Pedagogical process is not limited to training. Everything that is carried out at school in terms of educational work during extracurricular hours in some pedagogical sources is united by one general concept - extracurricular educational work. In other sources, along with extracurricular educational work, there is also extracurricular work in academic subjects (subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students of class teachers, school librarian and all other school employees, which is carried out outside of school hours, but does not have a specifically defined subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, extracurricular educational work also stands out. The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of class time is united in some pedagogical sources by one general concept - extracurricular educational work. In other sources, along with extracurricular educational work, there is also extracurricular work in academic subjects (subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed subject nature (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, extracurricular educational work also stands out.

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State educational institution of additional professional education

(advanced training) for education workers in the Moscow region

(GOU Pedagogical Academy)

Practice-oriented project

“Forms of organization and conduct of extracurricular and extracurricular activities of biology students”

according to the course of the variable training module

“Modernization of biological education” (72 hours)

Listener

Lilyakova Albina Vladimirovna

Biology teacher of Municipal Educational Establishment Secondary Secondary School No. 14

p. Tomilino

Lyubertsy district of the Moscow region

Scientific director of the project:

Dankova E. V.,

Candidate of Biological Sciences, Associate Professor of the Department of Natural Sciences

Lyubertsy 2011

Introduction……………………………………………………. ………..3

1. general characteristics extracurricular work in biology……………7

1. .Extracurricular activities as a category of biology education…………..7
2. Educational importance of extracurricular activities in teaching biology…………………………………………………………………………………9
3. Forms and types of extracurricular activities……………………………….11

2. Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14……………………………………………………………………………….14

2.1. Organization of individual and group episodic

extracurricular work in biology………………………………………………………14

2.2. Organization of extracurricular activities…………………….16

2.3. Massive extracurricular activities……………………………19

2.4. Wall newspaper, newsletters, montages……………………………….24

2.5. Exhibitions of students’ works……………………………………25

3. Conclusion…………………………………………………………………………………27

4. Literature…………………………………………………………………………………28

Introduction

The pedagogical process is not limited to teaching. Everything that is carried out at school in terms of educational work outside of school hours is united in some pedagogical sources by one general concept -extracurricular educational work. In other sources, along with extracurricular educational work, they also highlightextracurricular work in academic subjects(subject clubs, sections, Olympiads, exhibitions of creative works, etc.). Extracurricular work includes work with students by class teachers, the school librarian and all other school employees, which is carried out during extracurricular hours, but does not have a specifically expressed substantive character (not aimed at studying any one academic subject). This work can be carried out within the walls of the school or outside it, but is organized and carried out by school employees (meetings, class hours, classes, recreation evenings, exhibitions, excursions, hikes, etc.).
Along with extracurricular and extracurricular work, there is alsoextracurricular educational work.It is carried out in music and art schools, youth stations, young technicians, clubs at various organizations, etc., i.e. It is carried out under the guidance not of school teachers, but of employees of out-of-school institutions and is characterized by a greater practical focus and specialization compared to extracurricular work.
The variety of forms of extracurricular educational work is constantly updated with new forms that correspond to the changing social conditions of school life. Often the basics of their content and methodology are borrowed from popular games television programs (“Ogonyok”, KVN, “Round Table”, “Auction”, “What? Where? When?”, etc.).
Allvariety of formseducational work with students can be divided into three groupsdepending on the main educational task they solve:

1) forms of management and self-government of school life (meetings, meetings, rallies, classes of class teachers, meetings of representative bodies of student self-government, wall printing, etc.);

2) educational forms (excursions, hikes, festivals, oral magazines, information, newspapers, theme evenings, studios, sections, exhibitions, etc.);

3) entertainment forms (matinees and evenings, “cabbage parties”, “get-togethers”)

Tools and methods usedalso play a significant role.

Depending on this signForms of educational work can be divided into three groups:

1) verbal (meetings, rallies, information, etc.), during which verbal methods and types of communication are used;
2) visual (exhibitions, museums, excursions, stands and other forms of visual propaganda), which are focused on the use of visual methods - pupils’ visual perception of patterns of relationships, actions, etc.;

3) practical (duties, patronage and charitable activities, collecting and designing exhibits for museums, exhibitions, making stands, publishing newspapers, magazines, participating in labor operations, etc.), the basis of which is the practical actions of students, changing the objects of their activities.

Principles of organizing extracurricular activities

Extracurricular activities are based on a voluntary basis, with equal rights for both students who know the subject well and those with poor learning to participate in it. An individual approach to children is especially important: taking into account their interests and requests, relying on their initiative and independence, stimulating curiosity and cognitive activity. Every suggestion, remark, and wish of students is listened to, discussed, taken into account and acted upon.

Connection extracurricular activities with work in the classroom is that the knowledge acquired by students in the classroom is the basis for extracurricular communication. The system of extracurricular activities develops in accordance with the system of in-class activities. On them, students develop ideological, moral and aesthetic views, norms, concepts, draw conclusions, compare and generalize facts. This showsprinciple of educational training.

Scientific principlerequires that extracurricular activities be built on a cognitive basis, and not turn into a means of fun or entertainment. Any extracurricular material, even if it is presented in an unexpected and unusual form, corresponds to scientific data without unnecessary simplification or complication.

Becomes important in extracurricular activitiesprinciple of visibility. Scientific nature, depth of material presented in extracurricular activities, identification of it practical significance must be combined with an engaging form. This is where parents come to the rescue: together with their children and teachers, they design visuals for extracurricular activities and events, help in the design of scenery and costumes, and are direct participants.

Extracurricular work, to a greater extent than classroom work, is based on principle entertaining.This principle is reflected in the variety and variability of forms, methods, specific techniques, tasks, linguistic games that allow achieving the goal with the greatest efficiency.

Object research is an extracurricular activity in biology.

Subject The research included the mechanisms of the impact of extracurricular activities on a child’s personality, the formation of moral qualities, and the influence of the interest of students and teachers on the effectiveness of extracurricular activities.

Purpose The project was the development of various forms of extracurricular and extracurricular work in biology to organize student activities that influence the moral development of the individual.

Tasks :

1. Determine the degree of interest of students and teachers in extracurricular and extracurricular work in biology.

2. Select material for developing various forms of holding events.

3. Determine the circle of students who want to take part in various events in biology.

4. Determine the focus of extracurricular work (what personal qualities, according to teachers, should be aimed at developing).

5. Introduce various forms of organizing and conducting extracurricular work in biology into the school’s extracurricular and extracurricular activities.

To solve the assigned problems in this project were used various methods collecting information: questioning, interviewing, familiarization with literary sources; conducting extracurricular activities in various forms.

Hypotheses:

1. Extracurricular work and extracurricular work in biology will be of interest to a wide range of students.

2. Extracurricular and extracurricular work in biology can be carried out in various forms.

3. The result of extracurricular and extracurricular work in biology must be effective (lead to the moral development of the student’s personality).

When assessing the effectiveness of ongoing extracurricular and extracurricular activities, I identified the mainperformance criteriaextracurricular activities:

1. Obtaining additional extracurricular educational knowledge. Indicator: the number of students attending biology clubs, the number of students who called reading additional literature a norm of behavior.

2. Sports, physical improvement. Indicator: the number of students attending various sections, the number of students who named health as the main values ​​of life, the number of students who named playing sports as a norm of behavior.

3. Art classes. Indicator: the number of students taking part in various theatrical productions, KVNs, holidays, etc.

4. Classes in line with the chosen profession. Indicator: number of professionally oriented students.

5. Comfort at school. Indicator: the number of students who feel like “owners of the school.”

6. Commitment to development. Indicator: the number of students striving for self-improvement and moral development.

7. Characteristics. Students’ self-assessment of the importance of their personality. Criterion: the ability to make decisions that determine the life of the class and school. Indicator: The number of students who have the opportunity to make decisions that determine the life of the school and class.

1. General characteristics of extracurricular work in biology

The educational tasks of the school biology course are most fully resolved on the basis of the close connection of the class-lesson teaching system with the extracurricular work of students. Knowledge and skills in biology acquired by students in lessons, laboratory classes, excursions and other forms academic 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 the components of the biological education system 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 of ornamental plants, and teachers interested in bird biology subordinate almost all extracurricular work to ornithological topics. Extracurricular activities are implemented in its various forms.

Extracurricular work, like extracurricular work, is carried out by students outside the lesson or outside the classroom 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 significance of extracurricular activities in teaching biology.

This significance 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 strong 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 an ordinary 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 is observed, draw appropriate conclusions, and then talk about it in a lesson or 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 for 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 assigned work, the ability to complete the work started, 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 to engage in 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 devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, reading popular science literature.

Thus, extracurricular work in biology has 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.

1.3 Forms and types of extracurricular activities

The comprehensive school has accumulated extensive experience in extracurricular work in biology, therefore, along with revealing the content and organization of extracurricular work, its forms and types are considered.

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.

Characteristics of forms of extracurricular work in biology.

Forms of extracurricular work can be classified according todegree of systematic organization of student activities:

One-time (competitions, KVNs, Hours of entertaining biology, quizzes, conferences, Olympiads);
- systemic (newspaper publication, project work, excursions, theatrical performances, extracurricular activities, local history associations of students).

All of them are organized and conducted once (or several times) during the academic year for different classes and groups of students.

Their the main objective: to develop students’ interest in the subject, region.

Forms of extracurricular work can be classifiedby the number of students studying there:

Individual form of work- is an independent activity of individual students aimed at self-education. For example: preparation of reports, amateur performances, preparation of illustrated albums, observations in nature, production of visual aids, selection of material for a stand, conducting experiments and observations of plants and animals in nature, at a training and experimental site, etc. This allows everyone to find their place in common cause. This activity requires educators to know individual characteristics students through conversations, questionnaires, and studying their interests.

Towards unifying formsWork includes children's clubs (circles), school museums, societies.Club work(profile clubs)can unite, for example, botanists, zoologists, physiologists, geneticists(club of a young biologist, a young veterinarian, a young ecologist). In circles (clubs), various types of classes are held: reports, film screenings, excursions, production of visual aids, laboratory classes, meetings with interesting people, etc. The report of the circle’s work for the year is held in the form of an evening, conference, exhibition, review.

A common form is school museums. Their profile may be local history. The main work in school museums involves collecting materials. For this purpose, hikes, expeditions, meetings with interesting people are carried out, extensive correspondence is conducted, and work in the archive is carried out. Museum materials should be used in lessons and for educational activities among the adult population. It is necessary that the work of the school museum take place in contact with the state museum, which should provide them with scientific and methodological assistance.

Forms of mass workare among the most common in school. They are designed to simultaneously reach many students; they are characterized by colorfulness, solemnity, brightness, and a great emotional impact on children. Mass work contains great opportunities to activate students. Socontest, olympiad, competition, gamerequire the direct activity of everyone. When conducting conversations, evenings, and matinees, only a part of schoolchildren act as organizers and performers. In events such asattending performances, meeting interesting people, all participants become spectators. The empathy that arises from participation in a common cause serves as an important means of team unity. The traditional form of mass work isschool holidays. They are dedicated to calendar dates, anniversaries of writers and cultural figures. During the school year, it is possible to hold 4-5 holidays. They broaden your horizons and evoke a feeling of involvement in the life of the country. Competitions, Olympiads, and shows are widely used. They stimulate children's activity and develop initiative. In connection with competitions, there are usually Exhibitions , which reflect the creativity of schoolchildren: drawings, essays, crafts. School Olympiads are organized by academic subject. Students from primary school take part in them. Their goal is to involve all children with the selection of the most talented. Reviews - the most general competitive form of mass work. Their task is to summarize and disseminate the best experience, strengthen career guidance activities, organize circles, clubs, and foster a desire for a common search. A form of mass work with children is Classroom hour . It is carried out within the allotted time and is integral part educational activities. Any form of extracurricular work should be filled with useful content (campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests).

A characteristic feature of extracurricular work is that it most fully implements the principle of mutual learning, when older, more experienced students pass on their experience to younger ones. This is one of the effective ways implementation of the educational functions of the team

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, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part 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.

1. Forms of organization and conduct of extracurricular and extracurricular activities in Municipal Educational Institution TSOSH No. 14

1.2. 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. Managementindividual workindividual 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 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.

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.

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 month, healthy lifestyle month, Bird Day holiday. To carry out such work, the teacher selects a group of students interested in biology, sets them a task, for example, to prepare and conduct Bird Day, and then gives them various instructions: 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 - to compose a literary montage of their poems about birds, the fourth - to publish a thematic wall newspaper, the next - to prepare and conduct reports, prepare artistic performances for the holiday. Then the teacher monitors the completion of the assigned work and helps in its completion. The result of this work is holding a 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 episodic group or creates a new one.

Occasional group extracurricular work is also organized in connection with the teacher’s desire to involve students in studying the living nature of their region, for example, to conduct an inventory of tree and shrub vegetation in the school area or a neighboring park; find out the species composition of birds inhabiting areas near water bodies of the village. Tomilino or a park area near the school; 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.

In a similar way, classes are organized for an occasional group of students to prepare and conduct biological KVN, evenings, hours of entertaining biology and other mass biological events.

2.2. Organization of extracurricular club activities.

Unlike an episodic naturalistic group, circle classes bring together schoolchildren who systematically perform various tasks over the course of a year or even several years. The composition of the circle is stable and includes 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, but by their inclinations and passion for biology. 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. 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; production of visual aids.

Since the 2010-2011 academic year, at Municipal Educational Institution TSOSH No. 14 there have been two clubs from DDT “Intelligence” (Moscow): “Young Veterinarian”, “Exotic Animals in the House”. Classes are taught by Doctor of Biological Sciences, Professor - G.V. Pavlov; methodologist – R.V. Zhelankin.

This academic year (2011-2012) the “Young Veterinarian” club includes students in grades 8-9, and the “Exotic Animals in the House” club includes students in grades 3-5.

The program of these circles involves different types activities (see Appendix)

Charter of the circle. The Young Naturalists Club is a voluntary organization. However, upon entering, students must fulfill certain rules(charter), which are developed and adopted by the circle members themselves at one of the first gatherings.

Active circle. The success of a circle largely depends on its assets (headman, secretary, those responsible for TSO, wall seal), which are chosen at one of the first circle lessons.

The head of the circle maintains contact with the head of the circle, informs about upcoming changes in the circle’s schedule, presides over them, prepares lists of those leaving for excursions, and monitors the performance of duties by other members of the circle’s activists.

The circle secretary compiles and posts duty lists, notes the presence of young people at circle meetings, finds out the reasons for absence, keeps brief minutes of meetings, and prepares a photo report on excursions and activities of the circle.

The person responsible for the TSO monitors the correctness of the TSO, their readiness for work, and 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 the wall newspaper and monitors its timely release.

The leader of the circle develops in every possible way the initiative and independence of the circle members, and consults with them in resolving certain issues.

The work program of the circle is drawn up by the head of the circle.It reflects all types of work of the circle. When drawing up such a program, the head of the circle proceeds from the interests of the young people, their cognitive research abilities and capabilities. Individual or group assignments for independent research work are distributed among the juniors, and instructions are provided for completion.

Club classes are held twice a week.

At the end of the year, a reporting session is held, a wall newspaper is published, and an exhibition is organized based on the results of the 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.

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 fulfillment of useful tasks by them in the general diary of the circle and the systematic “publication” of records in the wall press.

Club leaders are not limited to conducting classes within the school.

This year, members of the circles are visiting laboratories at the Intellect DTD. Already visited the Living Innovations laboratory on the following topics:

1. “How to see bacteria? (work on microscopes)",

2. “At an appointment with a veterinarian (learning how to identify a disease in your pet)”,

3. “Biological program – DNA molecule (study of the structure of the DNA molecule).” During the classes, laboratory work was carried out under the guidance of laboratory heads and short lectures were listened to on topics.

During the month of natural science subjects (in November), these laboratories were also visited by students of different classes who were not part of the study groups.

Members of the “Young Veterinarian” circle visited the exhibition “Intellectual Property” of the Eastern Administrative District of Moscow and international scientific conference"Nanotechnologies and nanomaterials"

2.3. Massive extracurricular activities.

Subject months

Our school holds subject months every year. Their schedule is approved by the director at the beginning of the school year. The month of natural science subjects takes place in our school usually in October, the month for healthy image life - in April. This is a traditional form of work that allows you to involve all school students in subject-related activities, depending on their interests and cognitive capabilities. The purpose of holding monthly events is to develop interest in subjects, broaden the horizons of students, and prevent a healthy lifestyle. During them, teachers use various forms of extracurricular work.

As a rule, subject months are held in close contact with class teachers and subject teachers. Subject months are held, combining mandatory events for all classes with events for separate groups students.These are, for example, biological olympiads, evenings, holidays, hours of entertaining biology, quizzes, class hours, work on nature conservation, etc. They are organized by biology teachers with the help of circle members or a group of students not registered in a circle, the student activists of the school.

School biology olympiadsare usually spent at school in the fall. Students who are gifted in this area from the point of view of the teacher and 3-4 students are invited to participate in the Olympiads.

The Olympics takes place in two rounds.Usually, a month before the Olympiad, a group of students issues a bulletin about the procedure for holding it, posts a list of recommended literature, and options for last year’s Olympiads.

The first round of the Olympiad takes place in writing. 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 winners of the school Olympiad are candidates for participation in the regional or district Olympiad. Every year (for the last 10 years) students of our school take prizes (2 or 3) in regional competitions. In the 2011-2012 academic year, a 10th grade student won the regional Olympiad (4th place).

Biological KVNs, received widespread in schools, they 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 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 taking an active part in KVN, responsible in the youth parliament for the cultural work of the school. The biology 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.

At our school, KVNs are held once a year during the month of natural science subjects.

Cool watch . The main function of the classroom is to enrich students with moral, aesthetic and other knowledge, to develop skills and abilities of moral behavior. Most often, our school hosts classes aimed at preventing a healthy lifestyle. During a classroom lesson, the main “character” is the teacher. He prepares a script for the class hour and assistants - students for conducting the class hour (see Appendix).

Hours of entertaining biologyusually organized by classes or in parallel classes. The duration of one lesson is an academic hour.

Students prepare each hour of entertaining biology (botany, zoology, etc.) under the guidance of a teacher in advance. They select the necessary information from the recommended literature, compile it, and 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 students to take a trip, names stopping points, during which pre-prepared students report interesting information about plants (in entertaining botany), about animals (in entertaining zoology), etc.

The presenter can invite class participants to guess some biological riddles, solve crosswords or teawords, or answer quiz questions.

Variousbiological 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 is prepared ( quiz questions, bio logic 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. This year, as part of the subject month, a biological evening “Tea Ceremony” was held (see Appendix)

Theatrical performances.This form of extracurricular work has the goal of developing students’ personal qualities and interest in the subject.

Socially beneficial activities(OPD) is the leading psychological activity of adolescents. OPD is characterized by gratuitous labor aimed at strangers, a quick and visible result that has social recognition and benefits.

In mass socially useful events held by the schoolAll schoolchildren take part in nature conservation and landscaping of the school grounds. This work is organized by the school administration, biology teacher, class teachers, club members, and school student activists.

Before each mass socially useful campaign, students are given the scope and nature of the work, they receive the necessary instructions and carry out the work. During such events, students acquire relevant skills and environmental knowledge.

There are many flower beds on our school grounds. Grades 5-6 participate in planting seedlings. Students receive tasks for growing seedlings of annual plants in biology lessons. In spring and autumn, students bring underground parts of perennial plants from family dachas. Thus, almost all school students admire “their” plants in these flower beds. The designers are biology teachers and willing students. There is a fruit and berry garden on the school grounds. Trees and shrubs are planted there annually by school graduates, and high school students take care of them during their summer work practice.

Pupils of our school in the spring, summer and autumn participate in the improvement of the school grounds and the park adjacent to the school. These events instill in the individual morality, environmental culture, hard work, a sense of patriotism, responsibility, etc.

Design work. Purpose: teaching schoolchildren rational methods of collective (group) creative research work;
development of individual educational, organizational, creative and other abilities of students; students' mastery of the content side of the subject. This school year, the most interesting projects on ecology were prepared by the 10th grade children: “Garbage: what to do with it?”, “Study of the ecological state of the school and school site”; last year, 6th graders, under the guidance of a biology and fine arts teacher, completed a research project work “Landscape design of a school flower bed.”

Excursions are the most popular form of extracurricular local history work. Excursions can be planned (conducted by excursion organizations) and amateur (prepared and conducted by schoolchildren). The disadvantage of planned excursions is that children are passive receivers of information, the degree of assimilation of which largely depends on the qualifications of the guide. This school year, as part of the month of natural science subjects, students in grades 5-10 visited the horse yard at the Golitsyn estate in Kuzminki, where they became acquainted with horse breeds, their conditions of keeping, feed, and horse utensils. Grades 2-4 took an excursion “Visiting the Reindeer”Moscow region.

Every year, students of our school go on excursions to the Prioksko-Terrasny Nature Reserve and Bird Park)

2.5. Wall newspaper, newsletters, montages.

Wall printing plays a big role in organizing extracurricular work in biology. Club members publish youth newspapers, newsletters, and photomontages. 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. The school press should also reflect the results of all independent research of the circle members.

During the month of natural science subjects, schoolchildren in grades 5-11 publish newspapers on biological topics, about biologists, and about conservation environment, about a healthy lifestyle, etc. Topics are suggested by the teacher. Students can create newspapers in groups or individually. This academic year, newspapers were published on the topics “Traditions and Smoking”, “Tablet from...”, “Health Cocktail”, “We are for a healthy lifestyle”.

2.5. Exhibitions of student work.

The purpose of holding exhibitions is to develop students’ interest in their native land and develop students’ creative abilities. Exhibits of the exhibition may include drawings, photographs, models, crafts, computer works, teaching aids and other products created by participants.

At the preparatory stage, the teacher needs to determine: the purpose, topic, type (types) of exhibits, time and place of the exhibition; criteria for evaluating works (if the exhibition is competitive); list of participants. The exhibition regulations must be communicated to all school students. The subject of the exhibition can cover any aspect of life in the region.

It is most advisable to organize them to coincide with some biological evening (or holiday), the final lesson of the circle, or a certain time of year.

Our school practices exhibitions from natural materials “Autumn Fantasies”, photo exhibitions “Winter Landscapes”, “Winter is a Merry Season” (healthy lifestyle series), “Spring is the time of flowering”. Over the years, biology and primary school teachers organized exhibitions “Students’ Summer Work” (collections and herbariums), “Gifts of Autumn” (grown plants), “My Bouquet for Mom” (appliqués). 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 biology classroom or in the school hall. It is open to everyone (both students and parents) after school hours. A vigil has been organized at the exhibition. Guides are assigned to familiarize yourself with the students’ work. This year the school is creating a guest book.

The creation of newspapers and exhibitions develops students' interest in biology and creative thinking.

One of the forms of communication between the school and the family isorganizing assistance for parents in conducting extracurricular educational work with students. Among the parents there are specialists in various fields of science and technology, medical workers, labor veterans, etc. Their participation in extracurricular educational work with students gives it variety and increases its content.

The educational activities of parents at school are carried out primarily in the form of conversations with students, presentations and lectures. They are dedicated to the development of science and technology, familiarizing schoolchildren with the industrial successes of people. The topics of these speeches include medical issues, stories about life and creative activity prominent people, etc.

A common form of parental participation in extracurricular activities of the school is conducting excursions for students to industrial enterprises and scientific institutions, as well as organizing local history work.

As part of subject months, our school annually holds meetings with parents, doctors, veterinarians, cosmetologists, and food production workers. For girls in grades 8 and 9, one of the mothers, a gynecologist, organizes an excursion to the gynecological office. In the spring, as part of the month for a healthy lifestyle, there is an excursion for grades 10-11 to the Baby House in the village. Malakhovka, organized by the parents of our student who work in this House. Students see children, and these are mostly disabled children abandoned by dysfunctional parents, and through their example they become acquainted with the manifestations of various hereditary diseases.

1. Conclusion

“Extracurricular activities are a form of various organization of voluntary work of students outside the lesson under the guidance of a teacher to excite and express their cognitive interests and creative activities to expand and supplement the school biology curriculum.” 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, there is direct and feedback communication with the 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.

The interests of students 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, to raise an educated person who loves science and 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

Bondaruk M.M., Kovylina N.V. Interesting materials and facts on general biology in questions and answers (grades 5-11). - Volgograd: “Teacher”, 2005.

Verzilin N.M., Korsunskaya V.M. - M.: “Enlightenment” 1983. - p. 311

Verzilin N.M., Korsunskaya V.M. General technique teaching biology. - M.: “Enlightenment”, 1983.

Evdokimova R. M. Extracurricular work in biology. - Saratov: “Lyceum”, 2005.

Elizarova M. E. Familiar strangers. The world around us (grades 2-3). - Volgograd: “Teacher”, 2006.

Kalechits T.N. Extracurricular and extracurricular work with students, M. “Prosveshcheniye”, 1980.

Kasatkina N. A. Extracurricular work in biology. - Volgograd: “Teacher”,

2004.

Kostrykin R. A. Class hours on the topic “Prevention of bad habits,” grades 9-11. –M.: Globus, 2008 – (Educational work)

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.

Sorokina L.V. Thematic games and holidays in biology (methodological manual). - M.: “TC Sfera”, 2005.

Sharova I. Kh., Mosalov A. A. Biology. Extracurricular work in zoology. M.: Publishing House NC ENAS, 2004

Shirokikh D.P., Noga G.S. Methods of teaching biology. - M., 1980. - p. 159.

APPENDIX No. 1

Class hour “SUFFERING FROM CYBERMANIA”

Form: round table dedicated to the problem of computer addiction

The form of the class hour - a round table - allows children to speak out and develops discussion skills. It is very important that the teacher-leader is able to organize the discussion. The round table discussion consists of 3 blocks: 1 information (information on the problem of computer addiction) and 2 discussion blocks (“Who is to blame” and “What to do?”). Actions of the leader in each block: first give the floor to the “guests”, then to the rest of the children. At the same time, discussions should not be allowed in the information block. After the “guests” report, children are invited to supplement their statements with new facts. In discussion blocks they can already express their opinions.

It is advisable that the teacher constantly emphasizes that as a result of the discussion, a common opinion should be developed that takes into account the opinions of the majority. Therefore, it is very important to summarize at the end of each block and formulate a general idea.

All lines are written out in detail in the script, but this does not mean that they need to be distributed to all children. This will turn the round table into a rehearsed matinee, which will be uninteresting for ninth graders. It is important for them to speak out and be heard. Moreover, the topic is close and understandable to everyone. Texts can be distributed only to “guests”, warning them that they are not given for cramming, but for guidance (in terms of time and content).

Target : make children aware of the harmful effects computer games, give an idea of ​​Internet addiction; to form a positive attitude towards such character qualities as independence, curiosity; develop skills in participating in discussions; encourage children to expand their horizons, to participate in sports clubs, to self-knowledge, self-development, and self-improvement.

Preparatory work: distribute roles among children: mothers (2), doctors (2), programmers (2), provide everyone with texts. All children should be seated at their desks, and the “guests” should be seated facing the class at the blackboard.

Decor : write the topic on the board, epigraph “Computers are machines that are designed to solve problems that you would not have if you did not have a computer.

Class plan

Motivational conversation.

Round table “Suffering from cybermania.”

First block of discussion. "Three facets of the problem."

Third block of discussion. "What to do?"

Final word.

Summing up (reflex to them)

Class progress

I. Motivational talk

Cool manager tel. Today we will touch on a pressing topic for all teenagers.

Raise your hands, who has played computer games at least once?

There were times when you skipped classes to playin the games room?

Do you talk with your friends about computer games, codes, levels, etc.?

Do you enjoy working at the computer?

Do you get angry at those who distract you from your computer?

Have you ever deceived your loved ones by saying that you were writing an essay or looking for information while you were just playing or chatting?

Have you ever forgotten the time while playing on the computer?

Do you put off important things for the sake of the computer?

Do you like to play on the computer in moments of sadness or depression?

Do your parents scold you for spending too much money on Internet games?

(Answers from children.)

Psychologists ask approximately these questions when they want to make sure whether a person suffers from computer addiction. I asked these questions so that you can take a sober look at yourself from the outside and critically evaluate your attitude towards the computer. A positive answer to all these questions should make you wary.

II. Round table “Suffering from cybermania”

First block of discussion. "Three Facets of the Problem"

Classroom teacher. Computer addiction - a new disease of our time or a fictitious threat? In the West, they say that every fifth Internet user suffers from computer addiction to one degree or another. And in Russia many are already susceptible to this mania. People lose their sense of reality and go into the virtual world. The most vulnerable, as always, were children and teenagers. There was even a term - “computer syndrome”. Who is to blame for this and what to do? Today we will discuss these issues during a round table, which we called “Suffering from Cybermania.”

I introduce our guests. The parents' point of view will be voiced ( names, surnames). The doctors' point of view will be presented(names, surnames).Computer experts will give their opinion(names, surnames). Let's start the discussion. The first word is to the parents.

Mom 1. Many parents simply do not understand how terrible destructive force represents the computer. One 14-year-old schoolboy from Romania was taken from an Internet cafe by an ambulance. The boy sat in this cafe for 9 days in a row and reached complete physical and mental exhaustion. His mother said that the boy was simply obsessed with the computer game Counter Strike. He did not leave the computer and stopped going to school. He lied, stole things from the house to sell them and spend money on the Internet.He stopped washing and lost 10 kg.

Mom 2. Another scary fact: a 12-year-old teenager from Yekaterinburg died from a stroke after playing on the computer for 12 hours. Doctors at the children's hospital where the boy was taken say that every week they receive at least one teenager who is addicted to computer games. Children can spend days without food or rest in front of a computer at home or in gaming clubs.

Mom 1 . Here are the criminal facts: a 13-year-old teenager robbed his grandparents to get money for an Internet cafe. A high school student, having played enough DOOM, brutally beat up the neighborhood kids. There are enough stories like this in every police department. Tens of thousands of boys and girls drop out of school, lose friends, and have conflicts with their parents for the sake of the virtual world.

Mom 2. Not only children, but also adults suffer from computers! IN Lately Computer widows have appeared in the world. These are women whose husbands are cyberalcoholics. This is the name given to people who are obsessed with computer addiction. They spend up to 18 hours a day at the computer, stop taking care of their appearance, don’t shave or wash for weeks, walk around the house in dirty clothes, and generally keep their outings to a minimum. Poor women really feel like straw widows - like their husband is nearby, but in a completely different dimension.

Classroom teacher.What can our members add to this? Just the facts! Can you provide similar facts? Do you feel like you too are being sucked into a computer quagmire? Do you see your friends moving away from you more and more into the virtual world? Can you give the opposite facts, when activists of computer games did not fall into any addiction?

(Children speak out.)

So, people are sounding the alarm as they see their loved ones disappearing into the virtual world. What will the doctors say?

Doctor 1. Western doctors unequivocally state that computer and Internet addiction exists. There was even a diagnosis: “cybermania” or “pathological computer use” (games, Internet). For now, however, computer addiction is not an official diagnosis, but some scientists suggest that over time cybermania will be recognized as the number one disease in the world.

In the West there are already clinics where various computer diseases are treated.

disorders. In Finland, there were even cases where conscripts received a deferment from the army to treat computer addiction. In Russia, few people still seek medical help; parents are afraid to take their child to a psychiatrist; they do not want their child to be in the same room with drug addicts and alcoholics.

Doctor 2. How does cybermania manifest itself? First of all, people prefer to spend more time not in real life, and in computer games and the Internet - up to 18 hours a day!

Teenagers start skipping classes, lying, doing things too quickly homework to quickly get to the computer. In virtual reality, they forget about time, wildly rejoice at their virtual victories, and experience failures violently. They can no longer even eat normally, preferring to chew something in front of the monitor. And when communicating in chats, they invent a virtual image for themselves, which gradually displaces their real self.

Doctor 1. What is the danger of cybermania? First of all, many computer games are dangerous. The main action in them is murder,

and colorful and sophisticated. But a game for a child is a rehearsal for life. So by the age of 14-15, the opinion develops that violence and murder are an exciting and useful activity.

Doctor 2. The second danger of games is that it is much easier to win in them than in real life. After all, life is a constant struggle, self-affirmation, victories and failures. All this cannot be replaced by virtual successes. A person simply loses himself, his personality, and becomes an attachment to a computer.

Doctor 1 . Another danger awaits chat lovers. Many, hiding behind anonymity, can say anything in chats, believing that such communication liberates them and gives them freedom. But virtual communication cannot replace live connections between people. A person immersed in a fictional world under someone else's mask gradually loses his face, loses his real friends, dooming himself to loneliness.

Doctor 2. But the worst danger is that computer addiction can turn into another type of addiction - alcohol and drugs.

Classroom teacher.I give the floor to our participants.

Do they agree with the doctors' conclusions? Do you think that computer games increase aggressiveness?

Has the number of your friends decreased because you became interested in computer games?

Do you prefer to eat at the computer?

What victories have you won in real life over the past year?

Have you ever chatted? You performed under your own real name or under fictitious? Did you feel free and liberated?

Which children do you think are most susceptible to computer addiction?(Children speak out.)

It's time for computer scientists to speak out. Is a computer really that dangerous? Can chats be anonymous? Are all games built on violence? I give the floor to the programmers.

Programmer 1 . The computer can be dangerous. After all, it is a source of electromagnetic radiation and non-ionizing radiation. And this has a negative impact on a person. But if you follow sanitary rules, it can be harmless. In all organizations, rules for working on a computer should be located right at the workplace. But, unfortunately, few people here know and follow these rules.

For example, according to these rules, an adult can sit at a computer no more than 4 hours a day, and a child no more

10-20 minutes, depending on age. The computer must be grounded; pregnant and lactating women should not work at the computer. In developed countries, these rules are very strictly observed. But here they prefer to pay with their health.

Programmer 2. Is there any harm from computer games? Not all games are built on aggression. There are logic games, games for studying school subjects. There are simulators with which you can gain important and useful skills. There are game tests that will help you test your knowledge. As for the Internet, in addition to chat rooms, there are forums where serious issues are discussed and where you can express your point of view. On the World Wide Web, anyone can create their own website, make it popular, and become an Internet star. So the Internet does not necessarily lead to a loss of self. It provides very great opportunities for self-affirmation and self-expression.

Programmer 1. What about anonymity? in the Internet,

then she is imaginary. Each computer has its own unique digital address, by which other computers on the network recognize it. As soon as you

went to any website, your address is instantly recorded and can be easily calculated who are you and where do you live. This is why hackers are almost always found. Therefore, when you find yourself in a chat and come up with some kind of nickname for yourself, do not lose self-control, as if later I didn’t have to answer.

Programmer 2 . For example, in 2006, a 37-year-old user from Novosibirsk was brought to court for anti-Russian statements on the Internet. He had to pay a fine of 130 thousand rubles. At the trial, he tried to evade responsibility, but the providers proved that existing technical means make it possible to determine with an absolute guarantee which particular network user accessed the Internet and was on this particular site. By the way, these same technical means can track which sites are most often visited from this computer.

Classroom teacher. As you can see, there is nothing on the computer itself or on the Internet that would cause addiction. What can our members add to this?

Maybe someone wants to say a word in defense of computer games?

Who has their own website? What forums and chats do you visit? What information are you looking for online?

Do you know about sanitary rules for using a computer?

Aren't you afraid that someone might find out about your travels on the Internet?

What interesting things have you discovered on the Internet?

What have we come to at this stage of the discussion: is there computer addiction or is this all an invention of doctors and parents?[Yes, I have.)

Second block of discussion. "Who is guilty?"

Classroom teacher. We got acquainted with different points of view on the problem of computer addiction. Let's begin the second block of our discussion. Who is to blame that more and more teenagers are becoming patients in drug treatment hospitals and are being diagnosed with cybermania?

First, we listen to the opinions of experts.

Opinions:

Moms:

Owners of Internet clubs, as well as providers who profit from the health of our children.

Local authorities who receive bribes from these structures.

Sanitation stations that do not control the operation of these clubs.

Teachers who do not conduct conversations about protecting the lives and health of children.

Doctors:

Parents are to blame for giving their children money without asking how they will spend it.

The children who seek only pleasure and entertainment, not wanting to work, are to blame.

The authorities are to blame for not creating conditions for children to play sports and develop their abilities and talents.

Teachers are to blame for not being able to engage children in something interesting.

Programmers:

Computer manufacturers are to blame. They release more and more new games and programs that require more and more powerful computers. Therefore, people are forced to constantly update their cars. And curious children want to try everything and get addicted.

The parents are to blame for not monitoring their children and not knowing what they are doing.

The parents are to blame. If they themselves mastered the computer, they could understand what a child can and cannot do. And so it seems to them that since they bought a computer for their children, then they don’t have to worry about their development. Then the uncles and aunts from the Internet and gaming clubs will take care of this.

Doctors are also to blame. It was necessary to raise these issues with the government, to involve the press and television in the discussion.

The government is to blame. It could pass laws that would prohibit children from sitting in gaming clubs at night, it could close these clubs altogether or move them outside the city limits.

Classroom teacher. What will our participants say? Who is to blame if children become computer addicts?

Sample answers:

The children themselves are to blame.

The parents are to blame. They don’t want to understand children, they only scold and lecture. So children run away into virtual reality.

It's the school's fault. It is so dull and boring, but in virtual reality you are a hero, a winner, the fate of worlds and civilizations depends on you.

Classroom teacher . Please conclude:“Who is to blame for a child becoming addicted to a computer?”(Parents, doctors, schools, police, local authorities, the children themselves, etc. are to blame for the formation of computer addiction in children.)

Classroom teacher. So, the problem of computer addiction. We listened to different points of view and identified the culprits. Let's move on to the final stage of the discussion. Let's try to answer the question: what should be done to prevent people from falling into cybermania? A word to our guests.

Sample opinions:

Moms:

Close all gaming clubs.

Allow children to access the Internet only if accompanied by an adult.

Dismiss the head of the sanitary station, the school director, re-elect the mayor, etc.

Prohibit teachers from requiring children to submit essays so that they do not download them from the Internet.

Teach children how to use useful programs and games that can be played with their parents.

Doctors:

Censor games. Prohibit the use of aggressive games in clubs.

Introduce punishment for parents whose children become Internet addicts. Make them communicate with their children for 4 hours every day.

Every child should play sports or find some hobby. Then friends will appear, and there will be no time to be bored.

We need to pass laws that prohibit the promotion of violence in games, and severely punish violations of these laws.

Programmers:

Everyone needs to become a competent user, not a dummie.

Be critical of new gaming products, do not buy everything. Limit the use of aggressive games.

It would be good for all schoolchildren to take up programming. It will be an activity, development, and communication with interesting people.

Children need to play less in general. Let everyone try to create their own website, then you will need to tell something about yourself, show what makes you unique. And this will encourage self-development,

Classroom teacher. We listen to the suggestions of our participants. Maybe one of them will be able to find a compromise solution to the problem of computer addiction?[Children speak out, repeating and paraphrasing the opinions of the guests, adding their original proposals.)

And as a result of this stage of the discussion, we formulate a conclusion: what can we do to avoid falling into computer addiction?(You need to become a competent user, master useful programs, you need to play less and play sports, communicate with friends, read books, etc.)

And how can we formulate the general outcome of our discussion?

(You can ask guiding questions:Is there a computer addiction? Who is to blame for her appearance? How to fight this evil?)

Approximate result of the discussion:

Computer addiction exists.

This is the result of the promiscuity of children, the irresponsibility of parents, the carelessness of the authorities, and the greed of representatives of the gambling business.

The solution is to increase computer literacy, introduce censorship, and adopt laws that would increase the responsibility of parents and business representatives.

Classroom teacher. Our discussion has come to an end. And I would like to end it with the words of one writer. He discussed the problem of computer addiction on the Internet and concluded by writing: “I am writing these reflections on the computer, sending them by email through the World Wide Web, I get information from the Internet. All these facts indicate that I am in no way a computer phobe. Moreover, I really love this little box that helps me live. But my love will end at the moment when, or if, I understand that it is not I who own him, but he who owns me*.

Final word

Classroom teacher. Today we talked about computer addiction. This problem is ambiguous and is still far from being resolved. But we did not strive to solve it at any cost. By discussing this problem, we learned to conduct a discussion, learned to listen and hear each other. During the live discussion, we learned live communication - exactly what no, even the most powerful computer can give. Look at the epigraph for today's class hour (reads). I wish you that your computer creates as few problems for you as possible.

Summing up (reflection)

Classroom teacher . Does what we talked about today concern you? Has there been a reason to think about yourself and change your behavior? What did today's class teach you? (children's answers)

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? »

The topic of our class hour “Health is great.” Since ancient times, when people met, they wished each other health: “Hello,” “Good health!” And this is no coincidence. After all, even in Ancient Rus' they said: “Health is more valuable than wealth,” “You can’t buy health,” “God gave health, but we will find happiness.” Indeed, health is necessary for every person. What meaning do you give to the concept of “health”? ( Students' judgments). Thank you for the interesting definitions, it feels like the health problem is in your field of attention. Every adult will tell you that health is the greatest value, but for some reason today’s youth name money, career, love, fame among the main values, and put health in 7-8 place.

It has long been established that health should be monitored from childhood. Let's do a little testing about your health; you are offered a list of statements, each of which requires a “yes” or “no” answer. This information will be useful, first of all, to you.

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. I've gained some weight lately. 7. I often feel dizzy. 8. Currently I smoke. 9. As a child, I suffered several serious illnesses. 10.I have bad sleep 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. No 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 1. nutrition". Proper nutrition is the basis . healthy image At morbidity decreases, psychological state improves, mood rises, and most importantly, performance and interest in educational 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 orthophosphoric 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? The taste of chips and crackers is 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 call useful qualities product, and 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 arterial 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 and 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.

Raspberries

Improves digestion in atherosclerosis and hypertension.

Black currant

Rich in vitamin C.

2. The floor is given to the creative group of students “ Daily regime" 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 good night... You get younger 2. Sleep is the best ... Medicine 3. Get enough sleep - ... You get younger 4. 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. Lack of 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 the 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, currently the term " narcotic substance"(narcotic) 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; -Healthy food; -be cheerful; -do good deeds.

Reasons for identifying forms of extracurricular work.

The comprehensive school has accumulated extensive experience in 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 of 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.

Characteristics of forms of extracurricular work in biology.

Individual forms of 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, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. 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 occasional lessons are usually organized by the teacher in connection with the preparation and conduct 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.

The circle of young naturalists is the main form of extracurricular activity. 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, others are quite narrow in the content of the work. Thus, along with circles for young botanists or experienced plant growers, there are often circles for indoor floriculture 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 in the process of classes consciously choose for themselves a direction 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.

A large number of students are involved in mass work - parallel classes, the entire 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 of 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, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part 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, and various public events, 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 is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” 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.

Municipal state educational institution

Oktyabrskaya secondary school

Manturovo municipal district

Kostroma region

Municipal competition methodological developments on the topic of:

"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 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:

Developing cognitive interest in one's 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.

The target audience: 7th grade students

Means of education : 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 birds' 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. There are birds of prey that 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 it so?

+ (No. The bullfinch is not a bird of prey)

Task 2. Birds of prey provide benefits by killing large numbers of 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 from those 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
Harvest mouse
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 it so?

+ (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. In a moment of 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 know that the geese saved Rome. ancient history. 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 "TRICKY QUESTION" (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.

Lecture Extracurricular, extracurricular and extracurricular work in biology.

Today we need to understand these three concepts. How do they differ, what types of work are there. Let's think about it together first.

Extracurricular work is a form of organizing students to perform outside of class mandatory related to the study of the course practical work on individual and group assignments given by the teacher. Extracurricular work is mandatory for all students, it is assigned, and most importantly, then checked by the teacher. The organization of this kind of work is dictated by the need to conduct long-term observations of natural objects. It happens that in order to see the results of experiments, they need to be laid several days before the lesson. The teacher gives assignments to students in a timely manner. Examples of such experiences:

Botany

- germination of pea seeds – 2 days

- germination of wheat grains – 4-5 days

- pumpkin seed germination – 5-6 days

- formation of starch in the leaf during photosynthesis – 2-3 days

- movement of water with mineral salts along the stem – 3 days

- development of roots in the stem cuttings of Tradescantia – 5-7 days

- development of roots on a begonia leaf – 2 months

- growing a moss seedling from a spore – 15-20 days

- disintegration of the lichen thallus into algae and fungus - 7 days

In zoology

- various phases of development (metamorphosis in beetles - mealworms)

- development of the fruit fly Drosophila

- reproduction of aquarium fish

- behavior of domestic animals (cats, dogs, parrots)

- spider behavior

- development of reflexes in birds (using the example of winter feeding of tits and sparrows)

Such observations can be carried out in a living area, at home or in nature. Sometimes tasks need to be rescheduled for the spring-summer period, then they need to be accompanied by clear instructions. Students should keep their entries in a journal.

Extracurricular work is of great importance:

- develops independence

- instills interest in biological objects and natural phenomena

- schoolchildren master research skills

- develops accuracy and hard work

The teacher has the opportunity to enrich the biology classroom with various objects by giving students individual assignments for the summer. But summer assignments should not just be the collection of any biological material. Students must have a task and reflect on its completion. The teacher explains that we need to strive for the quality of the collected material, and not for its quantity. It is necessary to prepare well and correctly (fix or dry the object).

IN modern program Biology lessons are given only one hour a week, but there are schoolchildren who are interested in biology. And their interests are much broader than software. It is the teacher’s task to maintain such interest, consolidate and develop it. It is difficult to do this within the classroom, so extracurricular naturalistic and environmental work is carried out, which is voluntary.

Extracurricular activities is 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 initiative in expanding and supplementing the school curriculum in biology.

What do you think extracurricular activities in biology should be like?

The use of tasks related to conducting observations and experiments in extracurricular activities contributes to the development of research skills. At the same time, it is necessary to orient children to clearly document the progress of observations and their results.

Properly organized extracurricular activities does not overload students. At the same time, it is necessary to warn teachers against making mistakes in organizing extracurricular activities like school lessons and other compulsory classes, and against turning extracurricular activities into a kind of additional biology lessons. Extracurricular activities should arouse naturalistic interest among schoolchildren, activate their creative abilities and at the same time contribute to their relaxation. That's why Extracurricular work should be varied, versatile and not duplicate academic work at school.

A significant place in extracurricular work is given to labor: making collections, herbariums, crafts from natural materials, etc., which is of great educational importance. 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.

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 devote their free time to observing interesting objects and phenomena, growing plants, caring for sponsored animals, and reading popular science literature.

Extracurricular activities can be classified according to different principles:

ü taking into account the number of participants in extracurricular activities, individual, group and mass (frontal) types of extracurricular activities are distinguished (Table 5);

ü on the implementation of classes within a time frame - episodic (evenings, hikes, Olympiads, conferences) and permanent (clubs, electives, societies);

Table 5. Extracurricular activities in biology

Organization of the lesson	Types of activities
Group classes	Circle work. Expeditions. Hiking in nature. Electives
Mass classes	Watching movies. Participation in the Olympiads. Excursions and hikes into nature. Scientific evenings, conferences. Exhibitions of student work. School-wide campaigns: “Harvest Day”, “Bird Day”, “Biology Week”, “Ecology Week”. Publishing magazines, wall newspapers, albums
Individual sessions	Scientific research and experiments on the topic (for example, “Phenological phenomena in the life of birds”, “Study of pollution in the area adjacent to the school”). Preparation for the Olympics. Extracurricular reading. Research work in nature, in a corner of wildlife

It is important to ensure a comprehensive combination of various forms in an appropriate sequence.

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, select appropriate individual lessons for this purpose, gradually complicating and expanding their content. Some students create their own home wildlife corners. The teacher gives such students instructions for conducting experiments at home. Individual extracurricular activities are essentially a voluntary variety of domestic and extracurricular work.

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.

When conducting individual work, it is very important to take into account the individual characteristics of students in order to deepen and develop their interests in relevant areas. Extracurricular activities can also contribute to the choice of a future profession and have a direct impact on the profile of study at school, on the choice of specialty and on post-school education.

Mass episodic classes 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 of students- parallel classes, the whole school. It is characterized by a socially useful orientation. Typically, schools carry out such types of mass work as school biology olympiad, (School biology olympiads are held annually in several rounds. A week before the appointed date, an announcement about the procedure for holding it, a list of recommended literature and requirements for written works that are submitted to the Olympiad are posted.)

Biology Weeks, (Biology week at school is a complex event that combines various forms of extracurricular work: evenings, conferences, assignment competitions, newspapers, essays. Holding a biology week at school allows you to show how academic and extracurricular work in the subject is organized at school. This is a display of achievements in the subject, as well as the promotion of biological knowledge.)

Health Week, Bird Day holiday, "Earth Day", campaigns for planting trees and shrubs, collecting seeds and other food for winter feeding of birds; making and hanging bird nests.

Occasional events may also be group. 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, 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 places 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.

One of the important group forms of extracurricular education is biological circles.

Biology club is an organizational center for extracurricular activities.

Principles of organizing youth circles

Accept everyone into the circles, including those with low academic achievements and those who are not sufficiently disciplined. The latter often begin to take an interest in biology and behave much better than in class. Therefore, work in a circle should also be considered as a means of education.

The number of students in a circle should not exceed 15 people. If there are more people willing, then 2 groups will be organized.

The work of the circle should be carried out by student self-government. Therefore, it is necessary to elect the active members of the Council for self-government: a headman, 3-4 level assistants to the headman, an editorial board for publishing a newspaper, newsletters, announcements about the start of a circle, etc.

The leaders of the circles should be subject teachers, and in the lower and middle grades there could be high school juniors in grades 10-11.

Drawing up a work plan for the circle, taking into account local history, ecology, environmental protection and especially nature-enhancing activities.

The number of club classes is from 2 to 4 per month.

Summing up the work of the circle after studying the topic, or for a quarter, half a year, or a year. The most effective and visual is reporting and summing up in the form of scientific evenings, conferences, role-playing games, exhibitions, competitions, olympiads, writing and defending abstracts, reports, naturalistic campaigns, etc. So, when summing up the results, group youth work turns into mass and into socially useful work.

Planning the work of the circle.

When drawing up a plan, one should proceed from the protection, enrichment and study of native nature and conducting research activities in the form of experimentation with plants. In this regard, it is advisable to plan the following topic sections:

Nature conservation of the native land:

a) identification of natural objects to be protected (century-old oaks, rare plants, animals, protected parks, etc.);

b) protection of birds, fish, animals (making feeders and feeding birds and animals in winter - 7-8 tits out of 10 die in winter);

c) the work of “green” and “blue” patrols.

Enriching the nature of the native land:

a) the spread of beneficial animals to new habitats (but not ants, bedbugs and the Colorado potato beetle!);

b) growing less common plants in their gardens and the school educational and experimental site (varieties of cabbage, Japanese Daikon radish, etc.);

c) landscaping of the native land (planting gardens, public gardens, parks, flower beds near the school, in the village).

Studying the nature of your native land:

a) excursions, hiking trips, travel around the native land (all clubs at all times of the year, especially during the summer holidays);

b) collecting literary information about the nature of the native land and studying it;

c) creation of school local history museums;

d) research activities in the form of experimentation at the school educational and experimental site, in individual vegetable gardens, garden plots.

The work plan for the circles is drawn up for six months or a year.

Requirements for the work of youth circles.

In order for youth work to be pedagogically effective, the teacher must remember the requirements that must be presented to it:

a) work started should always be completed, analyzed and summarized.

b) young people must always and purposefully be interested in this work.

c) the leaders of the youth circles must always and in everything be a positive example for the youth.

It is very useful to end many topics of youth activities with socially useful work (forest and garden week, Bird Days, To develop social and labor skills, it is advisable to conduct mutual visits to youth circles from different schools, hold conversations, show the work of the circle, exchange experiences, hold joint youth evenings, exhibitions, expeditions, hikes, etc. Interesting and valuable results are obtained by correspondence with circles in other districts, regions of the country and the exchange of stepsons with seeds and cuttings of especially new, valuable, rare, and exotic plants for a given area.

Biological circles can be divided into groups according to their content:

1. Entertaining. Their main task is to attract students to study biology and instill interest in the subject. They form only a superficial interest in biology, without in-depth study of any issues.

2. Clubs, the content of which corresponds to the main course program. The task of these clubs is to improve the knowledge and skills of students acquired in class.

3. Mugs. At which students are given practical tasks related to the formation of skills, abilities and knowledge on certain issues (flower growers, phenologists, aquarists).

4. Clubs devoted to special issues of biology studied in lessons (ornithologists, entomologists). These circles promote in-depth study of some narrow section of biology.

In recent years, there have been increasing trends in the development of circle work environmental and local history work; their scientific level has increased.

A special type of extracurricular activity is electives. Small groups of students of 15–17 people work according to programs or according to the teacher’s original programs. The purpose of elective classes is to give students a deeper knowledge of certain topics in biological science, significantly exceeding the scope of the school curriculum.

Optional classes, the second type of group classes, are also based on a voluntary basis. They differ from youth circles in that they must be carried out with small groups (no more than 10-15 people) of students according to special, more complex, in-depth and expanded programs of the Ministry of Education or according to programs drawn up by the head (teacher or specialist) of the elective.

The purpose of elective training is to give students knowledge and practical skills in various sections of biological, agricultural, methodological, pedagogical science in a volume significantly exceeding the school curriculum. It is also of great importance for the professional guidance of students, since only those who intend to work in agriculture or continue their education in special education are enrolled in elective classes. educational institutions(agricultural, pedagogical, biological, medical, etc.). In other words, the most appropriate electives now are the following profiles: biological, pedagogical, agronomic (field growers, vegetable growers, gardeners, beekeepers, machine operators, farmers, entrepreneurs, managers, livestock breeders), medical, environmental.

Class attendance is required for registered students. They are held according to a fixed schedule and the work of the leader-teacher of extracurricular activities is paid. It is very advisable that elective activities are carried out not only by school subject teachers, but also by invited scientists from universities and research institutes, experimental stations, highly professional production specialists - agronomists, livestock specialists, engineers, doctors, etc. The results of the elective activities may not be only the training of field farmers, livestock breeders, machine operators, drivers, projectionists, photographers and other specialists, but also the production of equipment for a biology classroom, a living corner, a school educational and experimental site. In short, the forms of extracurricular and youth work are diverse, voluminous and significant from applied and pedagogical points of view, because here there is not only the deepening and expansion of knowledge and the formation of skills, but also education in labor, moral, aesthetic, as well as instilling a sense of pride in oneself, one’s school, etc. Elective classes impose increased responsibility on the teacher, because here particularly interested and gifted students are eager to gain new, relevant, original knowledge. It is bad and unacceptable for electives to turn into additional extracurricular activities, for example, on solving problems, examples, exercises, preparing for tests, tests, exams. In contrast to ordinary subject classroom lessons, more active forms of preparation should prevail in elective classes: lectures, seminars, business and role-playing games, independent laboratory and practical work with literature, not only educational, but also special additional, writing and defending abstracts and, finally, independent performance of practical and especially research experimental work. All this together contributes to the development and formation of skills to independently and creatively apply the knowledge gained in the elective course in practice, in life.

Students cannot be forced to attend subjects that they have not chosen themselves. But some teachers force students to attend their electives. Often such teachers do not give high grades (4 and 5) in the quarter to students who do not attend their extracurricular classes. The reason is that he doesn’t take electives, which means he’s not interested in the subject, and therefore doesn’t deserve more than a C. This is unacceptable and unpedagogical.

A group of “assistants” is created in order to equip and maintain in proper order a biological laboratory, a living corner, and a school educational and experimental site. Undoubtedly, they should do what is within their power and is organically connected with the process of teaching biology. In particular, they produce teaching aids, devices, instruments, equipment, and tables. Prepare handouts, cages for small animals (rabbits, birds, etc.), shelves for indoor plants - Environment Day;

The effectiveness of any environmental action depends on the quality of its implementation on the ground using local history material.

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, the teacher unites them into temporary naturalistic groups, and subsequently into circles of young naturalists, working in which they take an active part 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.

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 is usually spent caring for indoor plants, issuing newsletters based on the use of materials from popular science periodicals, and holding “Entertaining Biology Hours.” 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.

All types of extracurricular activities go beyond the scope of biology curriculum. However, they are an integral part of the entire educational process, the most important means of educating and developing students of different classes. The organization of this work in school serves as one of the criteria for the creative work of a teacher, an indicator of his pedagogical skills and professional responsibility.