Progress of the lesson. Extracurricular work in biology at the present stage
Municipal state educational institution
Oktyabrskaya Secondary School
Manturovo municipal district
Kostroma region
Municipal competition methodological developments on the topic:
"Birds are our feathered friends"
Extracurricular activity in biology
"Familiar Strangers"
teacher of biology and geography
MKOU Oktyabrskaya secondary school
Oktyabrsky village
2015
Extracurricular activity in biology (7th grade)
Subject : Familiar strangers
Target: generalize and deepen knowledge about birds of the Kostroma region
Tasks:
Educational: generalize and systematize knowledge about birds of your native land
Developmental: develop the ability to analyze, compare, develop thinking, attention, memory, and practice skills in working with drawings.
Educational : to cultivate a caring attitude towards nature, towards birds, love for one’s native land, and ecological culture.
Relevance of the lesson:
Development cognitive interest to his subject is one of the main tasks facing a biology teacher. This includes a huge number of different forms of activity in class and extracurricular activities. Game tasks always arouse the interest of students. The event is aimed at developing the skills to apply knowledge when performing various tasks, analyze, compare, summarize data, and think logically and critically.
Methods and forms:
Student learning is collaborative; The individual characteristics of students are taken into account. During the event, it is planned to use innovative and traditional methods and forms: verbal (information, discussion), information and communication (work with tasks, text, drawings) . Students work in groups and individually. Equal interaction between all participants is assumed.
Target Audience: 7th grade students
Learning Tools : computer, multimedia projector, screen, presentation, handouts, barrels with numbers, images of birds, poems about nature, audio recording with bird voices.
Progress of the lesson
Today, guys, we are conducting an extracurricular biology lesson “Familiar Strangers” to test your knowledge about the birds of the Kostroma region. (SLIDE 1)
Why is the lesson called “Familiar Strangers”?
Because we will meet famous birds, but every bird always remains a mystery to us.
I would like to start the lesson with the poems of Nikolai Grishin.
1 student
Love the forest and take care
Their songs have sound threads
They originate from forests.
2 student
Oh, how similar the bird trills are,
Interrupted forest dreams,
To the ringing of birches, to the whisper of spruce,
To the rustle of willow and pine.
3 student
It seems like I'm in love forever
Transparently clean, like rivers,
And thin, like streams.
4 student
How uninteresting the world would be,
If only the birds would not sing in the forests
After all, a man without bird songs
He won't learn to sing on his own.
5 student
And who has been soulless towards forests since birth,
Let him cut down one tree,
He wounds his mother - nature
And he impoverishes himself.
The world of birds is very diverse. In total there are about 9 thousand species of birds. Of these, 107 bird species are protected. What beautiful and unique, and most importantly defenseless creatures birds are. There are very large birds, and there are also tiny ones. There are birds that fly above the clouds, and there are birds that don't fly at all. Some birds live only in the forest, others in the water. Some birds feed on fish, others on insects. Eat birds of prey who eat other birds and animals, and there are also “vegetarians” who eat only plant foods.
But all these birds are our true friends.
2 teams take part in our game.
Each team must come up with a name related to the world of birds.
1 COMPETITION “DEFINE” (SLIDE 2)
There are birds in front of you
1. owl 5. falcon
2. eagle owl 6. bullfinch
3. golden eagle
4. hawk
1 task. Are only birds of prey represented here? Is this true?
+ (No. The bullfinch is not a bird of prey)
Task 2. Birds of prey benefit by destroying large number rodents Are all these birds beneficial? Explain your answer.
+ (No. The hawk destroys chickens, geese, ducks, hares)
3 task. Some birds of prey are domesticated and used for hunting. Which birds are presented? And for hunting whom?
+ (Berkuts - for hares, falcons - for ducks)
4 task. Which bird is a songbird?
Bullfinch
2 COMPETITION “WHO IS BIGGER?” (SLIDE 3)
Write down who has the most names of birds living in Russia (Time 1.5 minutes)
3 COMPETITION “HOLIDAY DINNER” (SLIDE 4)
There is a menu in front of you. Choose a festive dinner for the birds: woodpecker, black grouse, falcon, owl, tit, eagle (each team is given a table on pieces of paper)
| MENU: | Bird |
| Black bread | |
| Mosquitoes | |
| Millet | |
| Pine and spruce seeds | |
| Small birds | |
| Insects | |
| Lingonberries and blueberries | |
| Salo |
(Write down your answer)
4 COMPETITION “ENCRYPTION” (SLIDE 5)
The names of which birds are encrypted here
NARVAO - crow
RVAKYAK - mallard
KACHYA - seagull
VERTEET - black grouse
KAISO - polar cod
5 COMPETITION “GUESS” (SLIDE 6)
There are birds in front of you
tit
finch
rook
stork
martin
cuckoo
1 task . Do all birds winter in our area?
+ (No. The stork, swallow, rook do not hibernate)
2 task . Which of these birds is considered the “harbinger of spring”?
Rook
3 task. In the spring, all these birds build nests. Is this true?
+ (No. Stork, cuckoo)
6 COMPETITION “NUMBERS FROM A BARREL” (SLIDE 7)
(teams take turns pulling out barrels with question numbers from the box)
1. Everyone knows that birds hatch their chicks, but can birds hatch their chicks?
Yes. Owls and other birds of prey incubate a clutch from 1 egg
2. Which birds have their chicks growing in the ground?
In swallows, kingfishers, i.e. in all birds nesting in burrows
3. Per minute severe shock a hazel grouse (for example, if it falls into the claws of a hawk) feathers fall out profusely. How can this feature be explained?
The adaptability of birds, because the predator has only feathers left.
4. All schoolchildren who have studied ancient history know that geese saved Rome. When the Gauls tried to attack the Roman fortress at night, the geese started screaming. The Romans woke up and repelled the enemy attack. How to explain the behavior of geese?
With loud cries, geese warn their fellows of danger.
7 COMPETITION “BEAKE” (SLIDE 8)
It is believed that the shape of the beak can be used to determine what a bird eats. Here are the types of beaks. Determine what food each beak is adapted for.
8 COMPETITION "QUESTION FOR FILLING" (SLIDE 9)
1) Which bird has the fastest speed? (swift 144 km/h)
2) What bird throws its chicks into other people's nests? (cuckoo)
3) Which bird hatches its chicks in winter? (crossbill)
4) Which bird has 40 letters “a” in its name? (magpie)
5) Black, agile, shouts “krak”, enemy of all worms (rook)
6) Silent during the day, screams at night. (owl)
7) What is the bird’s body temperature (40, 42 degrees)
8) In the middle of the trees, blacksmiths forge (woodpecker)
9 COMPETITION "MUSICAL" (SLIDE 10)
The jury sums up the final results
(Awarding teams with diplomas)
Today we remembered birds. We learned something new about our feathered friends. How much they mean to us, both small and large, but how many of them have already been destroyed. You all know about the “Red Book”. It contains endangered or extinct species of plants and animals. The Red Book also appeared in the Kostroma region. 56 species of birds are included there. This is……..(SLIDE 11)
I hope that you will do everything in your power to keep this book updated.
Oh, how much life there is in a bird's agility,
In that unquenchable, ringing one,
Love the forest and take care
He will repay you with kindness.
MBOU "Basic secondary school No. 15"
Extracurricular activity in biology
for students in grades 7-8
“Health is great!”
Biology teacher
Korotina Svetlana Nikolaevna
Stary Oskol
2013-2014 academic year
Target: formation of students’ value attitude towards their health. Tasks:– expand students’ understanding of a healthy lifestyle; contribute to the formation of a positive attitude towards health as the greatest value; - modeling a life perspective from the standpoint of a value-based attitude towards health.Progress of the lesson
- Conversation “What is health? »
Test "Your health".
1. I often have poor appetite. 2. After several hours of work, my head starts to hurt. 3. I often look tired and depressed, sometimes irritated and gloomy. 4. From time to time I have serious illnesses when I have to stay at home for several days. 5. I hardly do any sports. 6. B lately I have gained some weight. 7. I often feel dizzy. 8. Currently I smoke. 9. As a child, I suffered several serious illnesses. 10.I have bad dream And discomfort in the morning after waking up. For each “yes” answer, give yourself 1 point and calculate the total.Results.1-2 points. Despite some signs of deterioration, you are in good shape. Under no circumstances give up efforts to maintain your well-being. 3-6 points. Your attitude towards your health can hardly be called normal; you can already feel that you have upset it quite thoroughly. 7-10 points. How did you manage to get yourself to this point? It's amazing that you are still able to walk and work. You need to change your habits immediately, otherwise... Drawing up a diagram« Healthy lifestyle" Now let's think about our lifestyle and draw up a “Healthy Lifestyle” scheme. To live your life wisely, you need to know a lot. Remember two main rules for starters: You’d better starve than eat anything, And it’s better to be alone than with just anyone.- What makes up a healthy lifestyle? (Students express their opinions) 1. Healthy eating; 2. Daily routine; 3. Active activity and active recreation; 4. Absence bad habits. So, what is a healthy diet and what do you eat it with? (Student presentations ). The floor is given to a creative group of students "Healthy nutrition". 1. Proper nutrition is the basis healthy image . At healthy eating morbidity decreases, improves psychological state, your mood improves, and most importantly, your performance and interest in learning activities increases.After a big break, there are empty soda bottles in the trash can, let's talk a little about... what are we drinking? Soda contains acid, which eats away tooth enamel and promotes tooth decay. For example, apple juice contains many times more acid. The only difference is that there it is natural, although it corrodes tooth enamel, but does not wash away calcium, as it does phosphoric acid(E338). Most often it is used in sodas. Sodas also contain carbon dioxide, which stimulates gastric secretion, increases acidity and promotes flatulence. Well, of course caffeine. If you abuse the drink, you can get caffeine addiction or intoxication. Its signs are anxiety, agitation, insomnia, stomach pain, cramps, tachycardia. In some doses, caffeine can be fatal. Perhaps the most insidious thing about sparkling water is container. Aluminum cans help spread dangerous, contagious diseases. When the jar is opened, various types of staphylococci, as well as bacteria that cause salmonellosis and enterocolitis, come into contact with its contents; the liquid spills over the lid and, along with all the bacteria, ends up inside us. To reduce the harm from any soda you need to follow simple rules: 1. Drink it cold. The destruction of tooth enamel also depends on the temperature of the drink. In America, people drink more soda than in Europe, but it is always served with ice, and American children have less dental damage. 2. Drink through a straw to avoid contact with the can. 3. Limit yourself to one glass 1-2 times a week. 4. Avoid soda if you suffer from obesity, diabetes, gastritis, or ulcers. Now let's talk about the problem of our class, these are bags of chips and crackers that are always lying around and quite large quantities, therefore one cannot help but focus on the fact that hthen we eat? Taste qualities chips and crackers are achieved through the use of various flavorings (although for some reason manufacturers call them spices). There are also chips without flavors, i.e. with its own natural taste, but according to statistics, most of our compatriots prefer to eat chips with additives: cheese, bacon, mushrooms, caviar. Needless to say today that in fact there is no caviar - its taste and smell were added to the chips with the help of flavorings. The best hope is that the taste and smell were obtained without the use of synthetic additives if the chips smell of onion or garlic. Although the chances are still slim. Most often, the taste of chips is artificial. Known codes food additives, which, based on their effect on the human body, can be given the following characteristics:
Prohibited – E103, E105, E111, E121, E123, E125, E126, E130, E152.
Dangerous – E102, E110, E120, E124, E127.
Suspicious - E104, E122, E141, E150, E171, E173, E180, E241, E477.
Crustaceans – E131, E210-217, E240, E330.
Causing intestinal upset – E221-226.
Harmful to the skin – E230-232, E239.
Causing pressure disturbances – E250, E251.
Those that provoke the appearance of a rash are E311, E312.
Cholesterol-increasing – E320, E321.
Causing stomach upset – E338-341, E407, E450, E461-466
We talked to you about poor nutrition, and now we’ll name foods that are good to eat to stay healthy: fruits, vegetables, fish, legumes. Now I will name the useful qualities of the product, and you guess what they belong to.
Lettuce, dill, parsley.
Greens are good for preventing heart attacks, improve water balance, and have a beneficial effect on anemia and vitamin deficiency.Celery.The ancient Greeks and Romans could not do without it either on weekdays or on holidays. The high nutritional and healing benefits of this plant are determined by more than forty flavoring, vitamin and biologically active substances. Research by American scientists has shown that the roots of this plant are an ideal remedy for lowering blood pressure.Carrot
Eating this vegetable is very beneficial for vision and for the prevention of cancer.Cabbage
This vegetable improves cholesterol metabolism and is a strong anti-allergen.Beet
And this vegetable improves intestinal function, reduces blood pressure. The presence of iodine in this root vegetable makes it valuable for preventing thyroid disease and strengthening the immune system. Provides the body with phosphorus, potassium, calcium, sodium and chlorine.Eggplant
This vegetable is low in calories, but it is high in folic acid, which means that it accelerates the removal of cholesterol, excess water and table salt from the body, enhances the ability of insulin to lower sugar levels and promotes the formation of red blood cells in the blood.Apples
They have a general strengthening effect. Good for the kidneys cardiovascular system. Metabolism.Pears
They increase the strength of capillary vessels, have an anti-sclerotic effect, and promote the removal of water and table salt from the body.Cherry
General strengthening fruits, useful for anemia.Raspberry
Improves digestion in atherosclerosis and hypertension.black currant
Rich in vitamin C.2. The floor is given to the creative group of students “ Daily routine" If you strive to follow the routine, you will study better, you will rest better. Dream has a very positive effect on the human body. There is a lot of controversy around how much sleep a person needs? Previously, it was stated that a child - 10-12 hours, a teenager - 9-10 hours, an adult - 8 hours. Now many people come to the conclusion that it’s all individual, some need more, some need less. But the main thing is that a person should not feel tired after sleep and be cheerful all day. I start the proverb, and you finish it.
Proverbs:
1. From a good sleep... You become younger 2. Sleep is the best... Medicine 3. If you get enough sleep -... You will become younger 4. When you get enough sleep, it’s like being born again...Many of us do not know how to follow a daily routine, do not save time, and waste not only minutes, but also entire hours. 3.The floor is given to a creative group of students "Active activity and active recreation." Alternation of work and rest is necessary. Statistics: a sedentary lifestyle is one of the leading 10 causes of death and disability worldwide. Shortage physical activity is the cause of 2 million deaths per year. Less than 30% of young people lead an active lifestyle sufficient to maintain their health in the future. increases life expectancy. It has been established that people who play sports 5 times a week live 4 years longer than those who turn to sports occasionally. Only walking, running, cycling, skiing, skating, swimming can set your life in motion, and where is movement? there is health. 4. Creative group "Bad habits." What habits do we call bad?
SMOKING
From history
Smoking tobacco dates back to ancient times. Having landed on the shores of America, Columbus and his companions saw the natives holding bunches of smoking grass in their mouths. Tobacco came to France from Spain; it was brought by Ambassador Jean Nicot as a gift to Queen Catherine de Medici. The word “nicotine” comes from the surname “Nico.” Punishment was applied for smoking in many countries, for example, in China, a student caught smoking will face a grueling punishment - training on an exercise bike. At the end of the 16th century in England people were executed for smoking, and the heads of those executed with a pipe in their mouth were displayed in the square. In Turkey, smokers were impaled. During the reign of Mikhail Romanov, smoking was punishable by death. Anyone found with tobacco “should be tortured and beaten on a goat with a whip until he admits where he got it from...”. ALCOHOLISM - a chronic disease caused by systematic consumption of alcoholic beverages. Manifests itself as physical and mental dependence on alcohol, mental and social degradation, pathology internal organs, metabolism, central and peripheral nervous system. Alcoholic psychoses often occur.ADDICTION
According to the internationally accepted definition, drug addiction is a mental disorder consisting of a strong desire to take a certain substance (or a substance from a certain group) to the detriment of other activities and persistent continuation of the use of the substance despite the harmful consequences. A synonym for the term drug addiction is the concept of “addiction” . A group of drugs in the narrow sense of the word consists of the so-called opiates - substances that are extracted from poppy seeds: morphine, codeine, heroin. When we talk about drug addiction, we mean substances that form a mental dependence on their consumption. Thus, at present, the term “narcotic substance” (drug) is used in relation to those poisons or substances that can cause a hypnotic, analgesic or stimulant effect. According to the internationally accepted definition, drug addiction is a mental disorder consisting of a strong desire to take a certain substance (or a substance from a certain group) to the detriment of other activities and persistent continuation of the use of the substance despite the harmful consequences. A synonym for the term drug addiction is the concept of “dependence.”4 . Final word Guys, today we talked about the fact that health is the greatest value for a person. I wish you:- - never get sick; -eat right; -be cheerful; -do good deeds.
Methodological development
Extracurricular work in biology
Fedorova Sofia Andreevna
Plan
Introduction
1. General characteristics extracurricular work in biology
1.2 Educational importance of extracurricular activities in teaching biology
2. Forms and types of extracurricular activities
Conclusion
Literature
Application
Introduction.
Biology is perhaps one of the most interesting subjects in the school course. After all, it is in biology lessons that teachers try to instill in students a conscious attitude towards work, to develop the necessary practical skills and skills, the desire to independently acquire knowledge, and, of course, the development of interest in research activities.
School biological disciplines are of great importance in the formation of a comprehensively developed personality. Biology lessons, laboratory classes, practical work make it possible to equip students with deep and lasting knowledge about living nature, as well as to form their scientific and materialistic views on nature. In the process of teaching biology, schoolchildren develop patriotic feelings and aesthetic tastes. Along the way, schoolchildren develop a love for nature and the living world, and a desire to preserve and protect them.
In developing students' interest in biology, a significant place is given to extracurricular activities, which are conducted by each biology teacher in different ways. Some work in additional electives and clubs, others give independent biological tasks to students, but the main feature of extracurricular work is its complete design taking into account the interests and inclinations of students. Along with this, extracurricular biology classes provide an unlimited opportunity for the development of creative activity in schoolchildren.
The development of interest is a complex process that includes intellectual, emotional and volitional elements in a certain combination and relationship.
All teachers know that students' interests are very diverse. They are completely dependent on individual characteristics personality, as well as from the influence external factors(schools, families, friends, radio, television and now the Internet, which has become firmly entrenched in our lives, etc.). Interests can vary not only in nature, but also in duration, intensity, persistence and focus. Sometimes interest takes on the character of an inclination.
This is often facilitated by extracurricular activities, especially if they encourage students to creative exploration, to the practical application of acquired knowledge (for example, when conducting experiments in a corner of wildlife, on a school site, etc.), to reading popular science literature on biology .
How to awaken in the younger generation an interest in living things, in caring for their preservation and increase? How to vaccinate with early childhood caring attitude towards nature, its vast flora and fauna?
This is largely facilitated by non-traditional forms of education (various holidays, themed evenings, role playing games, quizzes, etc.), which help improve self-education skills, practical skills of students, and broaden their horizons.
The development of external senses was given great value major methodologists of the past and in our Russian school. Regarding this, the famous methodologist A.Ya. Gerd wrote: “There are many people with healthy senses, but who have not used them not only for their comprehensive and full development, but also to obtain a clear, distinct, figurative idea about the outside world. Is successful activity in the outside world possible without such an idea? A person with subtle external feelings has enormous advantages in comparison with a person with unsophisticated feelings. He is incomparably more insightful and resourceful, delves deeper into everything, and therefore works more thoroughly: he derives greater benefit from everything, finds interest and takes an active part in where others remain completely indifferent.”
Target: study the methods of teaching extracurricular work in biology at school.
Tasks:
- Give a general description of extracurricular work in biology at school.
- Consider the forms and types of extracurricular activities.
- Consider the content and organization of extracurricular work in biology at school.
1. General characteristics of extracurricular activities
Educational tasks school course biology are most fully resolved on the basis of the close connection of the classroom teaching system with the extracurricular work of students. The knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms of educational work find significant deepening, expansion and awareness in extracurricular activities, which have a great impact on the overall increase in their interest in the subject.
In methodological literature and school practice, the concept of “extracurricular work” is often identified with the concepts of “extracurricular work” and “extracurricular work,” although each of them has its own content. Additionally, extracurricular activities are often considered a form of learning. Based on a comparison of these concepts with other generally accepted methodological concepts, extracurricular work should be classified as one of components system of biological education for schoolchildren, extracurricular work - to one of the forms of teaching biology, and extracurricular work in biology - to the system of additional biological education for schoolchildren.
Extracurricular work in biology is carried out during extracurricular hours. It is not compulsory for all schoolchildren and is organized mainly for those who have an increased interest in biology. The content of extracurricular work is not limited to the framework of the curriculum, but goes significantly beyond its boundaries and is determined mainly by schoolchildren by those interests, which in turn are formed under the influence of the interests of the biology teacher. Very often, for example, teachers interested in floriculture engage schoolchildren in studying the diversity and growing ornamental plants, and teachers interested in bird biology focus almost all their extracurricular work on ornithological topics. Extracurricular activities are implemented in its various forms.
Extracurricular work, like extracurricular work, is carried out by students outside of class or outside of class and school, but always according to the teacher’s assignments when studying any section of the biology course. The content of extracurricular work is closely related to the program material. The results of completing extracurricular tasks are used in the biology lesson and are assessed by the teacher (he puts marks in the class journal). Extracurricular activities include, for example: observations of seed germination, assigned to students when studying the topic “Seed” (6th grade); completing a task related to observing the development of an insect when studying the type of arthropods (grade 7). Extracurricular activities include summer biology assignments provided for in the curriculum (grades 6 and 7), as well as all homework of a practical nature.
Extracurricular work of students, in contrast to extracurricular and extracurricular activities, is carried out with extracurricular institutions (stations for young naturalists, institutions of additional education) according to special programs developed by employees of these institutions and approved by the relevant public education authorities.
1.2 Educational importance of extracurricular activities in teaching biology
Its importance has been proven by both methodological scientists and experienced biology teachers. It allows students to significantly expand, realize and deepen the knowledge acquired in the lessons, turning them into lasting beliefs. This is due primarily to the fact that in the process of extracurricular work, not constrained by the specific framework of lessons, there are great opportunities for using observation and experiment - the main methods of biological science. By conducting experiments and observing biological phenomena, schoolchildren acquire specific ideas about objects and phenomena of the surrounding world based on direct perceptions. Conducted by students, for example, long-term observations of the growth and development of a flowering plant or the growth and development of a cabbage butterfly or common mosquito or experiments related to the development of conditioned reflexes in animals of a corner of nature, leave deeper traces in the minds of children than the most detailed stories or conversations about this using visual tables and even special videos.
The widespread use of various tasks related to conducting observations and experiments in extracurricular activities develops students' research abilities. In addition, the specificity of the observed phenomena, the need to briefly record what was observed, draw appropriate conclusions, and then talk about it in a lesson or a circle session contributes to the development of students’ thinking, observation skills, and makes them think about what previously passed their attention. In extracurricular activities, individualization of learning is easily carried out and a differentiated approach is implemented.
Extracurricular activities make it possible to take into account the diverse interests of schoolchildren, significantly deepen and expand them in the right direction.
In the process of extracurricular work, performing various experiments and making observations, protecting plants and animals, schoolchildren come into close contact with living nature, which has a great educational influence on them.
Extracurricular work in biology makes it possible to more closely connect theory with practice. It introduces schoolchildren to various feasible labor: preparing the soil, conducting experiments and observing plants, caring for them, planting trees and shrubs. preparing food for feeding birds, caring for farmed animals, which, in turn, instills in them a sense of responsibility for the assigned task, the ability to complete the work started, and contributes to the development of a sense of collectivism.
If extracurricular work is related to the production of visual aids from materials collected in nature, as well as dummies, tables, models, the organization of biological Olympiads, exhibitions, the publication of wall newspapers, it causes the need for schoolchildren to use popular science and scientific biological literature, and introduce them to extracurricular reading .
The great importance of extracurricular work in biology is due to the fact that it distracts schoolchildren from wasting time. Students who are interested in biology free time dedicate themselves to observing interesting objects and phenomena, growing plants, caring for sponsored animals, reading popular science literature.
Thus, extracurricular work in biology is of great importance both in resolving the educational tasks of the school biology course, and in resolving many general pedagogical problems facing the secondary school as a whole. Therefore, it should occupy a prominent place in the activities of every biology teacher.
2. Forms and types of extracurricular activities
Reasons for identifying forms of extracurricular work.
The comprehensive school has accumulated great experience extracurricular work in biology, which is reflected in special methodological publications, as well as in the chapters of general and specific methods of teaching biology. In some of them, along with revealing the content and organization of extracurricular work, its forms and types are considered.
The circle of young naturalists is generally recognized as the main form of extracurricular work. There are discrepancies in the identification of other forms. Along with the circle, forms of extracurricular work include, for example, extracurricular reading. The most acceptable selection of forms was proposed by N. M. Verzilin. In the book “General Methods of Teaching Biology” (M., Prosveshchenie, 1974), the author classifies individual, group and mass classes as forms of extracurricular work. At the same time, the circle of young naturalists in the proposed system is presented as a type of group form extracurricular activities.
When identifying forms of extracurricular work, one should proceed both from the number of students taking part in extracurricular work and from the principle of systematic or episodic implementation. Taking into account the above, it would be more correct to distinguish 4 forms of extracurricular work in biology:
1) Individual lessons;
2) Group episodic classes;
3) club activities;
4) mass naturalistic events.
It is hardly advisable to single out extracurricular reading or extracurricular observations, the production of visual aids and other work carried out by students on the basis of their voluntariness as independent forms, since it is used both in individual and in occasional group, circle and mass forms of classes.
Extracurricular work in biology is carried out in most schools in all the forms that we have given above (Diagram 1).
Scheme 1. Forms and types of extracurricular work in biology. (Nikishov A.I.)
Characteristics of forms of extracurricular work in biology.
Customized form extracurricular activities take place in all schools. Trying to satisfy the needs of individual schoolchildren interested in biology, the teacher invites them to read one or another popular science book, conduct observations in nature, make a visual aid, and select material for a stand. Sometimes, while satisfying the curiosity of individual schoolchildren, the teacher does not set any goal for himself, does not direct this extracurricular work in a certain direction, and does not even consider that he is carrying it out. This picture is often observed among teachers who do not have sufficient work experience.
Experienced teachers find out the biological interests of schoolchildren, constantly keep them in their field of vision, set themselves the task of developing their interests in biology, and select appropriate individual lessons, gradually complicating and expanding their content. Some students create their own home wildlife areas. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of homework and extracurricular activities.
The most common types of individual extracurricular work include experiments and observations of plants and animals in nature, at a training and experimental site, in a corner of wildlife, making artificial nests and observing their settlement, self-observation, making visual aids, preparing reports, abstracts, and much more. other.
Group episodic classes usually organized by a teacher in connection with the preparation and holding of school public events, for example, the school biology Olympiad, Biology Week, Health Week, and the Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, instructs them to select certain material, publish a thematic wall newspaper, prepare and conduct reports, and artistic performances for the holiday. Usually, after the completion of any public event, the work of the episodic group ceases. To conduct another public event, the teacher attracts students from the previous occasional group or creates a new one.
Occasional group extracurricular work is also organized in connection with the teacher’s desire to study more deeply the living nature of his region, for example, to conduct an inventory of tree and shrub vegetation, to find out the species composition of birds inhabiting areas near water bodies; study the daily activity of animals of various species, the “biological clock” of plants. The need to organize such occasional group work usually arises when there is no circle of young naturalists at school.
Circle of young naturalists - the main form of extracurricular activities. Unlike an episodic naturalistic group, circle activities bring together schoolchildren who systematically carry them out over the course of a year or even several years. The composition of the circle is usually stable and can include both students of the same class or parallel classes, as well as students differing in years of study. Often students are united in a circle not by age or level of preparedness, but by their inclinations and passion for youth activities.
The naturalistic circle is characterized by such types of work as experiments and observations (in a natural setting, at a training and experimental site, in corners of wildlife); excursions in nature and agricultural production; participation in nature conservation; publishing handwritten journals; production of visual aids. The circle of young naturalists is the organizer of all extracurricular mass biological events.
In the practice of schools, various naturalistic circles take place. Some of them include a variety of biological topics, while others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often indoor floriculture circles or even cactus clubs.
When determining the content of the circle's work, it is most advisable to proceed from the fact that every schoolchild who is interested in biology should have a comprehensive knowledge of living nature. Therefore, narrow specialization at the very beginning of circle work is premature. The practice of many teachers shows that circle work at school is more successful if the circle members, who first become familiar with the various possible problems, then, during the course of classes, consciously choose a direction for themselves that is more consistent with their interests.
Mass naturalistic events are organized on the initiative of a biology teacher and are carried out with the active participation of a circle of young naturalists, school student activists, school administration, and subject teachers. Plans for holding public events are approved by the school’s teaching councils.
Involved in mass work large number students - parallel classes, the whole school. It is characterized by a socially useful orientation. Typically, schools conduct such types of mass work as biological olympiads; theme nights dedicated to the Day health, Bird Day, Garden Week, Forest Week; campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding
birds; making and hanging bird nests.
All of the above forms and types of extracurricular work in biology are interconnected and complement each other. There is a certain pedagogical pattern in the emergence and development of the relationship between them. An interest in working with living organisms usually arises among schoolchildren when completing individual assignments. Having successfully completed one or another of the teacher’s tasks, they usually ask for additional extracurricular work. If there are several such schoolchildren in the class, then the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take part in active participation in the preparation and conduct of mass naturalistic events.
The use of the results of individual, occasional group and circle work in lessons (for example, demonstrations of manufactured manuals, reports of observations, reports prepared on the basis of extracurricular reading) contributes to the involvement of students in extracurricular activities who have not previously shown sufficient interest in it. Often, some schoolchildren who initially took passive part in mass extracurricular work on landscaping the school grounds, making bird houses, as listeners, subsequently become either young naturalists, or are actively involved in individual or group episodic work carried out on the instructions of the teacher.
In schools where extracurricular work in biology is well established, all its existing forms take place. Carrying out public events is necessarily associated with both individual and group episodic and circle work of students.
Types of extracurricular activities are also interconnected and complement each other. Thus, in the process of conducting observations and experiments on plants and animals or self-observations, schoolchildren have various questions, the answers to which they find in popular science and literature. scientific literature, and then after working with it (extracurricular reading) they again turn to experiments and observations to clarify and visually reinforce the knowledge gained from books.
A study of the experience of schools shows that extracurricular work in biology is carried out in all its forms. Almost every school has a naturalistic club, various public events are held, and individual and group occasional lessons are organized. However, extracurricular work often comes down to organizing exhibitions of students’ summer work, holding competitions, Biology Week, and Bird Day. The rest of the time, houseplants are usually cared for, newsletters are issued based on the use of materials from popular science periodicals, and “Clocks” are held. entertaining biology" Meanwhile, the specificity of extracurricular work in biology - the science that studies living things - is associated with such types of work that include independent research by schoolchildren, put them in the position of discoverers, and arouse real interest in the knowledge of nature.
Main directions of extracurricular activities.
The success of extracurricular work in biology is largely related to its content and organization. Extracurricular activities should arouse interest among schoolchildren and captivate them various types activities. Therefore, it cannot be turned into additional classes for students in the sections of biology studied at school, or conducted like classroom lessons, laboratory and other compulsory classes. To a certain extent, extracurricular work in biology should be a break for schoolchildren from compulsory classes. When organizing extracurricular activities, you should always take into account age characteristics children. “A child demands activity incessantly and gets tired not of activity, but of its monotony and one-sidedness,” wrote K. D. Ushinsky.
Accumulated experience in extracurricular work in secondary school shows that it should be based on independent, predominantly research-based activities of students, carried out under the guidance of a teacher: independent experiments and observations, work with reference books, keys, magazines, popular science literature.
Extracurricular work with botanical content, carried out primarily with students in grades V-VI, should include observations and experiments on the study of the structure and physiology of plants; awareness of diversity flora and the importance of wild plants in human life, with seasonal phenomena in plant life, classes on indoor floriculture, etc. Among public events of a botanical nature, Garden Week, Forest Day, Harvest Festival, etc. are of great importance.
The main content of zoological extracurricular work must be related to students' study activities species composition the most common animals of the local region, identification of animals that harm agriculture and forestry, and measures to combat them, familiarization with rare animals and methods of their protection. Of great interest is the work on creating a zoological corner of wildlife, caring for and observing their inhabitants, and taming them. Among the mass events of a zoological nature, children are of great interest in the work of attracting and protecting birds and protecting anthills.
Extracurricular work on human anatomy, physiology and hygiene, carried out mainly with students of the VIII grade, usually includes: experiments and introspection, clarifying the importance of exercises of organs on their development; experiments elucidating the influence of various factors on the activity of organs external environment; carrying out propaganda among schoolchildren and the population of a healthy lifestyle; explanation of origin and spread various kinds superstitions
Extracurricular activities general biology is associated with the study of heredity and variability, the struggle for existence in the plant and animal world, the interrelations of organisms in specific habitats, etc. When specifically determining the content of extracurricular work in biology, first of all, preference should be given to those types of work that have useful significance and make it possible to carry out connection between theory and practice, implement the research principle. The content of extracurricular work should be accessible to everyone age group students.
The right to participate in extracurricular activities. Schoolchildren interested in biology do extracurricular activities.
According to many teachers and methodologists, less than satisfactory performance in some subjects cannot be an obstacle to admission to the club. There are many examples when schoolchildren do not participate in any subject clubs and do not perform well in one or more subjects. They devote all their free time to the street. Students who perform poorly in any subject, but are interested in extracurricular work in biology, may not become biologists in the future; it is important that they become people who love their native land and nature. A person of any specialty should treat nature with interest and love and show a desire to protect it.
Organization of individual and group episodic extracurricular work in biology.
Schoolchildren's extracurricular work in biology can be successful if it is constantly guided by the teacher. Management individual work individual students interested in biology is that the teacher helps them choose or clarify the topic of classes, recommends reading relevant literature, developing a methodology for conducting an experiment or observation, is interested in the progress of the work, advises how to overcome certain difficulties encountered, etc. Results Experienced teachers then use individual work as an illustration when presenting new material in biology lessons, in notes on wall newspapers on biology, and on stands in the biology classroom.
The activation of individual extracurricular work is facilitated by specially issued bulletins under the guidance of the teacher: “What can be observed in nature in the spring”, “ Entertaining experiments with plants,” bulletins with annotations of popular science literature, exhibitions of books, and the best works of students.
In biology lessons, the teacher can invite students to observe this or that phenomenon outside of class time, provide additional information about the animal or plant and tell them where they can read more about them. At the same time, in the next lessons you should always find out which of the students carried out the recommended observation, read the book, made a visual aid, etc., encourage them and involve them in other work.
To carry out group episodic work The teacher attracts several students interested in biology at the same time, often from different classes. He sets a task for them, for example, to prepare and conduct Bird Day, and then gives them various assignments: one - to compile reports on the importance of birds in nature and the need for their protection, quiz questions; for others - to select drawings depicting birds and design montages; the third is to compose a literary montage of their poems about birds, etc. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a holiday.
In a similar way, classes are organized for an occasional group of students to prepare and conduct biological KVN, hours of entertaining biology and other mass biological events.
Organization of extracurricular club activities.
Club work can unite, for example, botanists, zoologists, physiologists, and geneticists. Circles for young naturalists are organized in different ways. In some schools they bring together students who have already been involved in individual or group episodic work, in others - students who have not previously participated in any forms of extracurricular work. The organization of a circle can be preceded by a well-organized excursion into nature, after which the teacher invites interested schoolchildren to unite in a youth circle. The desire of schoolchildren to work in a youth circle often manifests itself after they have completed extracurricular activities or an interesting public event, for example, the Forest Festival or Bird Day.
Charter of the circle. The Young Naturalists Club is a voluntary organization. However, having joined it, students must follow certain rules (the charter, the commandments of the youth), which are developed and accepted by the circle members themselves at one of the first gatherings. The content of such a youth document may vary.
Active circle. The success of the circle largely depends on its assets (headman, secretary, those responsible for the household, wall seal), which are chosen at one of the first circle lessons.
The head of the circle convenes youth meetings, presides over them, monitors duty in the corner of wildlife, maintains a general work diary, and monitors the performance of duties by other members of the circle activists.
The circle secretary compiles and posts duty lists, notes the presence of youth members at circle meetings, finds out the reasons for absence, and keeps brief minutes of meetings.
The person responsible for the household of the circle monitors the availability of animal feed, its correct consumption, is responsible for the safety of equipment, the youth library, etc.
The person responsible for wall printing, together with members of the editorial board, selects material for a wall newspaper or handwritten magazine and monitors their timely release.
The leader of the circle should develop in every possible way the initiative and independence of the circle’s active members, and consult with them in resolving certain issues.
Diversity of naturalistic clubs by age and number of students. The youth circle should unite mostly students of the same age. If students of different classes work in a circle, then it is advisable to divide them into sections. Thus, circle members from class VI can be combined into a section with botanical content of work, circle members from VII class- in the section with zoological content of the work. If the school has one biology teacher, then it is better to organize a general naturalistic circle with sections. You can have one club at school with sections that differ in the complexity of the content of the work.
Planning the work of the circle. Of great importance in the activities of the circle is the careful development of a work plan, which can be drawn up for a year, six months or a quarter. It should reflect all types of work of the circle. When drawing up such a plan, circle leaders usually take into account the interests of young people, their cognitive research abilities and capabilities.
It is advisable to reduce any work of the circle members to a specific topic. For example, if a group decides to do some landscaping at the school, then they should take the topic “Reproduction indoor plants and caring for them,” and if there is a desire to purchase any animals for a corner of wildlife, the work plan includes the topic “Content small mammals in captivity."
Organizing the work of circle members on planned topics.
When organizing the work of circle members on any topic, many teachers adhere to the following order of work.
- An introductory (orientation) lesson, usually of a theoretical nature.
- Independent work of circle members (mainly research-oriented).
- Reporting lesson.
- Publishing a wall newspaper, organizing an exhibition based on the results of the work.
Scheme of work of the Youth Circle (Verzilin N.M., Korsunskaya V.M.)
At the introductory lesson, the young naturalists are given the goal of the upcoming work and its content is revealed. In this case, you can use educational films, filmstrips, name available literature related to the topic under consideration, etc. After preliminary familiarization work, individual or group tasks for independent research work, instructions are provided for execution.
The independent work of young naturalists on the topic under consideration consists of conducting experiments and observations in nature, corners of wildlife, working with popular science literature, followed by compiling abstracts, and producing visual aids. Although the circle members then complete the assignments taken during the introductory lesson independently, they can always get additional clarification from the circle leader, who should be interested in the progress of their independent work.
At the reporting lesson of the circle, the young natists report on the work done, show collections, photographs of the objects being studied, and read out the records of the observations carried out. At the same lesson, the editorial board of the circle is entrusted with publishing a newspaper based on his materials.
General meetings of the circle at school are usually held once a month, and independent individual or group work of young nativists on tasks chosen by them - for the entire time necessary to complete them.
Extracurricular work remains interesting for students only if they do not feel stagnation or monotony in it. Therefore, it is necessary to gradually lead the circle members from performing simple experiments and observations to conducting more complex ones of a research nature.
Of great importance in the development of circle work at school is the organization of encouraging young people, which is expressed primarily in recording the completion of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the press.
Massive extracurricular activities.
These are, for example, biology Olympiads, evenings, holidays, hours of entertaining biology, nature conservation work. They are organized by a biology teacher with the help of circle members or a group of students not formalized in a circle, the student activists of the school.
School biology olympiads are carried out in two rounds. Usually, a month before the Olympiad, a group of young people publishes a bulletin about the procedure for holding it, and posts a list of recommended literature.
The first round of the Olympiad takes place in writing using several options, including 2-3 questions each requiring short, specific answers. For the second round of the Olympiad, the young people are preparing live and fixed natural objects, stuffed animals, tables, drawings and photographs of plants and animals, anatomical preparations. All this is placed in departments: “Botany”, “Zoology”, “Human Anatomy and Physiology”, “General Biology”.
In each department, Olympiad participants take tickets with one question or task, requiring them to name a plant, animal, or say whose footprints are shown in the picture, or to briefly talk about some object or phenomenon.
The first round of the Olympiad can also be held in absentia. At the same time, in a specially issued bulletin, students are asked to name biological objects depicted in drawings and photographs, indicate, for example, what types of animals the tracks, chews or other manifestations of life belong to, name certain organs and talk about their functions in the body. The literature is indicated in the bulletin. Students put written answers to questions in a box, and then they are evaluated by a teacher and a jury selected from the youth students.
The winners of the school Olympiad are candidates for participation in the regional or district Olympiad.
Biological KVN, which have become widespread in schools, are carried out following the example of television KVN. To conduct KVN, two teams are usually selected from several classes (preferably parallel), each of which, 2-3 weeks before the start of the competition, prepares a biological greeting for the opposing team, questions, riddles, poems and stories about wildlife.
The presenter from among the youth members also prepares for KVN in advance. to evaluate the work of the teams during the competition, a jury is elected, which includes the leader and activists of the youth circle, class teachers students, takes an active part in KVN, chairman of the school’s student body. The teacher - the organizer of KVN - supervises all the work. He recommends relevant literature to the participants, inquires about the progress of the preparation of the game, conducts consultations, and gives advice on how to implement certain ideas of the teams in the most interesting way possible.
Fans are invited to biological KVN - all interested school students. The date of the KVN is announced in advance: a colorful announcement is posted in the school lobby.
Hours of entertaining biology usually organized by classes or in parallel classes. The duration of one lesson is an academic hour.
Each hour of entertaining biology (botany, zoology, etc.) is prepared in advance by club members or individual students under the guidance of a teacher. They select from recommended literature necessary information, arrange them, prepare visual aids. When classes are given a playful form (for example, in the form of a trip), facilitators are trained.
During the lesson itself, the presenter invites the schoolchildren to take a trip, names stopping points, during which pre-prepared circle members provide interesting information about plants (for entertaining botany), about animals (for entertaining zoology), etc.
The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.
Various biological evenings, for example, “Forest Treasures”, “Journey to the Homeland of Houseplants”, “How Superstitions Are Born”, etc. Each evening is preceded by a lot of preparatory work: a program for the evening is developed, topics for reports and messages are distributed among the organizers, and its entertaining part (questions) is prepared quizzes, biological games, crosswords), amateur performances (poems, dramatizations), decoration, exhibition of naturalistic works of students.
The value of such preparation for evenings lies primarily in the fact that schoolchildren are introduced to independent work with various popular science and reference literature (at the same time their biological horizons are expanded), they comprehend and creatively process the information they find. It is important that at the same time one of the most important tasks of the school is realized, related to the development of creative activity and independence of adolescents, the ability to navigate the flow of modern information. In cases where the teacher uses ready-made scripts and invites students (speakers, presenters) to memorize this or that text and retell it at the evening; the educational effect of the evenings is small.
In conducted by the school mass socially useful events All schoolchildren take part in nature conservation and planting of school grounds. This work is organized by the school administration, biology teacher, class teachers, youth teachers, and school student activists.
Before each mass socially useful campaign, members of the circle find out the volume and nature of the work, receive the necessary instructions, acquire the appropriate skills, and then, having been distributed among classes, introduce schoolchildren to the upcoming work and help them during it.
Observation diary. In the process of extracurricular work, it is necessary to develop among the circle members the ability to conduct and make sketches of observed phenomena. The diary should be the property of every observer, both those conducting individual experiments and observations, and those working on any general topic.
Observation records make it possible to thoroughly understand the observed material, identify unclear issues, allow you to find mistakes made, and draw the necessary conclusions.
Keeping a diary is difficult, especially for a novice nature researcher. Many schoolchildren cannot, and therefore do not like, write down observations. More often this happens due to ignorance of what needs to be noted in the observation diary.
Keeping an observation diary should be given special attention. To do this, the instructions in the assignments need to indicate what exactly they should write down. It is useful to get acquainted with observation diaries as often as possible and note what is missing in them, what notes could be made based on what you saw. During club classes, it is advisable to read out notes from good diaries observations. This work is also facilitated by the organization of special competitions for the best observation. Participants in the competition are asked to observe one animal in a corner of wildlife or the development and growth of a plant grown in a biology classroom, and write a story based on the observation.
Good records of observations should be constantly placed in the Yunnat wall newspaper.
Extracurricular activities are varied and therefore no single form of journaling can be adopted.
While working, it is often difficult to describe what you see. Therefore, it is useful to recommend that schoolchildren make sketches along with recording observations. It is very useful to place photographs of observed objects in your diaries.
Wall newspaper, newsletters, montages.
A large role in the organization of extracurricular work in biology and the connection of circle members with other schoolchildren belongs to the Yunnat wall press - Yunnat newspapers, bulletins, and montages. The main drawback in this type of activity of circle members is often manifested in the fact that they copy interesting information from magazines and other popular science literature into “their newspapers,” almost without reflecting in the wall press the work of the circle as a whole and the work of individual youth members. At the same time, information about the activities of the biology club must be included in the school seal. If, for example, work is planned to collect seeds and fruits of trees and shrubs, then the press should contain notes about its socially useful significance. Then, in the next issue of the newspaper, a series of notices should be given about the achievements of the school and the diligence of individual students in this type of activity. The school press should also reflect the results of all independent research of the circle members.
Exhibitions of student work.
Exhibitions of the best works of students are of great importance in developing interest in extracurricular work in biology. It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or the beginning of the school year.
The exhibition may include student observation diaries, photographs taken in nature, collections and herbariums, grown plants, etc. The exhibition can be called, for example, “Students’ Summer Work,” “Gifts of Autumn,” “Work of Young Naturalists in a Forest Nursery,” etc. . p. Exhibits selected for the exhibition must be provided with labels indicating the name of the work and its artist.
The exhibition is organized in the biological laboratory or in the school hall. It should be open to everyone (both students and parents) after school hours. Young people should be on duty at the exhibition. To get acquainted with the work of students, it is useful to select guides from among the best young people. It is useful to have a book of reviews in which the work of the circle of young naturalists and individual circle members will be assessed.
Conclusion
“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to stimulate and demonstrate their cognitive interests and creative activities to expand and complement school curriculum in biology." The extracurricular form of classes opens up wide opportunities both for the manifestation of the teacher’s pedagogical creative initiative, and for the diverse cognitive amateur activities of students and, most importantly, educating them. In the process of extracurricular activities, students develop creativity, initiative, observation and independence, acquire labor skills and abilities, develop intellectual and thinking abilities, develop perseverance and hard work, deepen knowledge about plants and animals, develop interest in the surrounding nature, learn to apply acquired knowledge to practice, they develop a natural-scientific worldview. Extracurricular activities also contribute to the development of initiative and collectivism.
In all types of extracurricular activities, a single principle of educational training is carried out, carried out in the system and development. All types of extracurricular activities are interconnected and complement each other. During extracurricular activities, direct and feedback with a lesson. Types of extracurricular work make it possible to lead students from individual work to team work, and the latter acquires a social orientation, which is of great importance for education.
Extracurricular activities, conducted as part of the entire teaching process, develop students’ multifaceted interests, independence in work, practical skills, their worldview and thinking. The forms of such activities are very diverse, but in terms of content and methods of implementation they are related to the lesson; During the lesson, students develop an interest that finds its satisfaction in one form or another of extracurricular activities and again receives development and consolidation in the lesson.
Students' interests are often extremely narrow, limited to collecting and an amateur attitude towards individual animals. The task of the teacher is to expand the interests of students, raise an educated person, science lover who knows how to explore nature. When conducting experiments and long-term observations of natural phenomena, schoolchildren form specific ideas about the material reality around them. Observations made by the students themselves, for example, of the development of a plant or the development of a butterfly (for example, the cabbage white butterfly), leaves a very deep imprint and strong emotional impressions in their minds.
Literature
- Verzilin N.M., Korsunskaya V.M. General methods of teaching biology. - M.: “Enlightenment”, 1983.
- Evdokimova R. M. Extracurricular work in biology. - Saratov: “Lyceum”, 2005.
- Kasatkina N. A. Extracurricular work in biology. - Volgograd: “Teacher”, 2004.
- Nikishov A.I. Theory and methodology of teaching biology. - M.: “KolosS”, 2007.
- Nikishov A.I., Mokeeva Z.A., Orlovskaya E.V., Semenova A.M. Extracurricular work in biology. - M.: “Enlightenment”, 1980.
- Ponamoreva I. N., Solomin V. P., Sidelnikova G. D. General methods of teaching biology. M.: Publishing center "Academy", 2003.
- Sharova I. Kh., Mosalov A. A. Biology. Extracurricular work in zoology. M.: Publishing House NC ENAS, 2004
- Bondaruk M.M., Kovylina N.V. Interesting materials and facts on general biology in questions and answers (grades 5-11). - Volgograd: “Teacher”, 2005.
- Elizarova M. E. Familiar strangers. The world around us (grades 2-3). - Volgograd: “Teacher”, 2006.
- Sorokina L.V. Thematic games and holidays in biology (methodological manual). - M.: “TC Sfera”, 2005.
Ushinsky K. D. Selected pedagogical works. - M., 1954. - vol. 2. - p. 111
Verzilin N.M., Korsunskaya V.M. - M.: “Enlightenment” 1983. - p. 311
Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.
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MKOU "Togul Basic Secondary School"
Methodological development of extracurricular activities
"Ecological assortment"
Borovtsova A.V.
This event is held among grades 6-8, the duration of the event is 45 minutes.
Form of organization of student work: group.
Target: creating conditions for nurturing a sense of love and responsibility for our native nature.
Tasks: to develop students’ knowledge about the nature of their native land;
Develop communication skills;
Foster citizenship and respect for nature
Extracurricular activity goals:
Educational: reveal aesthetic, cognitive, health, practical significance nature in people's lives; expand students’ ideas about the nature of their native land;
Developmental: continue to develop group work skills, stimulate cognitive interest in the subject, and broaden students’ horizons.
Educational: developing a sense of responsibility to the team, developing the ability to argue and defend one’s point of view, as well as listen to the opinions of others; cultivate a respectful attitude towards nature, norms of behavior in nature and environmental responsibility;
Formed UUD:
Personal UUD : - meaning formation, - the student’s internal position at the level of a positive attitude towards the people around him and the environment.
Regulatory UUD: - acceptance and preservation of the task, - the ability to take into account the identified guidelines for action in new conditions, - adequate perception and understanding of the assessment, - performance of actions in a materialized, loud speech and mental form.
Communicative UUD: - taking into account different opinions and the desire to coordinate various positions in cooperation, - the ability to negotiate and come to general decision in joint activities, - the ability to control the actions of a partner, - the ability to formulate and ask questions.
Cognitive UUD:-arbitrary construction of speech statements in oral and written form, - reasoning in the form of connection of simple judgments about an object, - establishment of analogies, - use of sign-symbolic means.
Equipment: computer, multimedia equipment, presentation “Ecological assortment”, video about ecology”, physical map of Russia, physical map of the world, on the board “Ecological miracle tree”, chips in the form of a globe
Preliminary preparation:
- form teams (3), come up with a team name and motto corresponding to the theme of the event;
- draw environmental signs;
- Collect natural and waste materials from the list.
Event plan:
- Organizational moment -2 min.
- Main part:
- Station “Miracle Tree” - 5 min.,
- Station “Ecological situation” - 10 min.,
- Station "Biosphere" - 5 min.,
- Station "Red Book" - 5 min.,
- Station “We are creators” - 10 min.,
- Station “Native Land” (information) - 3 min.,
- Summing up - 5 min.
Progress of the event:
- Organizational momentThe teams take their places and introduce themselves.
The teacher introduces the jury members and introduces the rules of the game Slide 1-2.
I would like to hold our event under the following motto: “How can you know yourself? Only through action, but never through contemplation.” (J.V. Goethe)
- Main part (2 minutes).
Slide 3. Photo series . Look around - what a beautiful and amazing world surrounds us! Blue sky gentle sun, expansive meadows, green forests, majestic mountains, a unique world of plants and animals. Everything is created intelligently and conveniently for the life of all living beings. Nature is generous and selfless, it provides everything for human life - food, water, clothing, fuel, and surrounds us with beauty.
Slide 4. Video “Ecology”(pollution environment)
Guys, tell me, what is this video about?
What are we going to talk about today?
Of course, today we will talk about ecology, the problems of environmental pollution and its protection.
Our class today is unusual, we are going with you on an environmental patrol.
Slide 5. We will stop at various stops, solve problems, complete tasks and, of course, earn points. For each point earned, the team receives a globe chip.
Slide 6-15. Stop 1 “Ecological miracle tree”
Here we will test your knowledge of ecology. The guys take turns approaching the miracle tree, picking off a piece of paper with a question written on it. Discuss as a team for 1 minute and give an answer; if they find it difficult to answer, another team can answer this question. For each correct question 1 point.
Questions:
- What plants are bioindicators that reveal general environmental pollution?(lichens).
- What does the term "ecology" mean?(“ekos” - house, “logos” - teaching).
- What components pollute the atmosphere?(dust, gases, smoke, microorganisms, noise, radiation).
- What components pollute the hydrosphere? (domestic and industrial wastewater, fertilizers, petroleum products, garbage, microorganisms, algae).
- What components pollute the lithosphere? (fertilizers, pesticides, industrial waste, household waste, radioactive waste).
- In what year was the first red book published and why was it called that?
(1971, red color - color alarms, dangers, warnings).
- What is a reserve? (A specially protected territory or water area, completely or partially excluded from economic use in order to preserve natural complexes, protect animal and plant species, as well as monitor natural processes).
- Are earthworms beneficial?(yes, they are food for animals and birds, they participate in improving the structure of the soil - they loosen the soil, form humus, and disinfect the soil).
- What role do animals and birds of prey play?(they are orderlies).
Slide 16. Stop “Ecological situation”
Guys, at this station each team receives a card with the environmental situation(Appendix 1). Discuss the task and give an answer.
Slide 17. Stop “Biosphere”Guys, on your desks is the text of a story with environmental errors.(Appendix 2) . Find them and suggest rules for behavior in nature. For each correct error found, 1 point.
Guys, tell me why this stop is named like that? Indeed, the biosphere is a shell in which all components of living and inanimate nature: water, soil, air, animals, plants and humans.
Slide 18-20. Stop "Red Book"
Student :
Protected by the Red Book
How many rare animals and birds,
For the multifaceted space to survive
For the sake of the light of the coming lightning.
So that souls do not become empty,
Animals are protected
Snakes are protected
Even flowers are protected.
Guys, at this stop you are invited to guess the animals and plants that are listed in the Red Book of the Fltai region. Name them (on the teams’ tables there are photos with animals and plants). For each animal or plant you guess, you get 1 point; if you name this animal correctly, you get another extra point.
- Guys, what is the role of the red book?
Student.
I love my region. How strange to hear
After all, every person loves his own land!
But the sky is blue here, the sun is higher!
And May is painted the color of lilac here.
Summer smells like rain and hay,
The river is calling with coolness...
And autumn is dressed in gold,
Clouds float in wisps,
Winter beckons into the distance along the ski track,
On a frosty morning the snow crunches,
And the river will overflow its banks in April.
And the forest rustles in the spring,
I love my region! I've seen a lot of places
And you can go around half the world,
But closer and dearer than our native land,
I don't think I can find any more.
Student.
Once having gathered my last strength,
God created a beautiful planet
Gave her the shape of a big ball
And planted trees and flowers there
Herbs of unprecedented beauty
Many animals began to live there
Snakes, elephants, turtles and birds
Here's a gift for you people, own it
Plow the land, sow the grain
I bequeath to you all from now on
You take care of this shrine.
Tree, grass, flower and bird
They don't always know how to defend themselves,
If they are destroyed,
We will be alone on the planet.
Student.
What's happened? What was forgotten? What's broken?
I understand more and more clearly: there will be trouble!
There is no longer any nature left on earth,
And we live in the environment.
Student.
I feel the pain of loss more and more,
It's bad for the flora and fauna.
And in salads they say only nitrates,
And there are nitrates in every fish.
Student.
The planet is becoming more and more alarming every year!
And it’s clear even to a mosquito:
Or will we take care of our nature,
Or we'll fly into the ozone hole!
Student.
People, people, what have you done to the planet?
You yourself have lost your way
After all, there is no other like this in the world,
And nature doesn’t have any spare parts!
Student.
I don't want this kind of world
Where everything is so gray and dull...
Student.
What have we done to nature?
How can we look her in the eyes now?
Into the dark poisoned waters
Into the heavens that smelled of death.
Student.
My planet is a human home,
But how can she live under a smoky hood?
Where is the gutter ocean?
Where all nature is caught in a trap,
Where there is no place, neither stork nor lion,
Where the grass groans: “I can’t take it anymore.”
Student.
I look at the globe,
And suddenly he sighed as if alive!
And the continents whisper to us:
Take care of us, take care of us!
The groves and forests are in alarm,
Dew on the grass is like a tear.
And the springs quietly ask
Take care of us, take care of us!
The deep river is sad
Our own, losing our shores,
Take care of us, take care of us!
The deer stopped his run:
“Be a man, man!
We believe in you, don't lie
Take care of us, take care of us!”
I look at the globe
So beautiful and dear,
And lips whisper: “I won’t lie,
I will save you, I will save you!”
- Summing up (reflection 2 minutes)
- What new did you learn today?
- What do you remember most today?
- Do you consider yourself environmentally conscious people?
Slide 27. Guys, I would like to end today’s event with the following statement:“I picked a flower and it withered. I caught a moth - and it died in my palm. And then I realized that you can only touch nature with your heart.”(E.L. Prasolova)
Thank you! All the best to you!
Literature:
- Ecology.6-11 grades: extracurricular activities, student research activities / comp. I.P. Cherednichenko.- Volgograd: Teacher, 2009.-134 p.
- Fadeeva E.O., Babenko V.G. Ecology. Organisms and their habitat. From NC ENAS, 2002, -72- (Teacher's Portfolio).
- Environmental education at school: cool watch, games, events / auto-comp. I.G. Norenko.- Volgograd: teacher, 2007.-139p.
- Subject weeks at school: biology, ecology, healthy lifestyle / comp. V.V. Balabanova, T.A. Maksimtseva.- Volgograd: Teacher, 2003.-154p.
- Internet resources.
- Extracurricular work in biology grades 6-11. S. M. Kurgansky. – M.: VAKO 2015. – 288 s (biology teacher’s workshop)
Appendix 1.
Situation No. 1
On one distant island, people decided to destroy mosquitoes. They used pesticides for this. The mosquitoes did disappear, but after a while a lot of rats appeared. They attacked the fields and barns of local residents in hordes, eating grain. People could not understand why this “scourge” appeared.
Exercise . Reveal the cause-and-effect relationships that led to the development of this ecological situation, characterize the consequences and suggest ways out of this environmental situation.
(Pesticides that kill mosquitoes fell on the plants, which, in turn, fed on the cockroaches (insects). The insects ate the plants, but did not die from the poison. At the same time, it accumulated in their bodies.
These cockroaches were caught by lizards. They weakened from the poison and became easy prey for cats. The poison turned out to be fatal for cats. Soon there were no more of them left on the island. The time has come for rats.)
Situation 2.
Maritime transport extremely pollutes the world's oceans. Tin cans are thrown away plastic bottles, paper and plastic bags and other garbage. Fishermen leave synthetic fishing nets in the sea.
Exercise. Analyze the consequences of pollution of the World Ocean by maritime transport, propose a way out of this environmental situation.
Answer . This leads to ocean pollution, turning it into a landfill. Marine animals are dying, in particular leatherback turtles and seals. They mistake plastic bags for jellyfish and swallow them. The stomach becomes clogged and the animals die. Very often, when opened, tin cans, lumps of fuel oil, and other objects are found in the stomachs of sharks, since sharks, when hungry, grab everything.
Often sea animals (seals, whales, dolphins, birds) cannot live and eat normally, since their body is tightly bound by a mesh, it does not decompose in nature and therefore causes suffering to the animals throughout their lives.
Measures: do not throw garbage into the ocean that is not recycled in nature, conduct educational work with sailors and passengers of maritime transport, introduce fishing quotas.
Situation 3.
Uncontrolled use of mineral fertilizers (nitrogen and phosphorus) leads to oversaturation of waters organic compounds. This causes the growth of blue-green algae.
Exercise . Describe briefly further development environmental situation and suggest ways to solve it.
Answer.
The rapid development of blue-green algae (“blooming of water bodies”) is accompanied by intensive consumption of oxygen dissolved in water, the lack of which subsequently causes their death. As the algae die and settle to the bottom, they decompose, which also consumes oxygen. All this entails mass death of flora and fauna. Algae release a large amount of substances that inhibit zooplankton and microflora, and in some cases poison fish, poultry, livestock and humans.
It is necessary to regulate the application of mineral fertilizers to fields, to monitor compliance with the rules for storing mineral fertilizers in warehouses and farms. In case of contamination of water bodies with fertilizers, do not allow livestock into the water body. Fight for restoration water resources carry out cleaning activities waste water, as they also stimulate the growth of blue-green algae
Appendix 2.
A story with errors
"Sunday in the Woods"
For a week there was only talk in class about a future trip to the forest. At the last moment the teacher fell ill. But we decided to go to the forest ourselves. We already knew the road, stocked up on food, took a compass, and didn’t forget the transistor.
With cheerful music we notified the forest - we have arrived! The days were hot and dry, but the heat was not felt in the forest. A familiar road led us to a birch grove. Along the way, we often came across various mushrooms - boletus, boletus, and russula. What a harvest! Some cut off the elastic legs of the mushrooms, some twisted them, and some pulled them out. We knocked down all the mushrooms that we didn’t know with sticks.
Halt. They quickly broke branches and lit a fire. We brewed tea in a pot, had a snack and moved on. Before leaving the grove, Petya threw away plastic bags and cans. He said: “Microbes will destroy them anyway.” The burning coals of the fire winked at us goodbye. In the bushes we found the nest of some bird. After holding the warm bluish eggs, they put them back. The sun rose higher and higher above the horizon. It was getting hotter. We found a hedgehog at the edge of the forest. Deciding that his mother had abandoned him, they took him with them - he would come in handy at school. We are already pretty tired. There are quite a lot of anthills in the forest. Petya decided to show us how formic acid is produced. He planed the sticks and began to plunge them deep into the anthill.
Gradually, clouds began to roll in, it became darker, lightning flashed, and thunder roared. Went pretty heavy rain. But we were no longer afraid - we managed to run to the lonely standing tree and hid under it.
Lively, we walked to the station, jumping over puddles. And suddenly a snake slithered across the road. “It’s a viper,” Petya shouted and hit it with a stick. We approached the snake and saw two yellow spots on the back of its head. “It’s not a viper,” Masha said quietly, “it’s really.” “Anyway, he’s a reptile!” Petya answered.
We approached the station with armfuls of meadow and forest flowers. An hour later the train was already approaching the outskirts of the city. It was a fun day!
Rules:
- do not play loud music;
- do not pull out mushrooms, and do not knock down even inedible ones; because
the mycelium is destroyed, medicine for animals disappears,
the insect-fungi-tree community is disrupted;
- For a fire, collect dry wood instead of breaking branches. In warm, dry weather, it is prohibited to make fires in the forest;
- do not leave polyethylene, as it does not break down easily
microorganisms (completely destroyed after 220 years) and
metal cans (destroyed after 100 years);
- the fire after burning should be covered with earth or flooded
water until combustion stops completely;
- do not touch bird eggs - the bird may leave the nest;
- do not take animals and chicks from the forest to the city - if they do not die in the city, they will die when you want to return them to the forest again;
- Do not stick sticks into the anthill - relationships are disrupted
in this complex community;
- do not hide under a lonely tree during a thunderstorm - it can
hit by lightning!
- do not destroy snakes in any way, even vipers;
- Meadow and forest flowers should not be picked - the life of those picked
flowers are short-lived.
Appendix 3.
Small swan | ||
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