typical representatives of the main agricultural and systematic groups of plants, common medicinal, honey plants, new cultures for the area.

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

6. Agricultural equipment, a first aid kit with the necessary medicines and dressings for first aid 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 equipment in accordance with the standard lists of teaching aids and educational equipment for general education schools, approved by the Ministry of Education.

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

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

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

11. Students work on the site in the process of labor training, the study of natural history, biology. Socially useful, productive work, labor practice of schoolchildren are organized on the site. Extra-curricular youth, experimental and environmental work. The mode of work of students at the educational and experimental site is established taking into account the Regulations on the organization of socially useful, productive work of students in general education schools, the rules for labor protection at work.

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

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

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

Guiding the work of students on the site (assigning teachers, class teachers to departments of the site. Schedule of their work during the summer holidays).

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

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

14. The principal of the school is responsible for the state of the educational-experimental site, carries out general management on it. He, together with the school teacher responsible for organizing socially useful, productive work, labor training and vocational guidance for students, provides: the placement of teachers, class teachers ..

15. The direct management of work on the site (including summer time) is carried out by the head of the UOU, appointed by the headmaster, as a rule, from among biology teachers. The manager is responsible for the condition of the site and the maintenance of work on it, for its provision with sowing and planting materials, feed, equipment and inventory; instructs teachers, educators involved in work on the site; ensures compliance with sanitary and hygienic standards, labor protection and safety regulations, as well as fire safety rules.

16. The Deputy Director for the economic part takes measures to timely provide the training and experimental site with inventory, sowing and planting materials, water for watering plants. He organizes the storage and sale of products obtained at the UOU, the protection of the site.

17 . Teachers involved in the management of classes, labor studying at the UOU, teach them the correct and safe methods of work, ensure that schoolchildren comply with safety regulations and the sanitary and hygienic regime, and also supervise the good condition and safe operation of equipment and inventory.

18. Incomes related to the work of students growing plants at the UOU are planned and accounted for according to the estimates of special funds.

Rules for labor protection when working on a school educational and experimental site

Safety rules for working at the school educational and experimental site:

1. It is strictly forbidden to plant thorny bushes and poisonous plants at the school educational and experimental site.

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

3. When carrying pointed tools (shovels, rakes, pitchforks) from the storage place to the training and experimental area, students must hold them vertically, with the working part down, in order to avoid causing injury to other students.

4. Agricultural implements 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 the shovels should be different - taking into account the growth of students of different age groups.

5. It is preferable to use watering cans of small sizes with a capacity of up to 4 liters at the school educational and experimental site. If the school only has large standard watering cans, ensure that students pour water into them no more than 1/3 of their capacity during work.

6. The duration of work of students in the school educational and experimental area 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 activities of students, switching links from one type of work to another.

7. Students under the age of 15 are prohibited from lifting and carrying weights using stretchers, buckets, etc.

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

9. Cleaning the soil from foreign objects clogging it (stones, glass fragments, metal fragments, etc.) is carried out with the help of shovels, rakes, 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 the children how to use agricultural implements so as not to injure 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 to enter the site for 5 days.

12. While working on the school educational and experimental site, students should not be allowed to weed with their hands. For this, hoes, rippers are used. When performing such work, students must protect their hands with gloves or mittens in order to avoid soil contamination of their hands.

13. The number of students working simultaneously at the educational 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 protection rules.

MBOU CO "Alliance" n Kharik

Project

Training and experimental site

MBOU CO "Alliance"

Naimanova Tatyana Pavlovna

biology teacher.

P Harik 2015

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

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

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

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

1.3. Appointment of experimental work………………………………………….6

Chapter II. The content of the experimental work…………………………………………….7-9

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

2. 2. Choice of topics of experiments……………………………………………………………..8

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

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

3.1. The educational-experimental site of the school as a center of ecological

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

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

3.3. Perspective plan of work on the training and experimental site……………… 12-14

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

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

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

Introduction

H The more a person encases the earth in concrete and asphalt, the more often he is drawn to nature, closer to the earth. To the one that breathes like a living thing in spring, to the one whose greenery soothes tired eyes and nerves, to the one that bestows harvest in autumn.

In recent years, this attraction has increased markedly. People want to grow fruits, vegetables and flowers with their own hands, build houses, lay out flower beds and flower beds, that is, at least a short summer season to be closer to nature. Farm work has never been easy. And the one who has decided to devote himself to this business should remember that a rich and full-bodied harvest can be obtained only where considerable work, skill and diligence are given to this. Maybe not everything will work out at first. After all, no matter how we want, the weather still dictates its conditions to us. In a dry summer, watering can still somehow save the future harvest, but if the rains charge, then how it will turn out.

Therefore, it is especially important to reveal the beauty of agricultural labor in the education of schoolchildren in the process of extracurricular work, in particular, in the educational and experimental section of the school. The attitude to the land is not just love for the native land, which can be successfully brought up in students in the process of local history, tourism work and in other diverse forms of extracurricular and out-of-school work. Attitude to the earth requires work not only of the mind, but also of the heart. Experimental work serves as a kind of indicator of the result of labor training and education.

The process of training and education is two-sided, and its effect is achieved by the joint efforts of teachers and students. Therefore, the growth of the cognitive activity of students, the expansion of their participation in labor activity, the development of creative abilities are important aspects of educational and educational work with schoolchildren. It is at school that the student should develop an interest in any field of activity, there should be a desire to get to know it more deeply. The practical implementation of this provision requires a fundamental improvement in the content and methods of developing the agricultural experimentation of schoolchildren. The development of agricultural experience at school should help implement the ideas of an integrated approach to the education of schoolchildren based on the unity of labor, moral, physical, environmental and aesthetic education of students. moral education is carried out in all the variety of socially significant activities of schoolchildren: in study, work, artistic and creative, sports activities, as well as in the activities of free communication. It determines the attitude of a person to the surrounding reality, to himself, helping to determine a worthy place in society from the standpoint of civic service to him. Aesthetic education involves the development in children of the ability to perceive the beautiful in the surrounding reality: in nature, in work, in human relationships. Implementation environmental education should be aimed at a deeper understanding of the relationships in nature. Appointment of the right physical education- care for the normal growth and development of the child's body in the process of all activities. The formation of a comprehensively and harmoniously developed personality of a student is unthinkable without labor education, the purpose of which is to prepare

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

When organizing experimental work, two conditions are most important: the work of students must be varied, interesting and feasible; At the same time, schoolchildren must solve specific production tasks. Such an approach to the organization of experimental work will captivate students and give them the opportunity in practice to be convinced of the significance of their activities, introduce them to the range of topical problems of agricultural production, mobilize schoolchildren's knowledge for planning and organizing their work, for its high-quality performance, expand their biological horizons .

Target: develop a project for a training and experimental site

Tasks:

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

2. To form in students the available skills in growing cultivated plants;

3. To carry out ecological education of schoolchildren on the basis of studying the relationship with the environment, familiarization with measures for the protection of nature during agricultural work;

4. To implement a close, purposeful connection of education with agricultural labor in the cultivation of plants in the school educational and experimental area;

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

6. Show the practical significance of botanical knowledge as the scientific basis of crop production.

Chapter I. Agricultural experience.

1. Specific features of agricultural experimentation.

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

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

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

Finally, it is extremely important that young naturalists in schools do what they can do, so that the nature of the experimental activity corresponds to their age characteristics.

The experimental work of schoolchildren can be considered one of the forms of combining education with productive labor, an effective means for students to master the basic concepts of a course of study at the theoretical and practical levels. Experimentation is a purposeful search for an answer to the question posed by the experimenter, during which many tasks have to be solved, different in their complexity, duration and significance.

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

1.2. Connection of experimental work with academic subjects.

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

Experience provides for the coverage of all students in grades 1-11 on topics that take into account the interests and inclinations of schoolchildren, their age and level of knowledge.

Considering the purpose of experimental work, put the scientific value of its results in the foreground. This means that such work must be carried out in compliance with the accepted methodology, its results must be reliable, evidence-based, and the conclusions must be unmistakable. In the course of a long study, the young experimenter solves problems with many unknowns. Often, even the initial data themselves are not available, they have to be found in advance in special literature, in the statistical materials of farms, in the periodical press, or else they must be obtained in the process of a painstaking and lengthy experiment.

Experimental work is carried out in the classroom, on the educational-experimental site and should be closely related to teaching.

1.3. Appointment of experimental work.

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

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

What methods of cognition will students master;

What cognitive interests of schoolchildren will be satisfied;

What are the needs of the students?

What impact will this work have on the orientation of students to agricultural professions.

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

In accordance with the 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 experiment with them.

Chapter II. The content of the experimental work.

2.1. Experience requirements.

Before starting work on the educational and experimental site, the leader, together with the students, thinks through all its stages, clarifies the content, as well as the environmental aspects of the upcoming activities.

Such a sequence of work is proposed, which is shown in the diagram.

Scheme

sequence of stages of experimental work.

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

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

Setting up experiments on growing plants requires schoolchildren to show activity, curiosity, the ability to record the results of observations and draw the right conclusions.

2.2. Choice of topics for experiments.

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

The volume of research work is large, and it can be carried out in the conditions of a modern school only with the participation of each student. Moreover, most of these tasks are performed outside school hours and can be considered as extracurricular work.

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

1. Soil and climatic conditions of plant life.

2. Agricultural practices for growing cultivated plants.

3. Variety study and familiarity with the biological characteristics of the growth and development of agricultural crops.

4. Influence of organic, mineral fertilizers, microfertilizers on increasing the yield and improving the quality of products.

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

Software experiments serve as the basis for developing general and particular research methods.

2.3. Educational and cognitive value of experiments.

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

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

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

"Preparing the soil for sowing" - and this topic provides a wide field of activity for young experimenters.

A large place in terms of experimental work is carried out by variety testing. Students study cereals, root crops, various vegetable crops in close connection with the natural conditions of the local economy.

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

1. Educational and experimental site of the school as a center

environmental education of students.

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

The following departments have been formed at the UOU:

1.Department of primary classes.

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

2. Department of field crops. Experiments with field crops of industrial importance in our region are placed and laid in this department, all field crops are grown in crop rotations.

3.Department of vegetable crops.

This department grows and experiments with vegetable crops, which are typical and uncharacteristic for our region. All vegetable crops are grown in crop rotations.

4. Collection department.

It consists of three subdivisions: plant morphology, plant taxonomy, collection subdivision, and medicinal plants department.

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

Representatives of various botanical families are grown in the plant systematics department: cruciferous. Rosaceae, lilies, etc.

The collection department includes plants not included in the field, vegetable departments, new crops for the area, medicinal and honey plants, spicy-flavoring plants.

5. Production department.

Vegetable and fruit and berry crops are grown to provide the school canteen.

6.Flower and decorative department.

It is represented by flowerbeds on which plants such as asters, marigolds, nasturtium, petunia, zinnia, cineraria, cochia, snapdragons, etc. are mainly grown.

7. Fruit and berry department

Shrubs are placed: currant, raspberry, gooseberry.

8. Dendrological.

Includes trees and shrubs growing on the school grounds. These are poplar, bird cherry, lilac.

9. Zoological and animal husbandry department.

Works on the basis of personal farmsteads of schoolchildren. Students make observations and make reports (creative work) according to observations of animals: cattle, rabbits, pets, bees ...

10. Ecological department.

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

On the basis of the school educational and experimental site, excursions are conducted for primary grades and kindergarten students. Also, younger schoolchildren at labor lessons are happy to work on the site, where they learn the basics of growing various crops. In June, a labor detachment of 15 people works. In the summer period, according to the schedule of working out at the site, students of grades 5-10 pass the 5th labor quarter. In the autumn we hold traditional exhibitions, contests of ditties, riddles about crops grown on the school grounds.

3.3. Perspective plan of work on the training and experimental site.

Spring period

1. Clearing snow around tree trunks.

2. Pruning and shaping the crowns of ornamental trees and shrubs.

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

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

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

fertilizers.

6. Preparation of seeds for sowing.

7. Raking plant residues.

8.Subbotnik to clean up the school grounds from garbage.

9. Preparation of landing pits.

10. Introduction of black soil, manure to the site.

11. Digging the soil.

12 Applying potting mix to flowerpots.

13. Preparation of potato seed material.

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

15. Sowing vegetable and flower crops.

16. Planting potatoes.

Summer period

1. Continue sowing and planting flower seedlings in flowerpots.

2. Top dressing of perennial flowers and ornamental shrubs.

3. Fake curbs.

4. Sowing care (watering, loosening, etc.)

5. Keeping an observation diary.

6. Raking last year's grass.

7. Collection of garbage, stones, etc. from the school area.

8. Weeding beds and flower beds from weeds.

9. Mowing grass around trees.

10. Watering flowers and beds with vegetables.

11. Hilling potatoes.

12. Cleaning of garbage and plant residues on the territory of the site.

13. Mowing grass at the school site.

14 Cutting broken branches on trees and shrubs.

15. Planting flower crops.

16. Raking and removal of plant residues and laying on compost.

17. Painting flower vases.

18. Keeping a diary of observations.

19. Leveling the edges of the beds

20. Collection of ripe seeds of flower crops.

21. Adding rabatok.

autumn period

1.Harvesting vegetables.

2. Collection of seeds of some vegetable and flower crops.

3. Collecting fallen leaves and composting them.

4. Raking, cleaning plant residues in the beds.

5. Digging the soil on the site.

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

7. Laying seed potatoes for storage.

8. Cutting overgrowth around trees.

9. Pruning diseased, dry and broken branches.

List of plants planned for cultivation in the training and experimental area.

Potato

tomatoes

Turnip

Radish

Beet

Dill

Parsley

Sorrel

radish

Carrot

Vika

Peas

beans

Barley

Wheat.

oats

Corn

Perennial, annual flowers.

Medicinal plants.

Subject of experiments and observations

Potato variety testing

Variety testing of carrots in the conditions of a training and experimental plot.

Observation of the growth of tomatoes in open ground conditions.

Observation of the growth of cruciferous plants (turnip, radish, radish)

Observation of the growth of plants of the umbrella family (dill)

Replenishment of the collection of cereals.

Collection of medicinal plants.

Suggested subject of experiments for students

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

Observation of the growth of plants in the open field, the growth of plants of the cruciferous family

3. Experience in ecology. Vegetation development. Overgrowth of the garbage heap.

Conclusion.

In modern conditions, ecological and biological training of students is becoming an important measure of educating zealous owners of the Earth and resources, and a responsible attitude to nature is one of the specific personality traits. In the process of experimental work, schoolchildren deal directly with nature as a subject of labor - they grow plants, take care of animals, and by labor actions make up for the lack of environmental conditions. This allows students to realize the intermediary role of man and his labor in the existence of the plants and animals grown by him as an environment-forming factor in their lives.

Systematic experimental work should focus on the latest achievements of science in the field of agriculture, on cooperation with scientists and solve the problems of their basic farms. The group of schoolchildren gets real success if the students are not carried away by large amounts of work, but take 1-2 topics for a year, establish contact with specialists. An important condition for consolidating the success of students is the prompt publication of the results of research activities.

The training and experimental area is the main place for students to study. This is a "green classroom" that is created by students under the guidance of a teacher. That student who directly works on the site, protects the plantings and, doing the work, will try to understand why it is necessary, how it can affect the growth of plants, why it must be done this way and not otherwise.

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

For our (rural) children, the range of labor knowledge and skills includes caring for livestock and poultry, certain skills in cultivating the land, growing vegetables.

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

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

Bibliography.

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

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

3. Ganichkina O. A. Tips for gardeners. M .: Arnadia, 1998. - 304 p. / Personal plot.

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

5. Leontieva M.R. Collection of scientific and methodical materials. – M.: Humanit. ed. center VLADOS, 2000. - 160 p. - (library "Rural School of Russia").

6. Leontieva M. R. Collection of programs for primary and secondary (complete) general education schools. - M.: Humanit. ed. center VLADOS, 2000. - 112 p. - (library "Rural School of Russia").

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

8. Paporkov M. A. Educational and experimental work at the school site: A guide for teachers. M.: Enlightenment, 1980. - 255 p. - (B-ka teacher of biology).

9. Traytak D. I. Labor training: S.-x. works: Proc. allowance for 5-7 cells. avg. school - M .: Education, 1991. - 191 p., ill.

10. Encyclopedic dictionary of a young farmer / Comp. HELL. Jahangirov, V. P. Kuzmishchev. - M .: Pedagogy, 1983. - 368s.

11. Materials from Internet sites are used

APPLICATION

Distribution of work on the MA site

Primary school department

1 class "ABC of flowers"

"Tops-roots" (wheat, turnip)

"Cultivated and Weed Plants"

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

Grade 2 "The Importance of Leaves for Plant Life" (sunflower)

3rd grade "Plant Reproduction"

Seeds - beets, turnips

Bulbs - onion, garlic, gladiolus ...

Tubers - potatoes ...

Cuttings - currant ...

"Influence of soil fertility on beet harvest"

"The effect of soil moisture on plants"

4th grade "Influence of sowing density on the yield of carrots"

"The reaction of plants to one-sided lighting" (marigolds)

"Growing plants on barren substrate and nutrient solution"

"Using plastic wrap to get an early harvest of radishes"

Experimental work of 5th grade students

"The role of insects in the formation of seeds" (sunflower)

Sector of medicinal plants ( used by humans in folk medicine)

Department of Plant Biology Grade 6

leaf shape

simple

linear

bluegrass

oblong-lanceolate

dandelion

broadly eleptic

plantain

complex

compound pinnate

ternary

rose hip

clover

root system

rod

Beans, peas...

fibrous

Wheat, rye, corn

Flower shape

single

daurian lily

pansies…

ear

plantain, wheat...

basket

sunflowers, asters, dandelions…

cob

Corn

head

Clover, bloodworm...

brush

Tomatoes, radishes, potatoes...

umbrella

Dill

Stem

upright

Wheat…

Curly

hops, decorative beans, bindweed

Climbing

Peas…

Creeping

Cucumber…

shortened

Plantain, dandelion...

Fruit

dry

Bean

Clover, peas, lupins, alfalfa...

Pod

Cabbage, radish...

Achene

Dandelion, sunflower...

Zernovka

Wheat…

box

Poppy, tobacco, petunia...

juicy

Berry

Nightshade…

drupes

Bird cherry, cherry ..,

polydrupe

Raspberries…

Polysemyanka

Cucumber, pumpkin, zucchini…

Department of plant biology (systematic department) Grade 7

Department of Plant Systematics

Cereal family

Legumes

Compositae

cruciferous

Nightshade

Lileynykh

Rosaceae

Field Crops Department

Bluegrass

Zhitnyak

Rump

Wheatgrass rootless

Water

Production Department

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

Department of Plant Biology Grade 8

variety testing

tomatoes, cabbage, carrots, beets, radishes, pumpkin

fruit and berry department

blackcurrant, ranet, cherry, bird cherry

Decorative department

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

Darwin site

Campfire overgrowing

Collection Department

Regulations on the educational and experimental site of the school.

General provisions.

1. An educational-experimental site (site) is organized at the school for conducting training sessions on labor training, lessons in natural history, biology, organization of socially useful work, extracurricular experimental, research, environmental work in grades I-XI.

   The work of the educational and experimental site is carried out in accordance with the Federal Law of the Russian Federation "On Education", the Charter of the school, the Safety Instructions when working at the educational and experimental site, and these Regulations.

The structure of the training and experimental site.

1. There are departments on the educational and experimental site: field crops, vegetable crops, flower and decorative department.

   The training and experimental site includes a utility room for storing inventory.

   Other departments (collection department, department of fruit and berry crops, zoological and animal husbandry department, ecological department, etc.) can be created at the training and experimental site. The decision to create a new department of the educational and experimental site is made by the principal of the school in agreement with the head of the educational and experimental site.

   The area of ​​each department is determined by the director of the school in agreement with the head of the educational and experimental site.

   In the departments of field and vegetable crops, the most important crops of this zone are grown in a crop rotation system. In the flower-decorative department, annual, biennial and perennial flower-ornamental plants are grown.

   Agricultural equipment, a first aid kit with the necessary medicines and dressings for first aid are stored in the utility room.

   Mineral fertilizers should be stored in a special container with clear inscriptions of names.

   Seed and planting material, products grown on the educational and experimental site are stored in a room on the territory of the school allocated as a storage facility.

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

   The educational and experimental site is provided with water for watering plants by the school.

1. The main activities of students in the educational and experimental area are growing plants, monitoring their growth and development, conducting agricultural experiments in accordance with the programs of labor training, natural history, biology, study groups, research work.

   Students work on the site in the process of labor training, the study of natural history, biology. Socially useful work, labor practice of schoolchildren, extracurricular experimental, research and environmental work are organized at the site.

Work plan of the training and experimental site.

1. The work of students on the site is organized in accordance with the plan, which is an integral part of the plan for the educational work of the school.

   The plan includes the following sections:

Planning of the territory of the educational and experimental site (placement of departments, their area, distribution of the territory of the site between classes);

The content and organization of work (a list of plants cultivated on the site, topics of observations and experiments, distribution of experiments between classes, units, circles, calendar dates and the order in which students perform work, the schedule of training, circle classes, the work schedule of students in the process of socially useful work, including during the summer holidays).

Managing the work of students on the site (assigning leaders from among the teachers of the school to the departments of the site, their work schedule during the summer holidays);

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

1. The work plan is drawn up by the head of the educational and experimental section for the academic year from September of the current calendar year to August of the next calendar year. No planning of work in the winter period is allowed. The distribution of students for work during the summer holidays is allowed in the month of May.

Management of the work of the training and experimental site.

1. The general management of the work at the training and experimental site is carried out by the director of the school.

   The director of the school ensures the placement of teachers, school employees to manage the work on the site, appoints a person responsible for the storage and sale of products grown on the site, the protection of the site, and the development of the material base of the educational and experimental site.

   The principal of the school has the right to check the state of work on the site, including the condition of the utility room, documentation on the educational and experimental site, and give instructions on the organization of work on the site.

   The general management of experimental, research work at the site is carried out by the deputy director for educational work.

   The deputy director for educational work organizes experimental, research work at the site, together with the head of the educational and experimental site.

   The Deputy Director for educational work is responsible for the preparation of research projects, scientific papers developed on the basis of the educational and experimental site.

   The deputy director for educational work has the right, together with the head of the educational and experimental section, to determine the directions of experimental, research work at the site, check the status of this work, and give instructions on its organization.

   The direct supervision of the work on the site is carried out by the head of the educational and experimental site, appointed by the director of the school.

   The head of the training and experimental site is responsible for the condition of the site and the content of work on it, instructs teachers and students working on the site, ensures compliance with sanitary and hygienic standards, labor protection and safety regulations, as well as fire safety rules.

   The property and material values ​​necessary for organizing work at the educational and experimental site are in safe custody with the head of the educational and experimental site (agronomist of the school).

   Teachers, for the management of the educational-experimental site, are paid additionally by order of the director of the school.

   The deputy director for the administrative and economic part takes measures to timely provide the training and experimental site with inventory, sowing and planting materials, water for watering plants.

   Teachers involved in the management of the classes, the work of students at the educational and experimental site, teach them the correct and safe methods of work, ensure that schoolchildren comply with safety regulations and the sanitary and hygienic regime, and also supervise the good condition and safe operation of equipment and inventory.

Organization of work of students in the educational-experimental area.

1. The direct organization of the work of students at the educational and experimental site is carried out by the head of the educational and experimental site.

   Before starting work on the site, the head of the educational and experimental site without fail conducts safety briefings with students and teachers.

   When organizing the work of students at the site, the head of the training and experimental site is guided by the Norms of maximum permissible loads for persons under eighteen years of age when lifting and moving weights manually (Decree of the Ministry of Labor and Social Development of the Russian Federation of 04/07/1997 No. 7), the List of heavy work and work with harmful and dangerous working conditions, under which it is prohibited to use the labor of persons under eighteen years of age (Decree of the Government of the Russian Federation of February 25, 2000 No. 163), as well as the Safety Instructions when working at the training and experimental site.

   When students perform work on the educational and experimental site, the responsibility for their life and health rests with the teacher directly supervising the work.

The results of the work of students in the educational-experimental area.

1. Harvest, products obtained from the educational and experimental site can be used for catering for students in the school canteen, for experimental and research purposes, and also put up for sale in accordance with the current legislation of the Russian Federation.

   On the direction of the harvest, products grown on the educational and experimental site for certain needs, students are informed without fail.

Safety instructions for work

on training and experimental area

General safety requirements.

1. This instruction applies to students (hereinafter employees), performing work on the territory of the educational and experimental site of the school.

   An employee may be exposed to dangerous and harmful production factors (moving goods, elevated air temperature, increased air mobility, sharp edges, burrs, uneven surfaces of tools, inventory, containers).

   The employee notifies the work manager of any situation that threatens the life and health of people, of each accident that occurred during the performance of work at the training and experimental site, of the deterioration of his health, including the appearance of signs of an acute illness.

Safety requirements before starting work.

1. Before starting work, the employee must:

Come to work only in work clothes and shoes.

Button up the dressed work clothes with all buttons (tie ties), avoiding hanging ends of the clothes.

Do not stab clothes with pins, needles, do not keep sharp, breakable objects in the pockets of clothes.

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

Check the serviceability of the hand tool: the correctness of the nozzle of the shovel, fork, rake, the serviceability of the stretcher.

1. The surface of the shovels must be smooth, without distortions and burrs; the forks and rakes must not have bent or broken teeth.

   The handles of the stretcher should not have cracks, the bottom of the stretcher should be firmly attached to the base.

   Garden shears must have a flat working surface without chips and notches, must be sharpened, the handles of garden shears must not have curvature.

   The handles of shovels, forks, rakes must be made of dry hardwood without knots and slant, with a smooth surface.

   The transfer of sharp agricultural tools (shovels, forks, rakes) is allowed only in a vertical position so that their working part is directed downwards.

   The employee must report all detected malfunctions to the work manager, and start work only after they have been eliminated.

Safety requirements during work.

1. When performing work, the employee must perform only the work that was assigned by the work manager, and for which he was instructed in safety.

   The implementation of work on the introduction of mineral fertilizers into the soil is carried out only by school teachers. The use of children to apply mineral fertilizers to the soil is not allowed.

   The execution of works on whitewashing tree boles with lime is carried out only in the presence of the work manager.

   When whitewashing tree trunks with lime, it is not allowed to wave the brush in order to avoid getting lime on the skin and eyes of others.

   Grass cutting is carried out only by teachers and school employees. The use of children for mowing grass is not allowed.

   When pruning bushes, cut branches should be stacked separately, at a distance from the bushes in heaps.

   When pruning bushes, it is not allowed to swing the clippers, direct them at others or at yourself.

   Garbage burning is carried out only by young students over 14 years old, in the presence of a work manager.

   When burning garbage, it is necessary to prepare fire-fighting equipment, primary fire extinguishing equipment before starting work, placing them near the place where the garbage is burned.

   After the end of the burning of garbage, it is necessary to fill the place of burning with water and throw it with earth. You can leave the place of burning garbage only after making sure that there are no signs of burning and with the permission of the work manager.

   When digging up the soil with a shovel, work alternately with the right and left legs to avoid curvature of the spine.

   When working with a shovel, it is necessary to load it by no more than 1/3 of the bayonet.

   When working with forks, rakes, it is not allowed to direct their working part to others.

   When carrying heavy loads, it is necessary to evenly load both hands, avoiding overloading the stretcher. The head is obliged to monitor strict compliance with the requirements of the Norms of Maximum Permissible Loads for persons under eighteen years of age when lifting and moving weights manually (Resolution of the Ministry of Labor and Social Development of the Russian Federation of 04/07/2000 No. 7). Children under the age of 14 are not allowed to carry heavy loads.

   When weeding, it is necessary to work with gloves.

   When harvesting potatoes manually with shovels, workers should not dig next to each other, as well as sampling closer than 1m. from digging, so as not to injure yourself and others with a shovel.

   It is forbidden to scatter potatoes across the field and throw them at each other.

   When performing work on harvesting, it is forbidden to eat unwashed root crops, vegetables, berries. During the harvesting of root crops, it is forbidden to eat directly on the site.

   During a break in work or rest, the tool is folded in a conspicuous place so that it cannot cause accidental injury.

Safety requirements in an emergency.

1. In the event of a situation that threatens the life and health of employees, if one of the employees is injured, if a tool or inventory breaks, it is necessary to stop work and report the incident to the work manager. You can start work only after obtaining the appropriate permit.

Safety requirements at the end of work.

1. Upon completion of work, you must:

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

Remove the working tool in the utility room.

1. The employee must inform the work manager about all shortcomings or malfunctions in the performance of work.

Registration by students of diaries of observations (experiments)

To design the diaries of experiments, they usually use checkered notebooks or albums. The text is written on one side of the notebook or album. The cover can be a photograph or a color illustration on the theme of the experience.

TITLE PAGE.

At the top of the page, the place of the experiment is indicated (city, village, etc., naturalist station, school, circle), in the middle of the sheet "Diary of experiments (observations)". Below, on the right - the supervisor (full name, position), the time of the start of the experiment. If the diary of observations of one student, his data (full name, class) are written immediately after the words "Diary of observations." If the experience was set by several students, then the list of the link is written on the back of the title page.

2 sheet. THEME OF EXPERIENCE, PURPOSE. In the middle is written the theme of the experience and the goal.

3 sheet. BIOLOGICAL DATA. A description of the species, variety, culture under observation is given. Perhaps the description will take several pages of the diary.

4 sheet. EXPERIMENTAL METHOD.

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

5 sheet. EXPERIMENTAL PLAN. Based on the methodology of the experiment, a plan is drawn up for all the necessary work and observations. The dates are approximate, it can be in decades.

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

7 sheet. EXPERIENCE RESULTS. It summarizes the entire course of the experiment in the form of tables, diagrams, diagrams, graphs. The final results are indicated by harvest, measurements, weighing, etc.

8 sheet. CONCLUSIONS. Based on the theme of the experience, the goal and results, certain conclusions are drawn from the experience or observations.

9 sheet. BIBLIOGRAPHY.

Conclusion

To love nature, one must know it well. Therefore, an important place in the knowledge of nature is given to the school educational and experimental site. This is the base for the experimental work of students, where they consolidate, expand and deepen their knowledge, master the methods of controlling the growth and development of plants, acquire skills and abilities, and join in collective work. Students are taught responsibility for the task assigned, bringing it to the end.

The educational-experimental section, the purpose of which, for many years, has remained is to teach a school graduate to grow plants, to know the characteristics of vegetable crops, what conditions must be created in order to get beautiful flowers or a good harvest of vegetables.

Currently, our site covers an area of ​​0.5 hectares and serves as a base for lessons, agricultural and practical work related to the implementation of programs in biology and technology. In the process of working at UOU, the knowledge gained in biology lessons and other related school subjects is expanding and deepening. It contains all the main departments in accordance with the regulation on school UOUs. But lately, there has been a need to use it more efficiently. To improve the aesthetic culture of students when working, observing and laying experiments, caring for and harvesting agricultural products. Show students that the workplace must meet not only technical requirements, but also aesthetic ones. And for this, you need a good, solid and convenient working equipment for students. Due to the lack or absence of which, it is very difficult for the site manager to properly plan the work of the entire group. Often the children themselves have to bring the missing equipment from home, and this is very inconvenient.

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

Students and teachers have a great desire to organize the circle "Room floriculture". Since for the summer period school flowers are distributed at home and in the fall the return percentage is minimal, the circle would make it possible:

Care, during the active period of the plant, carry out plant reproduction, observe, experiment;

Involve interested children in landscaping a school, class, village for the summer period.

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

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

estimate

for the purchase of equipment, seeds and planting material

Equipment name

quantity

price

(in rubles)

sum

(in rubles)

Aquarius pump

1 PC

1 800

1800

Hoses

40 m

580/20 m

1160

Kitchen Scales

1 PC

1000

1000

shovels

8 pcs

Rake

8 pcs

hoes

8 pcs

1120

Secateurs

2 pcs

Bucket (5 l)

5 pieces

Bucket (10 l)

8 pcs

Rippers

8 pcs

garden cord

400 m

160/400 m

Watering can with sprayer

8 pcs

Film coating

10 m

Wash basin

2 pcs

Work gloves

20 pcs

Laundry soap

5 pieces

linen towel

5 m

first aid kit

1 PC

total

11245

lumber

Diz. fuel

Seeds and planting material

cucumbers

Tomatoes

Zucchini

Squash

Carrot

Beet

Pepper

Cabbage

Beans

Dill, parsley, celery

Onion garlic

Radish

Flower seeds

total

Total

Biology room at school.

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

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

The Wildlife Corner provides lessons, extracurricular activities and extracurricular activities with lively visual teaching aids.

At the school educational and experimental site, schoolchildren consolidate and improve the theoretical knowledge gained in biology lessons, practice practical skills in growing and caring for plants in spring, summer and autumn, setting up experiments that make it possible to identify the biological patterns of plant development in specific conditions, to determine the possibility of increasing productivity crops.

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

^ School Biology Room- a special educational unit of the school, equipped with educational equipment that contributes to the active cognitive activity of students in the classroom, in extracurricular, extracurricular work in the subject "Biology".

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

The first natural science classrooms were a museum, which kept herbariums of plants, stuffed animals in glass cabinets. Later, with the introduction of experimental methods in teaching, the classroom becomes a classroom-laboratory. Glass and porcelain dishes, microscopes, magnifiers 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 XX century. during the transition of the school to a cabinet system in all disciplines, the biology cabinet was basically preserved as a classroom-laboratory in combination with an auxiliary room for placing and storing equipment: visual aids, equipment, tools, libraries.

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

All equipment is placed in the classroom according to a certain system so that it can always be used in the educational process. But the biology classroom is not only a place to store the necessary equipment. The functional significance of the biology cabinet is much broader; several interrelated functions can be distinguished here: 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 during group practical work. A large and well-lit blackboard, chalk, and a dampened sponge for wiping the board should always be in place. The teacher's table and blackboard are used to demonstrate visual aids in the classroom. A screen is placed on the wall (or board), on the side on a high stand - a TV, a VCR, and in the back of the office on a special stand - a graph projector.

The office should have running water with a sink. Water is needed constantly for practical work, demonstrations, for the care of plants and animals.

The classroom, as a rule, is equipped with a small library containing various reference books for students; recommendations for laboratory and practical work, biology textbooks; books on biology from the "Children's Encyclopedia" series, methodical journals, such as "Biology at School" and others.

Changing and permanent exhibitions are organized in the office, developing interest in biological science, helping to assimilate complex educational material, for example, stands “It's interesting”, “Animal world of our region”, “Plants of the Red Book of our region”. Thematic exhibitions of students' works (posters, drawings on environmental issues, photographs taken during excursions) can be presented as changing expositions in the biology classroom.

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

The classroom is the workplace of a biology teacher. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of classes with schoolchildren: programs, textbooks, collections of tasks and tests in biology, periodicals, especially the journals Biology at School, Ecological Education at School ”, various methodological literature, including books on the general methodology of teaching biology and on individual training courses, reference literature, determinants of plants and fungi, animals, methodological support for using a computer, etc.

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

The office should also contain materials reflecting the work of biological circles, 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 living animals, collections, stuffed animals, skeletons, wet preparations, micropreparations);
• 
  images of natural objects (tables, diagrams, drawings, models, photographs, slides, filmstrips, video cassettes, etc.);
• 
  handouts and didactic cards;
• 
  devices and devices for demonstrating technical means (TV, VCR, graph projector, computer, etc.);
• 
  laboratory equipment: magnifiers, microscopes, utensils and tools for laboratory and practical work in nature (herbarium folders, secateurs, etc.) and in the office;
• 
  chemical substances;
• 
  first aid kit.

The main part of educational equipment is stored in cabinets according to the types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. For the convenience of finding equipment, each cabinet is assigned a letter (A, B, etc.), the shelves are numbered, and the compartments on the shelves are in capital letters. The cipher indicating the place of storage of this or that visual equipment is entered in the card of a special catalog. 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 packed in boxes with mothballs or bags with insecticides. Animal skeletons are placed in the glazed part of the cabinet, the human skeleton - in a plastic case. Micropreparations are stored in special boxes, each preparation in its own department. Microscopes and tripod magnifiers are placed in cases.

The tables are glued to cardboard and stored upright. Paper tables are laid out on wide shelves in a horizontal position. Transparencies, video cassettes, disks are placed by topic.

Didactic cards, photographs, drawings, diagrams, postcards, handouts are stored in envelopes, catalog boxes or folders.

The exposition stands are fixed in the so-called exposition 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 interchangeable exhibitions can be placed in the corridors adjacent to the biology room.

To quickly obtain information about the availability of this or that educational equipment in the biology room, the place of its storage should be a reference file on the main sections: literature, instruments, technical and audio-video tools, tables, preparations, collections, herbariums, etc. In addition, the classroom should have catalogs of educational films, videos and video cassettes, disks and diskettes with computer software, etc.

The teacher, as the head of the office, is obliged to keep a book of records, in which material values ​​​​must be recorded in alphabetical order by section. Once a year, an inventory is carried out in the office, the report is handed over to the head of the school. Newly acquired equipment is regularly recorded in the accounting book and the fact of decommissioning of obsolete equipment is noted.

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

Scientific and methodological role of the cabinet

The office is the workplace of a biology teacher. Therefore, it should contain everything that a teacher needs for creative preparation for a lesson and other types of classes with schoolchildren: programs, textbooks, collections of problems and tests in biology, periodicals, especially the journals Biology at School, Ecological Education at School ", various methodological literature, including books on the general methodology of teaching biology and on individual training courses, reference literature, determinants of plants and fungi, animals, methodological support for using a computer, etc.

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

The classroom should also contain materials reflecting the work of biological circles and electives, didactic materials, etc., that is, everything that helps the teacher in his work on teaching, educating and developing students, helps to 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 educational equipment

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

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

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

Handouts and didactic cards;

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

Laboratory equipment: magnifiers, microscopes, utensils and tools for laboratory work (tweezers, dissecting needles, glass slides, coverslips and watch glasses, test tubes, pipettes, etc.) and for practical work in nature and in the office (herbarium folders, diggers, shovels, secateurs etc.);

Chemical substances;

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

types of benefits, sections and topics of the program, taking into account the volume, weight, dimensions, frequency of use and storage requirements. For the convenience of finding equipment, each cabinet is assigned a letter (A, B, etc.), the shelves are numbered, and the compartments on the shelves are numbered with a capital letter. The cipher indicating the place of storage of this or that visual aid is entered in the 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 packed in boxes with mothballs or bags with insecticides. Animal skeletons are placed in the glazed part of the cabinet, the human skeleton - in a plastic case. Micropreparations are stored in special boxes, each preparation in its own department. Microscopes and tripod magnifiers are placed in cases.

The tables are glued to cardboard and stored upright. Paper tables are laid out on wide shelves in a horizontal position. Transparencies are placed according to the topics of the lessons, filmstrips - in boxes with separate nests for rolls of tapes.

Didactic cards, photographs, drawings, diagrams, postcards, handouts with parts of plants are stored in envelopes, catalog boxes or folders. Movies are placed in filmostats. The projection equipment in the office is arranged taking into account the focal length, the size of the objects and the format of the information carrier, preferably on mobile stands.

The exposition stands are fixed in the so-called exposition 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 interchangeable exhibitions can be placed in the corridors adjacent to the biology room.

Reference function of the office. In order to quickly obtain information about the availability of this or that educational equipment in the biology cabinet, the place of its storage should be a reference file for the main sections: literature, instruments, technical and audiovisual aids, tables, preparations, collections, herbariums, etc. In addition, the cabinet should have catalogs of educational films, video films and video cassettes, diskettes with computer software, etc.

Accounting and scheduling cabinet function

The teacher, as the head of the office, is obliged to keep a book of records, in which material values ​​(laboratory glassware, reagents, visual aids, etc.) must be recorded in alphabetical order by section. Once a year, they are inventoried in the office, the report is handed over to the head of the school. Newly acquired equipment is regularly recorded in the accounting book and the fact of decommissioning of obsolete equipment is noted.

The office passport also belongs to the number of accounting documents, it should contain basic information about the office.

Improvement of the material base of the biology cabinet 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 home-made visual aids, the repair and replacement of equipment, the holding of exhibitions, methodological work and consultations, observations, experiments, etc., indicating the timing of the work, performers and a note on their implementation.

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

Material base of teaching biology: educational and experimental site, structure

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

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

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

Educational and research activities with living objects on the school site ensures the formation of the moral qualities of students, the education of love and respect for nature; respect for work. Long and varied work contributes to the formation of such a strong-willed quality as the desire to bring the experience to the end, make observations in time and fix them.

The site conducts 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 setting up 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 circles of young naturalists.

School-wide extra-curricular activities can be organized at the site ("Harvest Festival", "Garden Day", "Bird Day"), exhibitions, excursions for younger students, for parents, competitions, etc.

The correct organization of various activities in the training and experimental area contributes to:

Improving biological knowledge and skills for their application in practice;

Formation of skills and abilities for 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, form the ability to interpret the data obtained depending on the state of the weather and on changes in experimental conditions;

Formation and improvement of skills to use devices for fixing weather phenomena and the condition of plants.

In the experimental department there are plots for type experiments on field and vegetable crops in compliance with all norms and requirements for crop 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. In each, a place is allocated 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, experiments are carried out, which are also living illustrations of the most important biological laws and processes.

School-based educational and experimental sites of these types are currently organized.

The biological department has a section on botany (departments of morphology, taxonomy; collection "Flower calendar", experiments with root systems) and a section on general biology (collection of plants "Species criteria", "Breeding methods", "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 wildlife, and especially to identify environmental patterns in plant life, 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 on the example of local wild species. For example, the collections: "Red Book Pages", "Early Spring Plants", "Autumn Flowering Plants", "Populations of the Species", "Life Forms", "Ecological Groups", "Plants of the Broadleaved Forest", "Plants of the Mixed Forest", "Plants of the Dark Coniferous forests", "Aquatic plants"; experiments: the influence of various abiotic and biotic factors, the overgrowth of Darwin sites, the settlement of an artificial reservoir, etc.

Types of student activities. The main work on the training and experimental site is carried out in the spring and autumn periods. Brigades of 4-5 schoolchildren are created to work on the site. At each department of the educational and experimental site, children are engaged in the same activities: they cultivate the soil, grow collections

An essential part of the work on 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. In the summer, individual work is carried out, and sometimes it is done by schoolchildren who are responsible for another area of ​​work. In order for all the necessary agricultural practices to be completed on time, it is recommended to keep a diary of experience - 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 at what time the measurements were made.

Biology classroom, wildlife corner, educational and experimental site represent a holistic, 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 plan for the school site. 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 students' work. During this period, much attention was paid to agricultural work on the 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 of students was organized in the spring-autumn period.

However, by the end of the 90s. interest in the design and use of the school site has re-emerged, while the 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 districts, concluded that their structure, for objective reasons, has undergone significant changes.

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

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

Observations at the school site can be carried out not only for plants, but also for 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 the basic course of biology;

– collection of medicinal plants;

– a collection of wild plants;

- arboretum;

– tree and shrub nursery;

- park flower and decorative department.

At the preliminary stage of the development of the site, it is necessary to carefully familiarize yourself with the relief of the territory, the properties of the soil, and the existing plantations. Then a detailed drawing is drawn up, which is the basis of a 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, to surrounding residential buildings, reservoirs, to adjacent green spaces. The site plan is brought to the attention of the pedagogical council and the school administration. Next, proceed to the breakdown of the departments of the site, sites and tracks.

The main stage of development of the site is the selection of cultivated and wild plant species that are suitable for the conditions of the area. This is what a biology teacher does. The amount of planting material for hedges, parks, etc. is determined. Next, flower beds are planned. The soil is 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 should occupy at least 40% of the total area.

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

To protect against 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 sites for various purposes from each other. In the range of plants we include species of trees and shrubs that are original in form, flowering and coloring, we widely use flowers, vegetable plants, cereals and industrial plants, medicinal crops and wild plants. Do not use poisonous and thorny plants.

Designing the site is best done in the fall. Its sequence is:

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

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

We impose a tracing paper on the plan and draw the details: the best viewpoints, 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 educational and experimental site.

At the training and experimental site, schoolchildren get acquainted with garden and garden plants, field and industrial crops, weeds, pests, master the skills and abilities to care for plants. For this purpose, plots for individual crops in open ground, greenhouses and greenhouses for plants in closed ground 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 yields, identify optimal growing conditions, introduction, and variety testing.

Students, working on the site, consolidate their knowledge of the development of plants, get an idea of ​​​​the main agronomic methods of cultivating cultivated plants and the skills to work with them in a certain system, according to a certain plan.

Educational and research activities with living objects on the school site ensures the formation of the moral qualities of students, the education of love and respect for nature; respect for work.

Lessons and excursions on botany, zoology and general biology are held at the site. In addition, extracurricular activities, extracurricular activities, youth, nature protection and experimental work are carried out here.

The results of setting up 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 circles of young naturalists. School-wide extra-curricular activities can be organized on the site - "Harvest Festival", "Garden Day", "Bird Day", exhibitions, excursions for younger students, for parents.

Such a multilateral use of the training and experimental plot requires an appropriate selection and location of plantings and crops. In this regard, the structure of the school site should have certain sectors and plots, greenhouses and a greenhouse.

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 methodologists-biologists.

According to P.I. Borovitsky, the training and experimental site should have two departments for growing plants: collection and experimental. A wide variety of cultivated plants is grown in the collection: grain, fruit, berry, technical, 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 crop 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. In each, a place is allocated 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, experiments are carried out, 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, taxonomy, the collection "Flower Calendar") and general biology (collections of plants "Species criteria", "Breeding methods", "Fitness").

To prove general biological patterns in wildlife, and especially to identify environmental patterns in plant life, a new department was introduced in the structure of the school site - the department of ecology. In it, all collections and experiments are carried out on the example of local wild species. For example, the collections "Red Book Pages", "Early Spring Plants", "Autumn Flowering Plants", "Populations of the Species", "Life Forms", "Ecological Groups", "Plants of the Broadleaf Forest", "Aquatic Plants".

The main work on the training and experimental site is carried out in the spring and autumn periods. Brigades of 4–5 schoolchildren are created to work on the site. In each department of the educational and experimental plot, 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, set up experiments, and conduct observations.

Site planning is in progress in the spring. When planning, the availability of excursion and working paths is taken into account. The width of the excursion path is 1.5 - 2 m, and the width of the workers is 70 - 80 cm. With the help of cords, field measuring instruments and pegs, the brigades mark out 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 labels are installed.

An essential part of the work on the training and experimental site is experimentation. The experiment is conducted by a group of people, but at different times. The whole group lays down the experience and sums up. In the summer, individual work is carried out. It is recommended to keep a diary of experience - a notebook in which the condition of the experimental plants is reflected.

Learning how to set up experiments on a school site contributes to the development of not only labor, but also intellectual, research activities, observation, the ability to compare experimental and control specimens of plants, 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 oil plants;

V - tilled;

VI - essential oil and medicinal plants;

VII – crop rotation models;

Municipal budgetary educational institution

basic comprehensive school with. We believe

"PROJECT OF TRAINING AND EXPERIMENTAL SITE"

MBOU OOSH with Vereshim.

Performed

9th grade student

MBOU OOSH with. We believe

Kornilova Anna

year 2012

Content
1. Justification of the problem.

2. Description of proposals for the improvement of the educational and experimental site.

1. Green class.

2.Department of field crops.

3.Department of vegetable crops.

4.Department of fruit and berry crops.

5. Collection department.

6.Department of medicinal plants.

7. Ecological department.

8. Flower and decorative department

9. Greenhouse.

10. Pond.

11. Department of primary classes.

12. Zoological department.

13. Training and utility rooms

14. Notes.

3. Ecological aspect of the project.

4.Economic aspect of the project.

5. Conclusion.

6.App.

1. Project plan.

2. Safety regulations.

3. Plan of UOU with.Vereshim.
7. Literature.

Nature is the house we live in
And forests rustle in it, rivers flow and splash.
Under the blue sky, under the golden sun,
We want to live in this house forever.

I Justification of the problem

The educational-experimental site should be the basis for the experimental work of students. Performing simple experiments with plants and animals, they consolidate, expand and deepen the knowledge of biology acquired in the classroom, learn about plant and animal organisms, master the methods of controlling their growth and development, acquire skills in growing plants and animals, join in collective work. In the process of carrying out experimental and practical work, students are brought up with responsibility for the task assigned, they get used to completing the work they have begun.

The educational and experimental site should occupy an important place in the students' knowledge of nature, in educating them of interest in the nature of their native land and in the formation of love, etc. caring attitude towards her.

The educational and experimental site is an open-air biology laboratory, which hosts many lessons and practical classes in biology and agricultural work, the work of a circle of young scientists and other extracurricular activities. The educational and experimental site is the main source for the preparation of collections and handouts for the biology classroom.

The school's educational and experimental site is an important condition in the formation of the foundations of rational nature management, respect for the environment. The site is an example of farming culture, a place of rest for schoolchildren and teachers, a research laboratory and a labor school for students. Here, students receive the first skills of competent cultivation of the land, learn to take care of its fertility.

The school educational and experimental site, along with the biology classroom, is the educational and material base for teaching biology and agricultural labor. The educational and experimental site is intended for conducting educational and extracurricular classes in natural science, biology, labor training, for students to perform experiments, observations, summer assignments, for organizing the production work of schoolchildren to grow useful products (vegetable crops, seedlings of flower crops, seedlings of trees and shrubs breeds), for the preparation of handouts and demonstration material for classes with students.

Through practical work at the training and experimental site, a number of important tasks are implemented:

• 
  consolidation, deepening and expansion of knowledge in biology and the basics of agricultural labor;
• 
  development of cognitive interest in knowledge about plant life;
• 
  mastering practical knowledge of agricultural labor;
• 
  conducting experimental work that helps to identify the scientific potential of schoolchildren;
• 
  education of love for nature, all living things, the ability to see and feel the beautiful;
• 
  implementation of elementary vocational training, orientation to agricultural professions;
• 
  solving production problems for growing industrial crops, medicinal raw materials, planting material.

Many graduates of the school will become agricultural workers, so it is very important that they have a certain level of environmental awareness.

Characteristics of the training and experimental site
Educational and experimental site MOU OOSh with. Vereshim is located on the school grounds. The soil is black soil; soil solution reaction (PH) = 6.5 - 7.2; there are no solonets.

Physical properties - sufficient moisture, normal thermal conductivity and breathability.

The area of ​​the training and experimental site is 0.6 ha.

Fenced with hedges, except for the main entrance to the school.

II Description of improvement proposals

training and experimental site
Studying the special literature on the arrangement of educational and experimental plots, I noticed that the site is divided into zones, which are usually called departments. The appointment of such departments in each individual school can be individual. In the future, I would like to propose my plan of initial actions for equipping a completely real training and experimental site on the basis of our school.
1. Green class
The green class is intended for conducting lesson and additional classes, so I suggest:

1. Sow the territory of the green class with lawn grass.

2. Put gazebos and benches.

3. Decorate gazebos with climbing plants (Ipomoea, clematis, ivy, etc.)

4. Sprinkle the paths with expanded clay so that during rainy weather you do not stain your shoes.

5. Plant flowers along the edges of the paths so that the paths are decorated throughout the season.

Spring

Perennials: primroses, crocuses, primroses, blueberries,

tulips, daffodils, hyacinths.

Summer

Perennials: irises, peonies, chamomile, gladioli, cannes, daylily.

Annuals: Turkish carnation, marigolds, petunia, nasturtium, sowing dahlias

Autumn

Perennials: chrysanthemums, perennial aster.

Annuals: asters.

6. In the territory of the green class, you can lay out a lawn of green grass with an admixture of flowering plants (daisy, cornflowers, etc.). Here, schoolchildren can create their own design of the landscape environment, that is, show their abilities.

7. You can complement the design with the help of stones, placing them randomly, asymmetrically.

2. Department of field crops
This section should contain the main grain, fodder and industrial crops that are of industrial importance in this zone, as well as similar crops from another zone that are interesting in terms of education. The field crops department is designed to introduce students to a variety of crop varieties, their cultivation and agricultural technology. Here, schoolchildren receive information about such professions as an agronomist-seed grower, an agronomist for plant protection, a breeder. On the site lay such experiments as:

1. 
   Influence of the feeding area on the growth, development and yield of field plants.
2. 
   Influence of fertilizers and dressings on the growth, development and yield of field plants.
3. 
   Influence on the growth, development and yield of field plants of the depth of seed placement, seeding rates or sowing dates.
4. 
   Influence of methods and terms of sowing, presowing treatment of seeds on the growth, development and yield of field crops.

5. Variety study of the most important field crops.

6. Growing the most important field crops using high agricultural technology.

I present to your attention the scheme of a five-field crop rotation.

Year	1st	2nd	3rd	4th	5th
2010	Steam	Wheat	Potato	Sunflower	Corn
2011	Wheat	Potato	Sunflower	Corn	Steam
2012	Potato	Sunflower	Corn	Steam	Wheat
2013	Sunflower	Corn	Steam	Wheat	Potato
2014	Corn	Steam	Wheat	Potato	Sunflower

3. Department of vegetable crops
In this department, the main vegetable plants need to be grown in both open and protected ground conditions. It is advisable to place this department not far from the source of water supply, since most vegetable crops need regular watering to obtain guaranteed yields.

Grow in the vegetable section:

• 
  Green crops: dill, leaf parsley, watercress.
• 
  Legumes: beans, beans, peas.
• 
  Onion: onion, green onion.
• 
  Nightshade fruit crops: tomato, bell pepper, eggplant.
• 
  Fruit cucurbits: cucumbers, zucchini, pumpkin.
• 
  Cabbage.
• 
  Root crops: beets, carrots.

• 
  Green perennial crops: sorrel.

On the experimental part of the department with vegetable plants, it is advisable to lay the following experiments:

1. The study of the influence on the growth, development and yield of vegetable plants of various methods of their cultivation:

a) hardening of germinating seeds or seedlings (cucumbers, tomatoes);

b) propagation of potatoes in various ways (eyes, sprouts, tops);

c) methods of sowing and planting (all vegetables);

d) soil mulching (onions, carrots);

e) fertilizing, fertilizing (all crops);

f) irrigation (all crops);

g) pinching shoots (cucumbers);

h) pinching (tomatoes).

2. Studying the effect of day length (radish, lettuce),

3. The study of new varieties and species of various vegetable plants.

4. Influence of co-cultivation of legumes and cereal grasses.

I bring to your attention the scheme of an eight-field crop rotation.

Year	1st field	2nd field	3rd	4th field	5th field	6th field	7th field	8th field
2010	Green crops	Legumes	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Seed department and perennial. green cult.
2011	Legumes	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed Department
2012	Onion	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed Department	Legumes
2013	Fruits. nightshade	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed Department	Legumes	Onion
2014	Fruits. pumpkin	Cabbage	Root-	Green crops	Seed Department	Legumes	Onion	Fruits. nightshade

Vegetables can be donated to the school cafeteria. This will help to diversify the diet of schoolchildren and reduce the cost of meals, which means that it will allow a larger percentage of students to be covered with school meals.

As well as put some of the products on sale.

4.Department of fruit and berry crops
At the training and experimental site, there must be a fruit and berry

department, under which it is advisable to allocate a fairly large area. In the school garden, it is necessary to plant all fruit and berry crops that have production value in this zone, as well as some promising or educationally interesting forms that can grow in this climatic zone. The assortment of the garden should consist of zoned and local varieties, as well as varieties necessary for educational purposes. In the school garden for pome, stone fruit and berry crops, it is desirable to allocate independent plots and arrange them taking into account the moisture needs of each crop. The most moisture-loving berry plants (strawberries, currants, raspberries) should be planted closest to the source of irrigation, followed by stone fruits (cherries, plums) and finally pome plants (apple, pear).

The department of fruit and berry crops includes a garden, a berry garden and a nursery. It is designed to produce fresh products. Schoolchildren get the opportunity to get acquainted with the basics of the professions of an agronomist of fruit crops, a breeder of fruit crops.

Students are encouraged to make a series of observations, for example:

1. 
   Types of pollinating insects in the school garden.
2. 
   How planting garlic among currant and strawberry bushes affects the development of a kidney mite.

1. 
   Influence of plantings of marigolds on strawberry weevil.

4. Carrying out phenological observations (various fruit and berry species).

5.Study of new varieties of fruit and berry species.

6. Testing of various types of crown formation of fruit trees.

7.Study of the effectiveness of biological methods of pest control of the fruit and berry garden.

4.1. Garden
The garden consists of pome and stone fruit crops, zoned varieties: cherry, plum, sweet cherry, apple tree, pear.

4.2. Nursery
In the nursery, grow new varieties of fruit and berry crops: currant, raspberry, gooseberry

In the nursery, students can perform the following experiments:

1. 
   Exploring different methods of reproduction.

1. 
   Finding out the most effective method of propagating currants or grapes (lignified cuttings, green cuttings).
2. 
   Influence of seed stratification on their germination and seedling growth.

4. Influence of various doses of fertilizers on the growth of seedlings of fruit plants.

5. Influence of different irrigation rates on the growth of seedlings and seedlings.

4.3. berry plant
In the berry plant, grow crops of zoned varieties: strawberries, red and black currants, raspberries, gooseberries, grapes.

I suggest:

1. 
   Place hives with bees in the garden, they improve pollination and increase the yield in the future.
2. 
   In addition, the collected honey, the harvest of fruits and berries can be sold.

5. Collection department
The collection department - the variety testing department - is the place of work for future breeders. Here, students have the opportunity to observe and track the characteristics of new rare plant varieties.

On the site, it is desirable to plant collections of plants that have different shapes of leaves, stems, inflorescences, flowers, representatives of monoecious and dioecious plants that have different types of seeds and fruits, as well as various devices for cross-pollination and for distributing fruits. In this area, on wild plants of the local flora, the adaptability of plants to various environmental conditions should be shown. Select light-loving and shade-tolerant, moisture-loving and drought-resistant plants, primroses. Pick up plants with different flowering periods and create a flower calendar, and from plants in which flowers open and close at different times of the day.

On the same plot, experiments on photoperiodism with long day plants (radish, lettuce) and short day plants (millet) and other experiments can be carried out.

6. Department of medicinal plants
In the department of medicinal plants, I suggest growing plants that are rarely found in nature. Medicinal raw materials harvested in summer can be used to make herbal teas, and in winter to prepare herbal tea.

The species composition of the department of medicinal plants: peppermint, lemon balm, catnip, coltsfoot, savory, tarragon, oregano, curly sorrel, medicinal asparagus, common yarrow, elecampane high, valerian officinalis, calendula officinalis, horseradish, common chamomile.

7. Environmental department
The ecological department is intended for observing the adaptability of plants to various conditions: sandy soil, scorched earth, compost heap.

In this area, on wild plants of the local flora, the adaptability of plants to various environmental conditions should be shown. Select light-loving and shade-tolerant, moisture-loving and drought-resistant plants, primroses.

1. 
   Flower and decorative department

At school, flower and ornamental plants should primarily serve for the aesthetic education of students. Flowers have been decorating human life for a long time, captivating him with their beauty and aroma. Communication with flowers always ennobles a person, teaches him to understand and appreciate beauty. Love for flowers, instilled from childhood, remains with a person for life.

Along with this, flower and ornamental plants in the school area are a very convenient object for organizing experimental and practical work with students in botany (grades V-VI) and in general biology (grades IX-X).

Lawns, flower beds, flower beds should be located in front of the school building, in the foreground of the educational and experimental site, along the main paths, near the green classroom. For the design of school flower beds, you can use annuals (petunias, levkoy, asters, zinnias, sweet peas, etc.), biennials (daisies, lunaria, violas, etc.) and perennials (tulips, crocuses, irises, lilies, gladioli, dahlias, chrysanthemums , lupine, etc.).

When selecting flower plants for the school site, it is advisable to give preference to perennial plants. They grow and bloom profusely for many years in a row, it is much easier to work with them than with annuals, which require significant labor costs for the annual cultivation of them from seeds. Perennials are easy to grow and propagate in large numbers. Perennial plants are also convenient for educational purposes, since, in accordance with the school curriculum, they can be used as live handout and demonstration material in biology lessons. And finally, in winter, some practical work can be done on perennial flowering plants (harvesting cuttings, grafting, etc.). Carnations, phloxes, perennial flax, etc. are most suitable for these purposes.

In order for the school flower garden to be beautiful from early spring to late autumn, it is necessary to select plants that bloom in different months accordingly.

A large place on the school site should be given to ornamental shrubs, which can be partially planted in the flower and decorative department, and partially in the hedge. For the design of the school site, it is desirable to select shrubs that have a high decorative effect and different flowering periods in order to have them in a flowering state for a longer time. At the same time, it is desirable that they can be used for educational purposes. Such requirements are met by roses, lilacs, jasmine, bird cherry, spirea, etc. Flower and ornamental plants are an indispensable material for instilling in students practical skills in caring for plants, managing their growth and development (pruning, fertilizing, fertilizing, watering, warm baths, freezing ) for seed and vegetative propagation of plants. Flower and ornamental plants can serve as a convenient material for many topics of a school botany course. Grade V students on these plants get acquainted with the types of root systems, the formation of adventitious roots from various plant tissues, with the shape and color of the leaves, with various modifications of the stem (tubers, bulbs, rhizomes), with a variety of forms of inflorescences, with the structure, shape and color of the perianth , with the structure and germination of pollen, with various types of fruits and adaptation to their distribution, with the shape and structure of seeds, with methods of reproduction (seed, bulbs, tubers, cuttings, dividing the bush), etc.

Students of the VI grade on flower and ornamental plants will get acquainted with the features and numerous representatives of almost all families studied in the school course of botany. These are Compositae (asters, zinnias, daisies, dahlias, chrysanthemums, etc.), nightshade (petunia, tobacco), cruciferous (levkoy, lunaria), legumes (lupins, sweet peas, ornamental beans), rosaceous (roses), lily (tulips , hyacinths, lilies, lilies of the valley, gladioli) and much more.

Students in these classes can perform the following experiments with flower and ornamental plants:

1. Influence of hardening of seeds and seedlings on the growth, development and duration of flowering in annual flowering plants (asters, gillyflowers, etc.).

1. 
   Forcing tulips.
2. 
   Influence of pinching on the timing of flowering and the size of inflorescences in dahlias.
3. 
   Influence of pinching the main stem on the appearance of lateral shoots and the duration of flowering.

Flower and ornamental plants are also of interest to ninth grade students in connection with the study of the general biology course. On these plants, they get acquainted with artificial selection, various forms of mutational variability, which manifests itself in a whole range of the most diverse colors of the corolla, with polyploidy (tulips, carnations), with plants from various centers of plant origin (according to N.I. Vavilov), conduct experiments on the study of individual patterns of inheritance, for which it is necessary to select crops and varieties accordingly, as well as conduct breeding work with them to obtain new varieties of flower and ornamental plants.

9. Greenhouse
The hotbed is intended for receiving seedlings and cultivation of early radish. For the construction of a greenhouse, a hole is dug with an area of ​​​​12 m 2, a depth of 70 cm. The hole is lined with red brick, filled with fresh manure, and sprinkled with a layer of soil on top. A wooden frame is placed on top, which is covered with a protective film. Seedlings are used for planting on the site or for sale to local residents.

10. Pond
On the site, you can equip a small pond or pond and arrange a water garden. In such a garden, marsh, moisture-loving and aquatic plants are used. Marsh marigold, marsh calla, iris iris, cattail, tradescantia, sedge, forget-me-not, etc. can be planted from plants of the marsh flora. The shapes and sizes of the reservoir may be different. For a plot of 0.6 hectares, a reservoir with a water surface mirror of about 4 m 2, located in a sunny, wind-protected place, is sufficient. Do not arrange a pond under the crowns of trees, in the shade of buildings.

11. Department of primary classes.
For classes on the school plot of primary school students, it is necessary to allocate a non-rotational plot, on which, in accordance with the manual labor program, collect collection crops of various cultivated plants.

12. Zoological department
At each educational and experimental site, especially in rural schools, it is desirable to have at least a small zoological department in which poultry, rabbits or other small animals could be kept in cages and aviaries. While caring for animals, students observe their growth and development, take into account their weight gain, measure individual parts of the body, determine the norms of feed consumption for the products obtained, acquire valuable labor skills in feeding and keeping animals. In addition, students of class VII can perform simple experiments with them: a comparative study of breeds with different directions of productivity, elucidation of the effect of various feed additives (vitamins, microelements, antibiotics, etc.) on the growth, development and productivity of animals.

The zoological department is a place where young livestock specialists, breeders, future veterinarians can try their hand at their future profession, in which I propose to breed rabbits that will eat leftover vegetables, crop crops, it is also possible to breed chickens. The resulting products are delivered for sale and to the school canteen.

13. Training and utility rooms.
When planning a training and experimental site, it is recommended to provide for the construction of a number of training and utility rooms.

Educational premises. To conduct training sessions on the site, it is desirable to build a platform with a canopy - a "green classroom". In it, put tables and benches for students, a table and chair for the teacher, a portable board and a table stand. For the purpose of aesthetic education of students and for the convenience of conducting classes, it is better to place the “green class” in the flower and decorative department, and plant climbing plants (wild grapes, hops, beans, etc.) along the walls.

Next to the "green class" it is desirable to build a summer laboratory for conducting classes on plant hybridization, making natural visual aids, storing sheaves and other exhibits. It is recommended to place crop rotation charts, reference tables and other training equipment, as well as a first aid kit in this room.

To observe the weather in the center of the site in an open area, it is necessary to equip a meteorological site. Install a booth with instruments, a rain gauge and a weather vane on it.

Utility rooms. For the storage and maintenance of manual equipment on the site, it is necessary to have an inventory shed. It is desirable to build brackets or racks along the walls for placing shovels, hoes and rakes, shelves for storing cords, saws, boxes for secateurs, budding and garden knives, allocate space for storing planting boxes, stretchers, labels, boxes and baskets for harvesting etc. Each type of inventory and equipment must have its own permanent place, marked with a label.

Above the barn, it is desirable to have an attic with good ventilation, in which it is possible to dry after harvesting and store the seeds of biennial plants, corn cobs, etc. potatoes, root crops, tulip and gladiolus bulbs, dahlia tubers, flowerpots with chrysanthemums, currant and grape cuttings, cabbage seeds, etc.

To store mineral fertilizers in a remote part of the site, it is necessary to build a small isolated room. Next to it, take a place for a compost heap and storage of manure.

In order to accustom students to a culture of work and instill in them the necessary hygiene skills, it is necessary to build a washbasin next to the "green classroom" and always have soap and a towel in the handwashing area while students work.

14. Notes
1. Around the entire perimeter, enclose the site with a hedge, for this you can use acacia yellow, honeysuckle, wild rose, etc.. Trim hedges in spring and fall.

2. In order for the educational and experimental site of our school to generate income, the school area must be fenced off.

3.Equip a summer gatehouse for the watchman, so that in the summer he will guard the crops and school property located in the school yard.

4. In the design of the landscaping area, it is desirable to use garden sculpture (cones, balls, vases, wickerwork, decorative lanterns, fountains, etc.).

5. In order to save water, apply drip irrigation.

III. Environmental aspect of the project

Given the ability of green spaces to favorably influence the state of the environment, they must be as close as possible to the place of life, work, study and recreation of people. Green spaces are an integral part of the school landscape as a set of measures to protect and transform the environment. They not only create favorable microclimatic and sanitary conditions, but also increase the artistic expressiveness of the architectural ensemble.

Taking care of green spaces, protecting and multiplying them, each student can make his own contribution to improving the ecology of the school yard.

IV. Economic aspect of the project.

Description of the type of activity. The total area of ​​the school-based educational and experimental site is 0.6 ha. Our location in a rural area next to agricultural enterprises allows us to purchase organic (manure) fertilizers on terms acceptable to us. The purpose of our team is:

• 
  to offer the population high-quality planting material for tubers of dahlias, tulips, gladiolus, irises and chrysanthemums. As well as seedlings: cabbage, tomato, pepper.
• 
  ensuring profit from invested capital;
• 
  involvement of students in educational research and experimental work;
• 
  development of practical skills, consolidation of theoretical knowledge.

Summary. The economic implementation of this project is of great educational importance, it allows you to purchase educational and visual aids, agricultural equipment, varietal seeds of vegetable and flower and ornamental plants, carry out repairs at the school, receive part of the funds for holding cultural events, updating the material base of the school.

V. Conclusion.

In each school, depending on local conditions and the number of students, a land plot of 0.5 to 5.0 hectares or more is allocated for permanent use for educational and experimental work.

The site should be well lit by the sun, have a source of water supply (water supply, a well, a pond) and adjoin directly to the school building, which makes it possible, without violating the class schedule, to spend a minimum of time on the transition to the site for practical work.

In accordance with the school curricula on 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 grow various agricultural, floral, ornamental and wild plants, as well as animals and experiment with them. For the proper organization of the work of students on the site, it is necessary to build a green classroom, a summer laboratory, water supply, a greenhouse, hotbeds, a weather platform, a shed for storing inventory and equipment, a room for storing fertilizers, etc.

Experimental work is the main type of work of students in the school area. Conducting experiments activates the cognitive and creative activity of students, makes it possible to better understand the basic essence of life processes, contributes to the formation of biological concepts, develops research skills, equips with methods of biological science, instills respect for agricultural work, promotes career guidance for students, especially rural schools, to agricultural professions, accustoms them to the culture of work. But experimental work will be useful only when it is carried out methodically correctly, if the basic requirements for field experiments are strictly met.

First of all, it is important to choose the right topic of experience. It should be interesting, accessible to students, related to biology programs and have an actual production value. Approximate topics of experiments for students in grades V-VIII are given in the programs on biology and agricultural work. Of these, the teacher chooses those experiments that are most relevant in local conditions and provided with seeds. In order to provide the teacher with a wider choice of topics, especially for students in grades IX-X, this manual provides additional topics for experiments in all departments, mainly related to the study of the biology course.

The task of any experiment can be solved by comparison, therefore, in each experiment there must be at least two plots: an experimental one - a variant in which one or another technique studied in the experiment is used, and a control one - 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, both in the experimental and in the control plots, be the same. In all departments of the school site, appropriate labels should be installed indicating their family, class.

It is desirable to make labels of several specific sizes: 1) the largest (2015 cm 2 , peg height 60 cm) - to designate the departments of the site; 2) medium (1520 cm 2, peg height 35 cm) - to designate individual experiments; 3) the smallest (128 cm 2, peg height 25 cm) - to designate options for experience, names of crops, breeds of animals.

Safety rules for working at the school educational and experimental site:

1. It is strictly forbidden to plant thorny bushes and poisonous plants at the school educational and experimental site.

2. At the school educational and experimental site, students work in dressing gowns and gloves.

3. When carrying pointed tools (shovels, rakes, pitchforks) from the storage place to the training and experimental area, students must hold them vertically, with the working part down, in order to avoid causing injury to other students.

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

5. It is preferable to use watering cans of small sizes with a capacity of up to 4 liters at the school educational and experimental site. If the school only has large standard watering cans, ensure that students pour water into them no more than 1/3 of their capacity during work.

6. The duration of work of students in the school educational and experimental area 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 activities of students, switching links from one type of work to another.

7. Students under the age of 15 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 methods that allow them to ensure the correct posture during the labor process, optimal rhythm and load in muscle work, and also prevent possible injuries.

9. Cleaning the soil from foreign objects clogging it (stones, glass fragments, metal fragments, etc.) is carried out with the help of shovels, rakes, 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 the children how to use agricultural implements so as not to injure 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, laboratory assistants, technical staff) in the absence of children, who are then not allowed to the site for 5 days.

12. While working on the school educational and experimental site, students should not be allowed to weed with their hands. For this, hoes, rippers are used. When performing such work, students must protect their hands with gloves or mittens in order to avoid soil contamination of their hands.

13. The number of students working simultaneously in the educational and experimental area should not exceed 23 (half of the class). 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 follow the safety rules.

4
Literature

1. 
   Scarecrow N.A. Ecology and aesthetics of the school district. School Technology Magazine 1998 No. 3
2. 
   Teodoronsky V.S. Landscape gardening construction. M., Agropromizdat, 1989.
3. 
   Rodina V.A. Floriculture at school (a manual for teachers). - M., Education, 1974.
4. 
   Balyan L.G. Recommendations for the equipment and improvement of school sites. Moscow, stroyizdat, 1989.
5. 
   Tavlinova G.K. Household floriculture. St. Petersburg, agropromizdat, 1996.
6. 
   Kurbanova N.I. Improvement of villages. Kyiv, 1978.
7. 
   Biology at school. Nos. 2-3, 2006.