Whoa school. Project training and experimental site mbou ts School site
A training and experimental site is a specially equipped area near an educational institution, which is a collection of certain geographical, botanical and zoological departments, work in which contributes to the practical consolidation of students’ theoretical agrozootechnical knowledge, i.e. This is the basis for experimental work. In particular, Ya.A. Komensky pointed out the need to create a small garden at children's educational institutions, “where students should sometimes be allowed in and given the opportunity to enjoy the spectacle of trees, flowers and herbs,” and Zh.Zh. Rousseau considered gardening “the most important educational means.”
In Russia, one of the first school gardens appeared at the Noble Corps in St. Petersburg back in the 18th century. and contained collections of medicinal and cultivated plants. A botanical garden, created according to the system of C. Linnaeus, also existed in the Tsarskoye Selo Lyceum during the time of A.S. Pushkin, where each pupil had his own small separate area - a kindergarten. The rapid flowering of the propaganda movement for gardening for educational purposes began in the 60s. XIX century (N.I. Raevsky), in particular, school botanical gardens were created at the Pskov (N. Varnek), Belevsky real schools and the Pedagogical Museum of Military Educational Institutions (N.P. Zhivotovsky), a colony of juvenile delinquents in Okhta (A. Ya . Gerd). According to surviving descriptions, these were miniature botanical gardens, which included mainly wild plants, planted (sown) according to families, taking into account their aesthetic qualities and environmental requirements for their places of growth. At the end of the 19th century. There were attempts to raise the culture of agriculture through rural primary schools, for which school gardens were used. In the 30s XX century Based on the generalization of teachers’ experience, a system for organizing a school agrobotanical section begins to take shape (N.M. Verzilin “Agrobotanical section of a secondary school,” 1935), later expanded to an agrobiological one, with elements of animal husbandry.
At the present stage, planning a school site is not limited to elements of agrobiology. Its task is the most rational distribution of territory between all structural elements of the educational institution, including a sports ground, a play area for students in an extended day group, a recreation corner, a meteorological site and a biological part. To maintain the site in order, it is advisable to divide it into plot areas assigned to individual classes. Every day, those on duty in the classroom clean and hand over their area to the person in charge of the school. To perform seasonal work (tilling the soil, sowing, planting, watering, etc.), classes in socially useful and agricultural labor are used. Some types of work can be performed by members of biological circles, students attending an extended day group, which must be taken into account by the teacher responsible for the site when drawing up a detailed work plan indicating the timing of their implementation.
At the site, it is planned to organize a primary school department on a separate territory, although a joint form of work in the flower and decorative, fruit and berry, field and vegetable crops departments is often allowed. At the same time, the first form of management is methodologically more correct, which is due to the increased interest of younger schoolchildren in this kind of work than in children of other age groups.
At the preliminary stage of site development, it is necessary to thoroughly familiarize yourself with the terrain, soil properties, existing plantings and buildings. The site plan is created taking into account the natural and climatic conditions, size, configuration of the site, its “specialization” (garden, park, etc.), location of the school building, orientation in relation to sunlight, surrounding residential buildings, adjacent green spaces. In this case, it is necessary to take into account the basic rule of ecological design: the desire to imitate the natural state of plants in the natural world - in the depths, where water accumulates, you can arrange a pond, rock garden (rock garden).
The plan of the school site is brought to the attention of the school council and school administration, after which they begin to break down the site’s departments, playgrounds, and paths. The main stage of site development is the selection of cultivated and wild plant species that are adapted to the conditions of the area (with the help of a biologist, agronomist); determining the amount of planting material for hedges, park areas, etc.; planning flower beds; soil treatment for planting; arrangement, if possible, of an artificial reservoir, rock garden, etc.
In the future, it is advisable to carry out the following types of work: 1) lessons-excursions on interdisciplinary (core) topics: “Plants”, “Animals”, “Seasonal changes” in nature, “City Ecology”, “General Biology” (for high school) and etc.; 2) lessons-excursions when studying integrated natural science courses with an environmental focus; 3) practical exercises in the “Plants” section; 4) performing independent observations (phenological) when studying seasonal phenomena, the role of individual components in the life of the agrocenosis; 5) completion of summer assignments in natural science by primary and secondary school students; 6) practical classes and excursions with younger schoolchildren.
This department as a whole contributes to children’s successful acquisition of basic knowledge about nature, agriculture, some special work skills, and the development of a creative attitude to work.
The choice of crops is determined by local conditions and curricula. However, the normative divisions of this territory and activity include: 1) growing flowers, including annual ornamental flowers (poppy, zinnia, marigolds, asters), and leguminous plants, root crops (radishes, beets, carrots) and conducting simple experiments with them; 2) cuttings of currants and other plants; 3) growing seedlings of vegetable and flower-ornamental plants (in boxes, soil), sowing and planting them, caring for fruit trees and berry bushes, working with perennial flowers, practicing plant propagation by layering and dividing the bush. That is, at a school educational and experimental site for an elementary school there should be the following departments: vegetable, fruit and berry (orchard), flower and decorative, collection.
When organizing work at a school experimental site, it is necessary to have equipment that allows you to carry out all operations from soil preparation to harvesting, which, taking into account the characteristics of age, should be lightweight. The equipment is placed on hangers and stands, requiring systematic cleaning and maintenance (including cleaning and lubrication after seasonal work).
At the same time, the work of children in each department of the site has its own characteristics.
1. Growing flower and ornamental plants.
This topic involves working both directly at the school experimental site, in a greenhouse, greenhouse (planting dahlias, peonies, etc.), and in the classroom (wildlife corner, biology classroom) with indoor plants with good lighting required. Therefore, it is recommended to arrange a corner of wildlife and a workplace in the bright part of the room, closer to the windows.
In parallel, it is recommended to carry out the following experiments with floral and ornamental plants: the effect of light on the formation of chlorophyll in the leaves, darkening on the size of the leaves, picking on the development of seedlings when growing summer seedlings, removing faded flowers and inflorescences on the duration of flowering (calendula, marigolds, viola, campanula, eschscholzia, snapdragon, lupine, gillyflower), the amount and timing of fertilizer application at the beginning and duration of flowering of annual plants; studying varieties of asters, phlox and other wild plants and their cultivation on the site (medicinal, flowering), pollinating insects of certain groups of plants, etc.
2. Growing vegetables.
It is necessary to start work with a preliminary conversation about spring phenomena in nature, seasonal activities of people - about the beginning of the sowing campaign and its significance for agriculture, the timing and specifics of sowing individual crops. Classes can be conducted both in the classroom and directly near the plots. It is advisable to first divide all the reported material into blocks: theoretical, which can be communicated in advance, and practical, which requires visual, concrete, practical operations.
To conduct classes, you must have seeds (peas, carrots and other vegetable plants), buckets for carrying humus, sand for mixing (for example, with carrot seeds), measurements (sticks of the appropriate length - at the initial stage), marker or cords, labels.
Before sowing, the teacher provides the minimum necessary information about the species being planted. Work with any planted species is carried out in stages: a) general preparation for practical work; b) information about the plant: for example, peas are a cold-resistant plant (seed germination temperature 2 ° C), demanding moisture; seed planting period - late April - early May; planting method - with double-line ribbons. After an introductory conversation, the teacher shows the methods of sowing crops, followed by the children’s consolidation of the mastered technique on their plots; c) demonstration by the teacher (it is necessary to take into account that the distance between the furrows for low-growing varieties is 20 - 30 cm, for tall varieties - 40 cm, between plants in beds - 2 - 3 cm): when working with peas, adults are shown grooves 5–6 cm deep, the sowing procedure (methods of sowing seeds) is explained and shown; d) primary consolidation: two students repeat the operations shown by the teacher (after making sure that the children have mastered the sowing technique, the adult suggests moving on to frontal work); e) frontal work; f) students record the results of observations in diaries: dates of sowing, emergence of seedlings (in this case, individual seedlings are dried and glued as illustrations to the work), deadlines for completing all work; g) during harvesting, it is necessary to once again draw the children’s attention to the peculiarities of the nutritional parts of the plant that are significant for humans (for example, the roots of beets and carrots), the life span of the plant (biennial - root crops are formed in the first year, seeds are formed in the second).
The ultimate goal of work in the first grade is for children to learn in practice the basic rules of caring for plants.
3. Growing fruit and berry crops (II – III classes (III – IV classes)).
Work in this area involves consideration of a number of topics:
III class(propaedeutic in grades I and II): a) preparation for planting cuttings of berry crops (currants); b) planting cuttings followed by watering and mulching; c) caring for planted cuttings.
IV class: a) preparing berry bushes and fruit trees for winter; b) planting berries and ornamental shrubs; c) propagation of fruit and flower and ornamental plants by dividing the bush; d) planting rooted strawberry rosettes in a permanent place; caring for her.
4. Phenological observations at the training and experimental site.
Phenology- a system of knowledge about the seasonal development of nature, and observations of periodic (seasonal) phenomena in the life of the latter are called phenological, respectively: the appearance of the first thawed patches, the arrival of birds, the beginning of sap flow in plants, the beginning and end of flowering, growing seasons, the ripening of fruits and seeds, the beginning of leaf fall, the onset of frost, etc. This is the elementary and most common form of work with children of any age, which does not require lengthy preliminary preparation and arrangement of a specific place.
In particular, depending on the results of phenological observations, the following types of agricultural work are recommended: 1) flowering of willow - the beginning of tillage and sowing of early vegetables (carrots, parsley, turnips, onions, dill), selective sowing of oats, peas; 2) the beginning of bird cherry flowering - sowing flax, barley, spring wheat, beets; 3) the beginning of birch greening - planting seedlings of rutabaga, early cabbage, early varieties of potatoes; 4) flowering of bird cherry - mass planting of potatoes, sowing ornamental plants (sweet peas, asters) into the ground; 5) flowering of yellow acacia - the beginning of sowing cucumbers, beans, buckwheat; 6) flowering of winter rye - the beginning of haymaking and silage making; 7) determination of the beginning and end of the active activity of pests, the timing of their appearance, the most vulnerable moments of the life cycle.
Based on phenological observations, it is advisable to compile a nature calendar for your area or region (for which you need to have data for at least 5 years).
5. Experimental and practical work at the school site.
This type of work is mandatory within the framework of the activity-based approach to learning. Its task is to establish the influence of environmental factors on the life of plants and animals, conditions and methods of influencing the crop. Any work presupposes the presence of experimental and control variants, according to which the comparison will be made: for example, an experimental plot of plants fed with fertilizers and a control plot without fertilizing. There is a distinction between individual work - when isolating the factor under study from the general complex of operating ones (“the principle of the only difference”) and complex work (testing the action of a system of factors); assessed using measurements (biological method) and sensory organs (organoleptic).
The effectiveness of experimental work depends on its proper organization. The experiment must be preceded by a detailed plan indicating the following points: schematic plan of the site, placement of crops; schemes of field experiments; list of main observations; approximate deadlines and order of work; need for equipment, seeds, fertilizer.
To obtain reliable data, the experiment should be carried out in parallel on 5–6 plots of the same type (preferably over several years); for floral and decorative foliage species, the research period should be at least two years under normal growth conditions.
Experimental plants are considered to be those plants that are grown under the same conditions, therefore those located on the edge of the experimental plot are “protective” and are not taken into account when processing the results. For the accuracy of the experiment, agrotechnical techniques for caring for soil and plants must be the same in all variants of the experiment, as well as the quality and quantity of planting material.
In general, the following requirements are imposed for conducting experimental work on experimental and control plots:
a) selection for sowing, planting of plants, seeds of the same quality: fruit seedlings must be healthy, on uniform foundations, identical in development - thickness of the trunk and root collar, height, number and length of branches; the selection of young and fruit-bearing trees is carried out according to the diameter of the trunk and crown (taking into account the height of the latter);
b) simultaneous work: identical terms and conditions (wetting experimental seeds in a salt solution, control seeds in water);
c) simultaneous carrying out of weeding, loosening, watering and other types of agrotechnical work, including harvesting, on both the experimental and control plots;
d) qualitative and quantitative study of the influence of factors on plants; for this kind of complex experiments, more than two plots are allocated, for example: when studying the effect of irrigation on yield - the first plot without irrigation (control), the second - two waterings (option I), the third - three waterings (option II) - with all options in the experimental scheme is designated by numbers with a clear distinction between numbered plots on the ground;
e) compliance with the condition of equality of plots when choosing a site; should not occupy an area on a steep slope, although the use of gentle slopes without obvious soil erosion is allowed;
f) mandatory consideration of the results of the experiment, for example, the growth and fruiting of plants, environmental conditions; At the same time, observations of plants are conventionally divided into two groups - those carried out on all experimental samples (product yield, its quality - wildflowers, seedlings, harvest) and typical ones, specially selected in the amount of at least three from each plot (growth dynamics, crop formation);
g) to obtain comparable data it is necessary: when describing, select plants of the same age and planted at the same time, their parameters must correspond to the biological characteristics of the species, the description of ornamental plants should be carried out during the period of their full flowering; When assessing traits, a five-point system is used: “5” is the highest degree of severity of a particular trait (terry, pest damage, etc.), “0” is the complete absence of the trait.
Unfortunately, in recent years, in most city schools (due to the density of buildings, changes in the “status” of a city dweller perceived by adults and children), this form of work has been reduced to zero, although it is precisely its activity-practical aspect that allows schoolchildren to better assimilate the natural history material being studied. On small plots of land there is no real opportunity to place educational and experimental sites, hotbeds, greenhouses, and the minimum educational time and overload of children do not allow this kind of labor-intensive work to be fully carried out in caring for plants.
Growing vegetable, fruit and berry crops on a school plot is unacceptable in the city due to the environmental situation, but in the village it is possible to conduct observations at home. Therefore, when planning modern school sites, preference is given to wild plants and flower and ornamental crops, which can be objects for conducting simple experiments to identify the nature of the influence of fertilizers, fertilizing, daylight hours, humidity, temperature conditions and other factors on plant growth. It is possible to carry out the following forms of work: comparison of natural and artificial communities and identification of the coefficient of their commonality; environmental monitoring; observations of plants, insects, birds, earthworms. Therefore, the most appropriate, according to N.A. Scarecrow, is the organization of the departments of the biological part of the school site: 1) a collection of plants adapted to different environmental conditions; 2) a collection of plants with different morphological features; 3) “living herbarium”; 4) collection of medicinal plants; 5) collection of wild plants; 6) Darwin site; 7) arboretum; 8) tree and shrub nursery; 9) park flower and decorative department.
The set of possible works presented above in various departments of the educational and experimental site reflects the activity-practical nature of the work of junior schoolchildren in the course “The World Around us” and is aimed at integrating the natural sciences and agricultural foundations of education.
Municipal educational institution
"Secondary school" pst. Student
Experiments at the school educational and experimental site
biology teacher Elena Alekseevna Shostal
Code: SC-3270
Komi Republic
Ust-Vymsky district
Pst. Student, 2011
At our school, a plot of land with an area of 0.5 hectares is allocated for permanent use for educational and experimental work. The site has the following departments: vegetable, collection, decorative, fruit and berry, production, primary classes, arboretum. Work at the training and experimental site is an integral part of environmental education. In June there is a youth camp for students in grades 5-8. In July-August, students are on duty according to a schedule. The educational and experimental site is the basis for students’ experimental work. By performing simple experiments with plants, they consolidate, expand, and deepen the knowledge in biology acquired in class, acquire skills in growing plants, and become involved in collective work. In the process of carrying out experimental and practical work, students develop responsibility for the assigned work, they get used to completing the work they have started. Conducting experiments activates the cognitive and creative activity of students and develops research skills. The school site occupies an important place in students’ knowledge of nature, in nurturing their interest in the nature of their native land and in developing love and respect for it.
The main activity of students in the school area is research and experimental work. Experimental work will only be beneficial when it is carried out methodically correctly, if the basic requirements for field experiments are strictly met. This development describes a methodology for conducting practical work at a training and experimental site with students in grades 5-8. All proposed works have been tested and shown good results in solving educational and educational problems.
Methodology for conducting field experiments
First of all, it is important to choose the right topic for the experience. It should be interesting, accessible to students, relevant to biology curricula, and have local operational relevance.
The problem of any experiment can be solved by comparison, therefore, each experiment must have at least two plots: experimental - a variant in which one or another technique studied in the experiment is used, and control - a variant of the experiment in which this technique is not used. At the same time, it is important that all other conditions affecting the growth, development, and productivity of plants in both the experimental and control plants are the same. In order for the experimental data to be reliable, each experimental plot must be at least 2 sq.m. in size. From the moment of starting the experiment, students consistently note in the observation diary all the work they carry out, observations of plants, and in the fall, when harvesting, they take into account the harvest from the control and experimental plots and draw a conclusion about the experiment.
The diary of a young experience cannot be complicated; we must always remember that we are dealing with children 11-15 years old.
Diary sections:
1.Composition of the unit, indicating the unit
2.Theme of the experience
3. Area of each plot and number of replicates
4. Description of the site (soil characteristics, weeds, what fertilizers were applied, what crop was grown last year)
5.Purpose of experience
6.Scheme of experience
7. Drawing diagram of plot location
8. Biological characteristics of the experimental culture
9.Work diary
10.Observations of plants
11.Harvesting and harvest accounting
12.Conclusion and conclusions
13.General assessment of work
Experiments with pumpkin crops
| Experience Theme | Features of the work | Features of observations |
| 1. The effect of fertilizing with boron on the yield of zucchini. 2. Study of varieties of zucchini and pumpkin 3.Seedling and non-seedling methods of cultivating zucchini | At the beginning of fruit formation, feed the plants with boron (2 g of boric acid per bucket of water). Do not fertilize the control plot with boron. Sow zucchini (pumpkin) seeds in the soil, 2-3 seeds per hole of different varieties. Sow zucchini (pumpkin) seeds in the soil, 2-3 seeds per hole. Control - planting seedlings of the same variety grown in a greenhouse or hothouse. | Note the timing of the formation of female flowers and the yield in the experimental and control plots. Establish the difference between varieties. Note the appearance of flowers and fruit set on experimental and control plants. Separately calculate the yield and draw a conclusion. |
Experiments with carrots
| Experience Theme | Features of the work | Features of observations |
| 1. The influence of the timing of thinning carrot seedlings on the yield. 2. The influence of loosening the soil on the development of carrots. 3. The influence of pre-sowing seed hardening on carrot yield. 4. The effect of growth stimulants (sodium humate, epin, zircon, etc.) on the germination rate and yield of carrots. 4. Study of carrot varieties | Select three plots. On the first one, thin out if there is one true leaf, on the second - two true leaves, on the third - three true leaves. Select two plots. On one plot, maintain the soil in a loose state, on the other, do not loosen it. Soak the seeds in water and keep in a warm room for 4-5 days. On the first day, stir them after 3-5 hours, then 2-3 times a day. Place the swollen seeds in a pot, bury them in the snow or put them in the refrigerator for 10-15 days (at a temperature of 0 0 - 1 0 C). Sow hardened seeds on the experimental plot, unhardened seeds on the control plot. Soak the seeds in a growth stimulator according to the instructions. Sow treated seeds on the experimental plot, and sow soaked seeds in plain water on the control plot. Sow different varieties of carrots in separate rows on the plot. | Monitor the condition of plants and record the harvest from each plot. Explain the importance of timely thinning of seedlings to increase productivity. Monitor the condition of plants and record the harvest from each plot. Explain the importance of timely loosening of the soil for increasing productivity. Monitor the condition of plants and record the harvest from each plot. Explain the importance of seed hardening for increasing yield. Monitor the condition of plants and record the harvest from each plot. Explain how the growth stimulator affected the germination and yield of carrots. |
Experiments with beets
| Experience Theme | Features of the work | Features of observations |
| 1. Study of beet varieties 2. The effect of a 1% soda solution (solution of microfertilizers, growth stimulants) on beet yield. 3.Growing beets using seedlings and non-seedling methods. | Sow different varieties of beets in separate rows on the plot On the experimental plot, sow seeds that were kept for 24 hours before sowing in a 1% soda solution (in solutions of microfertilizers, growth stimulants - according to the instructions), on the control plot - seeds soaked in ordinary water. Plant seedlings in one plot and sow seeds in another. | Conduct comparative observations of plants. In the fall, take into account the harvest and determine the varieties that are most productive in your conditions. Conduct comparative observations of plants. In the fall, take into account the harvest. Draw conclusions. Conduct comparative observations of beet growth on both plots. Take into account the harvest separately. Draw conclusions. |
Experiments with cabbage
| Experience Theme | Features of the work | Features of observations |
| Growing cabbage of various biological varieties. | Red cabbage. Feeding area 60 X 40 cm. Savoy. Feeding area 60 X 40 cm. Colored. Cauliflower is more demanding of fertilizer, so it is necessary to add fertilizer to the soil. Feeding area 60 x 40 cm. Broccoli. Feeding area 60 X 40 cm. Feed with weak organic or complete mineral fertilizer. Brussels. Apply only phosphorus-potassium fertilizers to the soil. The feeding area is 70 X 70 cm, topping is to remove the apical bud on August 15-20. To determine yield, weigh the heads as you use them. Kohlrabi. Two-line planting - between rows in a tape 25 cm, in a row - 20 cm, between tapes - 60 cm. Fertilizing only with phosphorus-potassium fertilizers. Harvesting is carried out selectively; when the stem fruit reaches a diameter of 5–7 cm, cut off right under the stem fruit. | Establish what are the biological differences between cabbage varieties. Use the results of the experiment in biology lessons. |
Experiments with potatoes
| Experience Theme | Features of the work | Features of observations |
| 1. The influence of planting material on potato yield. 2. The effect of local application of fertilizer during planting on potato yield. 3. Study of potato varieties. | For planting on different plots, take: 1) whole large tubers; 2) whole small tubers; 3) large tubers, cut on the day of planting, each part with two or three sprouts; 4) tops from large tubers; 5) eyes with pieces of cone-shaped pulp in 1-2g (25-30 days before planting in the ground, eyes are planted in a seedling box, grown seedlings 10-12 cm high are planted in a plot with a distance of 8-10 cm in a row). Planting in the ground should be carried out simultaneously for all types of planting material. Select 4 plots and plant them with tubers. When planting, add various fertilizers to each plot: on the first - a handful of humus, on the second - a spoonful of wood ash, on the third - a spoonful of granular fertilizer, on the fourth - a fertilizer mixture consisting of a handful of rotted manure or peat with a spoonful of superphosphate and a spoonful of lime. Plant two rows per plot with tubers of different varieties, one at a time. Each region has its own standard varieties. | Monitor the development and yield of potatoes in each plot. Note the time of emergence, flowering, and the beginning of tuberization. Separately take into account the harvest and draw a conclusion about what additional sources of planting material can be used. Use the results of the experiment in a biology lesson when studying methods of plant reproduction. Maintain separate observations and records of the harvest for each plot. Conclude which types of fertilizer are most effective on your soils. |
Experiments with vegetable, fruit and berry, grain and flower crops
| Experience Theme | Features of the work | Features of observations |
| 1.Study the effect of light on the germination of seeds of various crops (lettuce, spinach, radishes, tomatoes, etc.) 2. Study of aster varieties. 3. Identify the optimal timing for sowing asters for seedlings 5. Study of the influence of mineral fertilizers on the growth and development of grain crops (barley, oats, wheat). 6. Identification of the best doses of fertilizers (potassium, nitrogen, phosphorus, complex) for the growth and development of barley. 7. Study of the effect of aloe juice on the rate of germination of radishes (dill, lettuce, peas, etc.). 8. Study of the influence of picking on the growth and development of asters (marigolds). | The same number of seeds of the test crop is sown in flat cups filled with soil. Some of the cups are exposed to bright light, others are placed in a dark cabinet or covered with light-proof material. Keep the cups at the same temperature. In seedling boxes filled with nutritious soil, sow seeds of different varieties separately, scattered or in rows in furrows and cover with a layer of sand to the thickness of the seed. Lightly compact the soil, water it carefully, cover the box with glass and move it to a warm place closer to the light. With the appearance of the first two true leaves, plant the seedlings into pots. After hardening, plant the seedlings in beds with a distance of 5 X 5 cm (increase the distance for tall varieties). Sow seeds in seedling boxes filled with nutritious soil at different times (March 10, 20, 30, April 1, 10 and 20). With the appearance of the first two true leaves, plant the seedlings into pots. After hardening, plant the seedlings in the garden bed. Cut annual ripened shoots at least 5-8 mm thick, with well-developed buds. Cut into pieces (cuttings) at least 25-30 cm long. Make the lower cut obliquely under the bud, and the upper cut straight, 3-4 cm above the bud. Treat some of the cuttings with growth stimulants according to the instructions, but do not treat some. Plant the cuttings in plots for rooting. The cuttings are planted at an angle of 45 0 at a distance of 15-20 cm so that only 1-2 buds remain above the ground. Care for cuttings in the experimental and control plots is the same (watering, loosening). Add mineral fertilizers to the soil of the experimental plot according to the instructions or 100 g of ammonium nitrate, 200 g of superphosphate, 50 g of potassium salt per 1 m 2. Do not apply fertilizer to the soil of the control plot. Sow the seeds in rows. | The first, mass shoots are noted, and the number of sprouted seeds in all cups is counted simultaneously. Draw a conclusion about the influence of light on the germination of this crop. Use the results of the experiment in biology lessons. Observe the growth and development of each variety of asters (emergence of shoots, the first two true leaves, the beginning of budding and flowering, intensity and duration of flowering). Identify the varieties most suitable for growing in your area. Observe the growth and development of asters: the appearance of seedlings, the first two true leaves, the beginning of budding and flowering, the intensity and duration of flowering. Draw a conclusion about the optimal timing of sowing seeds for seedlings for your area. Observe the formation of roots and leaves and the growth of shoots. Draw a conclusion about the effect of growth stimulants on the rooting of cuttings. Observe the growth and development of plants. Measure the length of the straw and separately the ear, the weight of the grain on the experimental and control plots. Draw a conclusion about the influence of fertilizers on the development of this crop. Use the results in biology and chemistry lessons. Observe the growth and development of plants. Measure the length of the straw and ear, compare the weight of grain on the experimental and control plots. Draw a conclusion about the best dose of this fertilizer for the growth and development of barley. Mark the first and mass shoots on the experimental and control plots. Observe the growth and development of plants. Draw a conclusion. Observe the growth and development of plants. Note the beginning of budding and flowering, the intensity and duration of flowering. Draw a conclusion. Use the results in biology lessons when studying the topic “Root growth” |
Conclusion
The school site occupies a special place in the educational process of the school, as it contains great opportunities for the formation of environmental knowledge and environmental culture of schoolchildren, and the development of research skills. The forms of work at the school educational and experimental site can be very diverse, but experimental work has been and remains the main form of student activity. At our school, the school site is an environmental laboratory for schoolchildren, in which lessons, excursions, practical work, youth club classes, experimental and other extracurricular activities are held.
This development can provide some assistance to teachers of rural schools, especially beginners, who want to organize educational and experimental work in their school. The proposed experimental topics, at the discretion of the teacher, can be complicated or modified, and applied to other cultures.
Literature
Litvinova L.S., Zhirenko O.E. Moral and environmental education of schoolchildren: Basic aspects, event scenarios. 5-11 grades. - M.: 5 for knowledge, 2005.-208 p.
Paporkov M.A. and others. Educational and experimental work in the school area: A manual for teachers / M.A. Paporkov, N.I. Klinkovskaya, E.S. Milovanova. - M.: Education, 1980. - 255 p.
Popova T.N. Ecology at school: Monitoring the natural environment: Methodological manual. - M.: TC Sfera, 2005. - 64 p.
Site structure.
Square:2100 m2 (21 acres).
Logistics:tractor MTZ-80, plow, cultivator, hiller, trailer, hose (100 m), equipment (shovels-10 pcs., rakes-10 pcs., hoes-10 pcs.), greenhouses-2 pcs.
Production Department.
The school experimental section consists of departments:
vegetable - 2.25 acres;
field - 1 hundred parts;
fruit and berry - 2 acres;
nursery - 1 hectare;
collection-systematic - 1 hundred parts
floral and decorative - 3 acres;
environmental - 11 acres;
seed-growing - 15 m 2 ;
primary classes - 35 m 2 .
The path between fields is 0.7 m, between departments - 1 m, general - 1.5 m.
Organization of classes: on labor training (May, September), on biology.
Field training (summer practical work):
selection of links and composition of links;
the land area is assigned to the link;
experimental work;
practical work;
maintaining and preparing diaries.
2 ).
Department of field crops: wheat, oats, sunflower, corn, fodder beets (1 hundred square meters = 100 m 2 ).
Seed growing area (15 m 2 ): carrots, beets, cabbage.
Opytnichesky (125 m 2 ): carrots, potatoes, cucumbers.
Department of vegetable crops (225 m 2 ): carrots, beets, onions, beans, zucchini, tomatoes, cabbage.
Department of Taxonomy and Collections (20 m 2 ).
Arboretum and environmental department (1100 m 2 ): birch - 22 pcs., elms - 7 pcs., rowan - 5 pcs., bird cherry - 11 pcs., hawthorn - 100 pcs., white acacia - 4 pcs., euonymus - 3 pcs., spruce - 19 pcs. , maple - 21 pcs., linden - 15 pcs., larch - 3 pcs.
Nursery (100 m 2 ): seedlings of tree species (chestnut, linden, oak, maple, fir tree).
Floral and decorative (3 acres): perennial dahlias, gladioli, hollyhocks, peonies, lilies, pansies, carnations, phlox, irises, tulips, daffodils, asters /perennials/; decorative cabbage, marigolds, Iberis, marigolds, asters /annuals/.
Goals and objectives.
educational - study plant biology, consolidate knowledge of morphology and anatomy, taxonomy, and agricultural technology of plants acquired in biology and agricultural lessons;
developing - develop aesthetic taste, skills of experimental work with cultivated plants;
raising - to instill in students a caring attitude towards work and nature;
other :
ensuring the strength of students' knowledge and their deep understanding of the foundations of modern sciences is one of the main tasks facing the school at the present stage;
preparing students to work in market conditions in connection with the transition to a market economy;
training in creative work using theoretical knowledge in order to find opportunities to increase yields;
equipping the biology classroom with visual aids.
Objectives of the experimental work:
consolidate and expand students' knowledge;
to develop skills and abilities in growing cultivated plants;
develop cognitive interests;
Practical work on the site gives students the opportunity to better understand the process of development and life of plants in unity with the environment, fostering a love of work and respect for nature.
Learning Objectives:
Familiarization with agricultural technology for cultivating field, fodder, industrial and fruit and berry crops;
Mastering the techniques of experimental work, learning the skills of recognizing species and varieties of cultivated plants by their biological characteristics and appearance.
Grow:
potatoes - 3000 kg,
carrots - 400 kg,
beets - 400 kg,
tomatoes - 100 kg,
greens - 5 kg,
cucumbers - 200 kg,
beans - 4 kg,
zucchini - 100 kg,
onions - 50 kg,
garlic - 10 kg,
currants - 40 kg,
apples - 2000 kg.
Collect collections:
cereal family (1 class),
nightshade (2 cl.),
lily (3 classes),
Rosaceae (4 grades),
cruciferous (5 grades),
legumes (5 cl.),
“root systems” (6 grades),
“structure of a flower” (7 grades),
“types of inflorescences” (8 grades),
fruits and seeds of monocotyledonous and dicotyledonous plants (10 cells).
Collect seeds:
cucumbers - 40 g,
beets - 20 g,
tomatoes - 20 g,
cabbage - 20 g,
carrots - 20 g.
Continue working in the nursery of tree and cultivated plant varieties:
sow seeds of coniferous trees (spruce, pine),
plant acorns
set up a nursery for currants,
carry out environmental activities “Cleaning the school garden and school grounds from branches and debris”,
take protection of anthills,
hold an ecological week, an exhibition “Gifts of Autumn”, an autumn ball, earth and bird festivals.
Analysis of work for the past year.
Production activities.
Produced: potatoes - 2500 kg, vegetables - 900 kg, berries - 40 kg.
Seedlings grown: cabbage - 700 pcs., tomatoes - 800 pcs.
Vegetable seeds collected: dill - 20 g, cucumbers - 20 g, cabbage - 10 g.
Flower seeds collected: mallow - 3 g, annual dahlias - 5 g, cloves - 10 g, gladioli bulbs - 50 pcs., dahlia tubers - 50 pcs.
Environmental work.
Forests planted - 1 hectare.
Taken under protection - 1 anthill, 7 springs.
Held: ecology week, earth festival, bird festival, nature excursions.
Department of vegetable crops (12 acres).
The department works with students in grades 5-8. The department has a vegetable crop rotation and a seed growing area (seeds of vegetable crops are planted - beets, carrots, cabbage).
Vegetable crop rotation scheme:
Field - root crops.
Legumes.
Cabbage.
Cucumbers.
Tomatoes.
Rotation table.
| 2007 | 2008 | 2009 | 2010 |
| Carrot | Cabbage | cucumbers | Cabbage |
| Legumes | cucumbers | Tomatoes | cucumbers |
| Cabbage | Tomatoes | Roots | Tomatoes |
| cucumbers | Roots | Legumes + onions | Roots |
| Tomatoes | Legumes | Cabbage | Legumes + onions |
Alternation of crops can be:
| Cabbage, root vegetables, beans, peas, beans | Cucumber, cabbage | Radishes, peas, beans, garlic |
|
| Cabbage, root vegetables, greens, zucchini | Carrots, cucumbers, onions, cabbage |
||
| Pepper, cabbage, onion | Cabbage, beets, carrots |
||
| Cucumbers, legumes, onions, root vegetables | Cucumbers, cabbage, beets, dill, onions for greens | ||
Experimental plot (5 acres).
Subject : Formation of additional tubers on the potato stolon .
Target : studying the role of 3-time hilling in increasing potato yields.
Plant the sprouted potatoes in the ground.
Hilling three times a day, alternating weekly.
Observation of plant development.
Harvesting. Conversion into centners per 1 hectare.
Subject : Varietal study of carrots .
Target : study the yield of carrots depending on the variety.
Sowing seeds.
Germination.
Agrotechnical measures (loosening, watering, weeding).
Harvesting. Conversion of yield into centners per hectare.
Subject : The role of pinching cucumbers on their yield .
Target : the effect of pinching on increasing yield.
Sowing.
Agrotechnical measures.
Pinching at the 4th leaf stage.
Monitoring the development of plants and the appearance of fruits.
Conversion of yield into centners per hectare.
Field crops department (100 m2 ).
In the department we grow grain and industrial crops. We grow field crops in a crop rotation system.
a) busy couple,
b) grains: wheat, oats, corn,
c) technical: sugar beet, sunflower.
Seed department (20 m2 ).
Here we grow carrots, beets, and cabbage to provide them with seeds.
Primary school department (35 m2 ).
We grow: radishes, carrots, beets, beans, cucumbers.
1st field: root vegetables (carrots, beets);
2nd field: vegetables (cucumbers);
3rd field: cabbage;
4th field: beans.
Target : to accustom students to respect plants, to instill skills in the simplest agricultural techniques.
Flower and decorative department (300 m2 ).
Located in front of the school. Annual and perennial flowering plants are grown. Seed sowing is carried out in April and May.
Environmental department (100 m2 ).
There are 25 plant species growing in this department.
Uneven path.
Arboretum.
Water.
Rock garden.
Calendar of flowering dates.
Ecological trail.
Darwin site.
Collection department (100 m2 ).
It is organized according to the principle of the importance of plants in human life; plants that are not included in the collection of field and vegetable departments are grown there.
Purpose of the collection : show the diversity of plants, which will contribute to the development of interest in them, the science of biology, and aesthetic education.
Plots: 1.5 m2.
Path: 0.5 m.
Labels: family, genus, species.
There are families: 8-12.
It is necessary to grow medicinal herbs: chamomile, valerian, elecampane, St. John's wort, coltsfoot, wild strawberry, lily of the valley, rosemary, celandine, broadleaf plantain, dandelion. Technical: honey, fodder, melons, essential oils. Section of biology (general biology) - to demonstrate the variability of leaves, stems, and heredity phenomena. Spicy: mint, coriander, salads.
Fruit and berry garden (4500 m2 = 45 acres = 0.45 hectares).
Species - 7, varieties - 11. Varieties of apple trees: common Antonovka, Welsh, Slavyanka, Moscow pear, autumn striped. Pears: thin branch (3 pcs.). Cherry: Turgenevskaya, vole (5 pcs.). Gooseberries: 2 bushes. Black currant: 30 bushes (dove - 20 pcs., Michurin memory - 10 bushes).
The gardens were planted 35 years ago. Pruning was carried out in 1994, 2002.
Biology classes are held in the garden with the aim of mastering the course in general biology “Heredity and Variability”.
The currants are dug up twice and students from different classes take care of them.
Nursery (150 m2 ).
For the nursery, soils that are not waterlogged are necessary, since waterlogging contributes to the delay and termination of plant growth. In the nursery we grow: garden strawberries, tree species (spruce, maple, weeping willow, horse chestnut).
Production department (1 ha).
Target : growing potatoes to supply the school canteen and reduce the cost of feeding students.
Environmental department can be created on the basis of an arboretum, gradually reconstructing it by placing each species, taking into account its ecological niche. The largest part is allocated for trees and shrubs, the smaller part for steppe grasses. Larch is planted on the northern side, fir, spruce, pine are planted to the south, then a zone of mixed forests, deciduous trees, a model of the ecological series of trees is created, starting with forest-tundra and ending with forest-steppe.
There should be shade-tolerant and light-loving trees: fir, linden, spruce, maple, ash, oak, aspen, birch, pine, larch (intraspecific struggle can be observed here).
Rowan, bird cherry, and some types of willows are planted separately. Red currants love shaded places than black currants, and hawthorn, rosehip, and hazel love lighted places. In coniferous plantations, blueberries, lingonberries, wood sorrel, wintergreens, mynika, ferns, mosses, and lichens are grown. In mixed and deciduous forests - lily of the valley, honeydew, lungwort, hoofed grass, etc. Propagate various forest mushrooms: porcini mushrooms, aspen mushrooms, boletus mushrooms, boletus mushrooms, milk mushrooms, russula, fly agaric mushrooms. On the south side, plant herbaceous plants in open spaces: cereals, green strawberries. It is desirable to have medicinal plants: sea buckthorn is not only medicinal, but also improves the soil. In low places, alder, willow, and moisture-loving grasses are propagated; in higher places, drought-resistant species are propagated. In these places, do not remove leaves, only branches and dry grass. The department should have an anthill (red forest ants), birds, that is, producers, consumers, decomposers, clear paths. Description of species - natural and economic value. Birch and pine should not be planted close together, as they are antagonists.
Darwin site.
The site is laid in an open place. The site is divided into even squares, with paths between them, a layer of soil is removed from the squares - 40 cm, paths without weeds. The wind and birds bring seeds of various plants to the site, which grow wildly for the first two years, then annual weeds are replaced by biennials and perennials, and woody plants appear. The squares are filled with different materials level with the paths (control - not filled with anything), tops, fuel oil, clay, various types of manure, sand, straw, waste paper, leaves, sawdust, glass, broken brick, bark, rubber, coal rock, ash, etc. etc., no weeding, watering, observe the appearance of vegetation and animals.
Rock garden.
Pour out a high hill from the soil, randomly place granite stones, concrete ingots, and driftwood on it. If there are a lot of stones, you can arrange grottoes, caves, rocks, here students can see which plants grow at the foot, which at the top, in the spaces between the stones. The rock garden is a refuge for animals.
Water.
You can install a tank, next to it there are benches, a log, weeping willows.
Required for 1 hundred square meters of seeds:
Carrots - 50 g.,
Red beets - 300 g.,
Onion - 100 g.,
Cucumbers - 15 g.,
Radishes, pumpkin, zucchini - 500 g.,
Dill - 50 g.
Purchased: Bordeaux beets - 173 g, carrots - 60 g, cucumbers - 60 g, Stugert onions - 2 kg.
Inventory . To work on the site, the following equipment is required: shovels - 30 pcs., rakes - 15 pcs., hoes - 20 pcs.; available: shovels - 10 pcs., rakes - 4 pcs., hoes - no.
Material to be worked on: labor training, environmental education, environmental work, greenhouses (vegetables, flowers), nurseries (fruit and berry, tree and ornamental), species composition, floral and decorative design, clearly identify departments (junnats, ...), draw up all research work with conclusions and participation in exhibitions. Keep observation diaries since April. Plan the collection of medicinal raw materials, purchase of pest control products, and conduct training on labor safety.
Prepare a report on the results of the work :
- Training and experimental site.
total area
departments
floral and decorative department (types) -
nursery of fruit and berry crops (what is grown)
arboretum
environmental department with arboretum
flower clock
alpine slide
presence of greenhouses (how many)
youth department
seed production
experimental work
Quality of grown products.
potato
beet
carrot
cabbage
cucumbers
tomatoes
onion
zucchini
beans
garlic
apples
greenery
Total:
vegetables -
potatoes -
fruit -
Prepared:
jam -
dried fruits -
fresh frozen
fruit -
The school's work on nature conservation.
made:
nesting -
feeders -
planted
trees -
bushes
collected
medicinal raw materials -
cones -
feed -
flower seeds -
vegetable seeds -
forests planted (ha)
work of the "green patrol"
Naturalistic circle at school.
Full name of the circle leader
Name of the circle
Members of the circle: total young people, by class
Theoretical issues studied in the circle
Practical affairs mug
Holidays, excursions, meetings with specialists, with nature lovers, held in a circle (how many and on what topic)
Experimental work and its results
Results of the circle's work
Availability of documentation reflecting the work of the circle.
| District, school | Research topic | Supervisor | Direction of research (UAU, forestry, team) | Number of students involved in the study. activity | Summing up form (participation in seminars, competitions) |
Instructions for student labor protection at school educational institutions.
Work in work clothes and shoes (robes).
Planting thorny bushes and poisonous plants is prohibited at the UOU.
Carry pointed tools (shovels, rakes, forks) in an upright position, with the working part down.
Tools must be appropriate for the age and height of the students. Watering cans are used with a capacity of up to 4 liters.
Before starting work (classes) at the educational institution, the teacher must provide children with instructions on labor safety.
Digging up the ground with a shovel, they work alternately with their right and then with their left legs.
While working at the UDU, you cannot weed by hand, or it must be done with extreme caution.
When carrying earth, follow the rules indicated by the teacher.
When carrying heavy objects, load both hands evenly.
Follow the rhythm of work indicated by the teacher.
To avoid overwork, take 10-minute breaks from work every 20-30 minutes.
When using a shovel, be careful not to injure your feet.
Don't handle pesticides.
Do not eat unwashed root vegetables, vegetables, and berries.
At the end of work, clean the equipment and wash your hands with soap.
In case of injury, contact your teacher.
Contents of work for the future:1. Organization of departments of the educational institution - April-October
- registration of departments May-June;
- implementation of the plan of agrotechnical measures - throughout the year;
- implementation of the educational program at the educational institution - throughout the year;
- maintaining areas in good aesthetic condition - throughout the year;
- preparation of educational institutions for acceptance by the commission of the city education department - 3rd ten days of August;
- summing up the results of work at the UOU - October.
2. Implementation of educational educational programs at the school educational institution
- organize agricultural labor lessons for students in grades 5-7 - September, May;
- summer work practice;
- the work of the environmental team on landscaping the neighborhood;
- make plant herbariums on the topic “plant taxonomy” for biology lessons in 7th grade - July-August;
- update plant herbariums on the topic “root systems”, “Inflorescences”;
- prepare food for birds (weed seeds, berries, wild trees and shrubs for winter feeding of birds) - August-October;
- to prepare seeds of annual and biennial flower and ornamental crops for holding an exhibition and sale of seeds - August-September;
- prepare seeds of vegetable, field, flower and ornamental crops for work in the next academic year - August-September.
3. Organization of summer educational practice at the educational institution
- together with the school administration, draw up a schedule of summer practice for students in grades 5-7 - April;
- prepare instructions on safety rules once with each group of students at educational institutions and safety when working with agricultural equipment;
- organize practical work for students in all departments of the educational institution - June-August.
4. Organization of experimental research work at the educational institution.
4.1. Conduct practical work with students taking into account the plan of agrotechnical activities.
4.2. Ensure compliance with TB, sanitation and hygiene when carrying out agricultural work with children.
4.3. Carry out experimental work:
- propagation of honeysuckle honeysuckle by green cuttings;
- propagation of honeysuckle honeysuckle by cuttings using growth substances;
- variety study of basil;
- growing lilies from baby to bulb;
- growing alyssum, petunia, tobacco using seedlings;
- growing ornamental plants from seeds (golden yarrow, crimson yarrow);
- propagation of mahonia holly by seeds.
5. Organization of mass naturalistic work.
Organize and conduct youth holidays:
a) “Bird Day” - March;
b) “Earth Day” with labor landings in the school district.
6. Organization of excursion activities.
Conduct excursions with school students on the following topics:
- Seasonal phenomena in nature;
- Species diversity of plants (collection department);
- New agricultural and flower and ornamental crops at the UOU;
- Ecological groups of plants;
- Ecological state of the treatment facility;
- Design of flower beds.
7. Organization of production activities at the educational establishment.
Grow:
- flower seedlings - 500 pcs.;
- vegetables - 300 pcs.;
- plant seedlings for the collection department - 500 pcs.;
- seedlings of ornamental shrubs - 50 pcs.;
- berry bushes - 20 pcs.
Sow:
- seeds of mahonia holly for subsequent landscaping of the school grounds.
8. Organization of work to expand the range of plants at the educational establishment.
- Expand the range of species in the collections department.
- Purchase seeds of new varieties and types of vegetable crops.
- Expand the range of flowers, ornamental trees and shrubs.
9. Conduct an inventory of green spaces on the school grounds.
10. Study of technologies for growing new crops in open ground.
11. Organization of educational activities.
Conduct consultations for students, teachers, parents on the following topics:
a) Vegetative propagation of indoor plants and ornamental crops.
b) Growing seedlings of flowers and vegetables.
c) Methods of protecting plants from pests and diseases.
d) New crops and technologies for their cultivation.
e) Design of flower beds.
f) Registration of the territory of the UOU.
Conduct teaching practice for students of the biological department of the Faculty of Natural Geography of Voronezh State Pedagogical University on the basis of the school - for a year.
12. Organization of work to strengthen the material and economic base of the educational institution:
- make 20 boxes for growing flower and vegetable seedlings;
- prepare garden tools for spring and summer work (shovels, rakes, watering cans, scythes, pruners, stretchers);
- purchase organic and mineral fertilizers;
- purchase flower and vegetable seeds;
- purchase plant protection products from pests and diseases;
- choose a place and dig a compost pit;
- prepare the water supply system for summer operation.
Municipal budgetary educational institution
middle School of General education
2011
Unit No._______ students of _______ class MBOU
secondary school
S.Bolshaya Polyana
Terbunsky district, Lipetsk region
20___
Squad composition
Introduction.
Theme of my work: medicinal plants of my village.
Relevance:
I live in the village of Bolshaya Polyana. This is a very beautiful place. Various plants grow here, many of which have medicinal properties. I chose this topic because one of the pressing problems today is the preservation of human health. To treat some diseases, it is better to use natural herbal remedies because pills have side effects. In addition, medications are expensive. Therefore, it is useful for people to know about the use of medicinal herbs. I want to learn about such plants growing in our area and learn how to use them. This topic interested me very much, and I decided to conduct my research work.
Target : study the medicinal plants of your area.
Tasks :
Get acquainted with literary sources that could give me complete information about the medicinal plants of my area;
Having studied the flora of your neighborhood, identify which plants are considered medicinal;
Study the rules for preparing and storing medicinal raw materials;
Try to grow some medicinal plant at the UOU.
Object of study: terrain of the central black earth region.
Subject of study: medicinal plants of my area.
Hypothesis : if you know about the use of medicinal plants, you can cure some diseases better and cheaper.
Plan:
1.Choosing a topic.
2. Drawing up a research plan.
3.Collection of material.
a) Think for yourself.
b) Ask another person.
c) Learn from books.
4. Summarize.
5. Conduct a survey.
The village of Bolshaya Polyana, where this study was conducted, is located 30 km from the regional center and 100 km from the city of Lipetsk.
The distance to the Don River is 20 km. The terrain is flat, the climate is temperate continental, the average January temperature is -15, the average July temperature………...
Knowledge of the geographical location and climate helped me determine which plants could be found in a given area.
Is this topic relevant? I think so. After all, a person’s health is the most valuable thing he has, and if we ourselves can take care of it by applying knowledge about medicinal plants, then our health will be increased for many years.
1. Main part
1.1. From the history of the use of medicinal plants
Attempts at treatment with medicinal herbs have been made since the time primitive man collected various roots. The first documentary mentions of the use of medicinal plants date back to the Ancient World. Using plants for food, people gradually began to notice that they had healing properties. Thus, medicinal plants were used in Ancient Egypt, China, Greece, etc.
For example, the Egyptians knew how to relieve spasms and pain from various ailments. They used celery or saffron to relieve rheumatic pain, pomegranate to fight tapeworms, henbane to relieve colic and other medicinal plants, as well as various essential oils and resins. The ancient Greeks knew how to use mineral springs, mud treatments, various oils and medicinal herbs. And the Indians actively used noble metals in healing: lead, mercury, zinc, antimony, sulfur, etc.
Information about the use of the healing properties of plants in ancient times can be gleaned from ethnography and archeology.
Thus, studying, for example, the Australian tribes, individual tribes of Central and South Africa, and the Amazon Indians, ethnographers found that, apparently, there was no tribe on earth that did not know medicinal plants. As a rule, information about the healing properties of plants was not the property of all members of the tribe, but was concentrated in certain families, where this knowledge, mostly under the cover of secrecy, was passed on from father to son (or from mother to daughter, for in some tribes healing was a privilege women).
The achievements of modern medicine became possible mainly thanks to the contribution of a huge number of people who described medicinal plants, figured out how to care for them, how to collect them correctly and tested their effects on themselves. For example, the Babylonians drew attention to the loss of medicinal properties of many medicinal plants when they were stored in the sun. Thus, the well-known principle of drying medicinal herbs in a place protected from direct sunlight was discovered.
Even in ancient times, it was noticed that the properties of collected medicinal herbs also depended on the time of collection. Some medicinal plants are collected in the early morning, and others at night, the same applies to the seasons.
The first written sources contain even more information. The most ancient of them, clay tablets discovered in Assyria, already contain information about medicinal plants; Moreover, along with a description of various medicinal plants, it is indicated against what diseases and in what form this plant should be used. The Assyrians borrowed their information about medicinal plants mainly from the Sumerians and Babylonians; tablets compiled by Assyrian scribes list plant names in Assyrian, Babylonian, and Sumerian.
Obviously, the Assyrians made quite extensive use of the healing properties of medicinal plants. It is known, for example, that in the capital of Assyria, Nineveh, there was even a garden where they were grown.
There is an Arab legend about the discovery of the healing properties of coffee tree beans by a shepherd who noticed that his goats were eating the fruiting branches of this tree, after which they came into a great mood and had fun all night.
At the beginning of our era, Roman doctors continued research into the healing properties of plants. The classic work of the physician Dioscorides “On Medicinal Herbs” and the multi-volume treatise of the commander and naturalist Pliny the Elder “Natural History” have been a reference reference for European doctors for more than 1500 years.
The most important work of that time was the “Canon of Medical Science” by the Arab scientist Ibn Sina (Avicenna). In the 12th century. this treatise was translated into Latin and for many centuries remained one of the main medical aids in medieval Europe.
In the Middle Ages in Europe, herbalism and healing were mainly carried out by the church. In numerous monasteries, growing so-called “pharmacy gardens” and caring for the sick were considered part of the Christian duty of the monks. The monasteries managed to preserve and pass on to future generations the medical and botanical knowledge of previous centuries.
During the Renaissance, with the advent of the first botanical gardens and the discovery of the New World, the number of plants used in medicine expanded, and the invention of the printing press contributed to the popularization of medicinal and botanical works. As this knowledge went beyond the walls of the monasteries, practical healing skills in the traditions of Hippocrates began to become increasingly important.
The 18th century was marked by enormous progress in medicine. Scientists sought to isolate active substances from medicinal plants and use only them for treatment. In subsequent centuries, many active substances were synthesized. In the 20th century synthetic drugs have almost replaced traditional natural drugs based on medicinal plants.
1.2. Classification of medicinal plants
The following categories of medicinal plants are usually distinguished.
Official medicinal plants are plants whose raw materials are approved for the production of medicines in the country.
Pharmacopoeial medicinal plants - official plants, requirements for the quality of medicinal plant raw materials.
Medicinal plants of traditional medicine - most of the plants in it are relatively poorly described, and information about the effectiveness of their use has not undergone the necessary testing using modern pharmacology.
1.3. Use of medicinal plants
Medicinal herbs contain at least one substance that has medicinal properties. This substance or substances are often unevenly distributed throughout the parts of the plant, so when collecting medicinal herbs you need to know where the beneficial elements are concentrated and at what period of plant development their concentration is maximum.
The main methods of using raw materials of medicinal plants: production of medicines for internal and external use.
Water is used internally extraction: infusion , decoction , hydroalcoholic, oily extracts (tincture,extracts ) from medicinal plant materials or collections. Juice is obtained from the juicy fresh parts of official plants.
For external use:herbal bath , wrap , lotion , compress .
Various medicinal plant materials are obtained: grass, flowers, leaves, rhizomes, roots, fruits, seeds, bark, buds, etc.
1.4. Objects and methods of research.
1.4.1. Study of designated areas.
To conduct research, I selected the following areas: a plot in the vicinity of the pond in the village of Bolshaya Polyana, the courtyard of a house, and, of course, my own house. As a result of studying the species composition of the flora (see Appendix 1), carried out using the usual description of plants, I identified the following medicinal plants:
Table 2. Medicinal plants of the studied areas.
T., many pages
Leaves
Bird's knotweed
T., many pages
Aboveground part
Sweet clover
T. Odnol.
Leaves, inflorescences
Calendula
T., many pages
Inflorescences
T., many pages
Leaves
Stinging nettle
T., many pages
Aboveground part
Burdock
T., many pages
Leaves
Common coltsfoot
T., many pages
Leaves
Peppermint
T., many pages
Aboveground part
Melissa officinalis
T., many pages
Leaves
Dandelion officinalis
T., many pages
Leaves
Common shepherd's purse
T., monol.
Aboveground part
Large plantain
T., many pages
Leaves
Wormwood
T., many pages
Aboveground part
pharmaceutical camomile
T., monol.
Inflorescences
Common chicory
T., many pages
Roots
Tripartite sequence
T., monol.
Aboveground part
Common celandine
T., many pages
Aboveground part
Horsetail
T., many pages
Aboveground part
Horse sorrel
T., many pages
Aboveground part
Legend:
T. – herbaceous plant
K. – bush
D. – tree
Many L. - perennial plant
Odnol. -an annual plant.
Conclusion: in such a small area there grows a sufficient number of medicinal plants used for various diseases.
After studying literary sources, I found out what types of diseases the most common plants are used for (see appendix). In addition, I was directly convinced of the healing properties of one of the plants – chamomile. When I have a sore throat, I rinse my mouth with an infusion of chamomile flowers, and it makes me feel much better.
When interviewing a village pharmacy worker, it was found that the population of the village. Bolshaya Polyana buys medicinal plants much less often, perhaps because she has no information and does not know what medicinal plants grow next to them, how they should be collected, dried, and used. It is necessary to inform the population about what medicinal plants grow, how they can be used and applied.
1.4.2 Student survey
Before researching the discovery and identification of medicinal plants, I studied special literature on this issue. After collecting the material, I conducted a survey among students in grades 3-4. Students indicated the names of those plants that, in their opinion, have medicinal properties. The survey involved 20 people aged 8 to 10 years. As it turned out, all my classmates know such plants. After processing the data obtained, the following results were obtained:
Table 1. The most famous medicinal plants
Item no. | Plant name | Number of people who mentioned this plant |
Calendula, marigold | ||
Stinging nettle | ||
Large-leaved linden | ||
Peppermint | ||
Dandelion officinalis | ||
Large plantain | ||
pharmaceutical camomile | ||
Burdock | ||
Rose hip |
1.4.3. Questioning the population on the use of medicinal herbs.
Indications for use
Application
Oregano infusion has antimicrobial, anti-inflammatory and analgesic properties..
Oregano
In folk medicine there is an excellent and proven remedy that helps with stomach pain. It is very often used in the Baltic countries. This is cumin. You need to take a teaspoon of cumin, brew it with boiling water, let it brew and drink. It turns out to be a very pleasant drink, which can also be used for prevention if pain occurs periodically. Cumin infusion reduces pain, relieves spasms and normalizes the functioning of the gastrointestinal tract.
Cumin
Against cough. Relieves inflammation (anti-inflammatory effect), destroys harmful microorganisms and germs (antimicrobial effect), stops bleeding (hemostatic effect). In addition to the above, lungwort has expectorant and astringent properties, which is especially important for dry, irritating coughs, as well as a diuretic effect.
Lungwort officinalis
Fresh leaves birch trees
rinse with cold boiled water, then chop, pour in 500 ml of boiled water at a temperature of 40-50 degrees, leave for 4 hours, drain, squeeze out the leaves, leave for 6 hours, remove the sediment. The finished infusion of green-yellowish color from fresh birch leaves is slightly bitter and contains vitamin C.
Take before meals as a vitamin drink.
Hollow birch leaves
Used as a warm infusion for gargling
Linden heart-shaped
Chamomile (flowers)
1.5.
At the last stage of my work, my comrades and I planted medicinal plants at the school’s educational establishment.
1.6. General collection rules.
Summer is coming soon. And summer is a great time to harvest medicinal herbs. After studying the literature, I found out how to properly prepare and store medicinal raw materials.
Plants are harvested during the period when they contain the greatest amount of necessary active ingredients. In different parts of the plant, it depends on the phase of development and weather conditions. The buds are collected in early spring, when they are just beginning to swell, but have not yet begun to grow. The collection of bark is carried out in the spring, during the spring movement of juices. At this time, the bark is easily separated from the wood. The leaves are usually collected at the beginning of flowering. Flowers, inflorescences, are harvested during flowering. Grass (aerial parts of herbaceous plants - leaves, stems, flowers) is usually collected at the beginning of flowering, and in some species - at full flowering. Fruits and seeds are harvested in the fall when they are fully ripe. Roots and rhizomes are collected in the fall when they are fully mature. Roots and rhizomes are collected in the fall, when the plants go into dormancy, or in early spring before the leaves bloom. All above-ground parts of the plant are harvested only in dry weather. Collected raw materials cannot be stored in containers for a long time. Medicinal raw materials are dried in dry, well-ventilated rooms - in dryers, in the shade under canopies, as well as in stoves and ovens.
conclusions
As a result of my research work, I found out why medicinal plants are considered the most valuable.
Having studied the territory planned for research, she identified plants that have medicinal properties.
Some of the plants were planted in the school plot in the Medicinal Herbs department.
I studied the rules for collecting and storing medicinal raw materials.
It turns out that our land is a large natural green pharmacy. So why don’t we accept such a gift from nature and use it for its intended purpose? After all, medicinal herbs and plants can be used in medicine and treat many diseases without resorting to artificial and expensive drugs. And, of course, you will all agree with me that aromatic steaming tea with raspberries or other tasty herbs will be much better than any pills, and besides this, it will perfectly lift your spirits in the cold winter.
List of used literature
Red Book of the Lipetsk Region. Comp. Nagalevsky V. Ya. Krasnodar: Book. Publishing house, 1994.-285 p.
Kosenko I. S. Key to higher plants of the Lipetsk region. M.: publishing house "Kolos", 1970. - 614 p.
Petrov V.V. General botany with the basics of geobotany. M.: Higher school,
1994. – 271 p.
Morozov M.F. Medicinal plants of the Lipetsk region. Book Publishing house, 1980. – 184 p.
Internet materials.
Municipal budgetary educational institution
basic secondary school with. We believe
"PROJECT OF TRAINING AND EXPERIMENTAL SITE"
MBOU OOSH with Vereshim.
Performed
9th grade student
MBOU OOSH village. We believe
Kornilova Anna
year 2012
Content
1. Justification of the problem.
2. Description of proposals for improvement of the training and experimental site.
1.Green class.
2.Field crops department.
3. Department of vegetable crops.
4.Department of fruit and berry crops.
5.Collectibles department.
6. Department of medicinal plants.
7.Environmental department.
8.Flower and decorative department
9.Greenhouse.
10. Pond.
11. Primary school department.
12. Zoological department.
13. Training and utility rooms
14. Notes.
3.Environmental aspect of the project.
4. Economic aspect of the project.
5. Conclusion.
6. Application.
1. Project plan.
2. Safety regulations.
3. Plan of the educational establishment of the village of Vereshim.
7. Literature.
Nature is the house in which we live,
And forests rustle in it, rivers flow and splash.
Under the blue sky, under the golden sun,
We want to live in this house forever.
I Justification of the problem
The educational and experimental site should be the basis for students’ experimental work. By performing simple experiments with plants and animals, they consolidate, expand and deepen the knowledge in biology acquired in the classroom, learn about plant and animal organisms, master methods of controlling their growth and development, acquire skills in growing plants and animals, and become involved in collective work. In the process of carrying out experimental and practical work, students develop responsibility for the assigned work, they get used to completing the work they have started.
The educational and experimental site should occupy an important place in students’ knowledge of nature, in nurturing their interest in the nature of their native land and the formation of love, etc. caring attitude towards her.
The educational and experimental site is an open-air biology laboratory in which many lessons and practical exercises in biology and agricultural labor, the work of a youth group and other extracurricular activities are conducted. The educational and experimental site is the main source for preparing collections and handouts for the biology classroom.
The school educational and experimental site is an important condition in the formation of the foundations of rational environmental management and respect for the environment. The site is an example of farming culture, a recreation area for schoolchildren and teachers, a research laboratory and a work school for students. Here, students receive the first skills of competent cultivation of the land and learn to take care of its fertility.
The school educational and experimental site, along with the biology classroom, is the educational and material base for teaching biology and agricultural labor. The educational and experimental site is intended for conducting educational and extracurricular activities in natural science, biology, labor training, for students to carry out experiments, observations, summer assignments, for organizing the production work of schoolchildren in growing useful products (vegetable crops, seedlings of flower crops, seedlings of trees and shrubs breeds), to prepare handouts and demonstration materials for classes with students.
Through practical work at the training and experimental site, a number of important tasks are realized:
consolidation, deepening and expansion of knowledge in biology and the basics of agricultural labor;
development of cognitive interest in knowledge about plant life;
mastering practical knowledge of agricultural work;
conducting experimental work that helps identify the scientific potential of schoolchildren;
nurturing love for nature, all living things, the ability to see and feel beauty;
implementation of basic vocational training, orientation towards agricultural professions;
solving production problems in growing industrial crops, medicinal raw materials, and planting material.
Characteristics of the training and experimental site
Educational and experimental site of municipal educational institution of secondary school with. Vereshim is located on the school grounds. The soil is chernozem; soil solution reaction (PH) = 6.5 – 7.2; there are no salt licks.
Physical properties – sufficient humidity, normal thermal conductivity and breathability.
The area of the training and experimental site is 0.6 hectares.
Fenced with hedges, except for the main entrance to the school.
II Description of improvement proposals
training and experimental site
While studying special literature on the design of training and experimental sites, I noticed that the site is divided into zones, which are usually called departments. The purpose of such departments in each individual school can be individual. In the future, I would like to propose my plan of initial actions to equip a training and experimental site that is quite realistic on the basis of our school.
1. Green class
The green class is intended for classroom and extracurricular activities, so I suggest:
1. Sow the green class area with lawn grass.
2.Place gazebos and benches.
3. Decorate gazebos with climbing plants (morning glory, clematis, ivy, etc.)
4. Sprinkle the paths with expanded clay so as not to get your shoes dirty during rainy weather.
5. Plant flowers along the edges of the paths so that the paths are decorated throughout the season.
Spring
Perennials: primroses, crocuses, primroses, scillas,
tulips, daffodils, hyacinths.
Summer
Perennials: irises, peonies, chamomile, gladioli, cannas, daylily.
Annuals: Turkish carnation, marigolds, petunia, nasturtium, seed dahlias
Autumn
Perennials: chrysanthemums, perennial aster.
Annuals: asters.
6.On the territory of the green class, you can lay out a lawn of green grass mixed with flowering plants (daisy, cornflowers, etc.). Here schoolchildren can create their own design of a landscape environment, that is, show their abilities.
7.You can complement the design with the help of stones, placing them haphazardly and asymmetrically.
2. Field crops department
This department should contain the main grains, fodder and industrial crops that are of production importance in this zone, as well as similar crops from another zone that are interesting from an educational point of view. The field crops department is designed to introduce students to the variety of crop varieties, their cultivation and agricultural technology. Here, schoolchildren receive information about such professions as agronomist-seed grower, plant protection agronomist, breeder. Conduct experiments such as:
The influence of feeding area on the growth, development and yield of field plants.
The influence of fertilizers and fertilizing on the growth, development and yield of field plants.
The influence of seed placement depth, seeding rates or sowing timing on the growth, development and yield of field plants.
The influence of sowing methods and timing, pre-sowing seed treatment on the growth, development and yield of field crops.
6. Growing the most important field crops using high-tech agricultural technology.
I present to your attention a diagram of a five-field crop rotation.
|
Year |
1st |
2nd |
3rd |
4th |
5th |
|
2010 |
Steam |
Wheat |
Potato |
Sunflower |
Corn |
|
2011 |
Wheat |
Potato |
Sunflower |
Corn |
Steam |
|
2012 |
Potato |
Sunflower |
Corn |
Steam |
Wheat |
|
2013 |
Sunflower |
Corn |
Steam |
Wheat |
Potato |
|
2014 |
Corn |
Steam |
Wheat |
Potato |
Sunflower |
3. Department of vegetable crops
In this department, the main vegetable plants need to be grown in both open and protected ground conditions. It is advisable to place this department not far from the source of water supply, since most vegetable crops require regular watering to obtain guaranteed yields.
In the vegetable department grow:
Green crops: dill, leaf parsley, watercress.
Legumes: beans, beans, peas.
Onions: onions, green onions.
Solanaceous fruit crops: tomato, bell pepper, eggplant.
Fruit pumpkin crops: cucumbers, zucchini, pumpkin.
Cabbage.
Root vegetables: beets, carrots.
Green perennial crops: sorrel.
In the experimental part of the department with vegetable plants, it is advisable to carry out the following experiments:
1. Study of the influence of various methods of cultivation on the growth, development and yield of vegetable plants:
a) hardening of germinating seeds or seedlings (cucumbers, tomatoes);
b) propagation of potatoes in various ways (eyes, sprouts, tops);
c) methods of sowing and planting (all vegetables);
d) mulching the soil (onions, carrots);
e) applying fertilizers, fertilizing (all crops);
f) irrigation (all crops);
g) pinching shoots (cucumbers);
h) stepsons (tomatoes).
2. Study of the influence of day length (radish, lettuce),
3. Study of new varieties and types of various vegetable plants.
4. The influence of joint cultivation of legumes and cereal grasses.
I bring to your attention a scheme of eight-field crop rotation.
|
Year |
1st field |
2nd field |
3rd |
4th field |
5th field |
6th field |
7th field |
8th field |
|
2010 |
Green crops |
Legumes |
Onion |
Fruits. nightshade |
Fruits. pumpkin |
Cabbage |
Root |
Seed department and perennial. green cult. |
|
2011 |
Legumes |
Onion |
Fruits. nightshade |
Fruits. pumpkin |
Cabbage |
Root |
Green crops |
Seed department |
|
2012 |
Onion |
Fruits. nightshade |
Fruits. pumpkin |
Cabbage |
Root |
Green crops |
Seed department |
Legumes |
|
2013 |
Fruits. nightshade |
Fruits. pumpkin |
Cabbage |
Root |
Green crops |
Seed department |
Legumes |
Onion |
|
2014 |
Fruits. pumpkin |
Cabbage |
Root |
Green crops |
Seed department |
Legumes |
Onion |
Fruits. nightshade |
Vegetables can be taken to the school canteen. This will help diversify the diet of schoolchildren and reduce the cost of food, which means it will make it possible to cover a larger percentage of students with school meals.
And also put some of the products on sale.
4.Department of fruit and berry crops
There must be a fruit and berry plant at the training and experimental site.
department for which it is advisable to allocate a fairly significant area. In the school garden it is necessary to plant all fruit and berry crops that have production value in a given zone, as well as some promising or educationally interesting forms that can grow in a given climatic zone. The garden assortment should consist of zoned and local varieties, as well as varieties necessary for educational purposes. In the school garden, it is advisable to allocate independent areas for pome, stone fruit and berry crops and arrange them taking into account the moisture needs of each crop. The most moisture-loving berry plants (strawberries, currants, raspberries) should be planted closest to the source of irrigation, followed by stone fruits (cherries, plums) and finally pome trees (apple trees, pears).
The department of fruit and berry crops includes a garden, a berry garden and a nursery. It is intended for obtaining fresh products. Schoolchildren get the opportunity to get acquainted with the basics of the professions of agronomist of fruit crops and breeder of fruit crops.
Students are asked to make a number of observations, for example:
Types of pollinating insects in the school garden.
How does planting garlic among currant and strawberry bushes affect the development of bud mites?
The effect of planting marigolds on the strawberry weevil.
5. Study of new varieties of fruit and berry species.
6. Testing of various types of crown formation of fruit trees.
7. Study of the effectiveness of biological methods of pest control in fruit and berry gardens.
4.1. Garden
The garden consists of pome and stone fruit crops, zoned varieties: cherry, plum, sweet cherry, apple tree, pear.
4.2. Nursery
Grow new varieties of fruit and berry crops in the nursery: currants, raspberries, gooseberries
In the nursery, students can perform the following experiments:
Studying different methods of reproduction.
Finding out the most effective method of propagating currants or grapes (woody cuttings, green cuttings).
The influence of seed stratification on their germination and seedling growth.
5. The influence of different irrigation rates on the growth of seedlings and saplings.
4.3. Yagodnik
In the berry garden, grow crops of zoned varieties: strawberries, red and black currants, raspberries, gooseberries, grapes.
I suggest:
Place hives with bees in the garden, they improve pollination and increase the harvest in the future.
In addition, the collected honey, fruits and berries can be sold.
The collection department - the variety testing department - is the place of work for future breeders. Here students have the opportunity to observe and track the characteristics of new rare plant varieties.
On the site, it is desirable to plant collections of plants with different shapes of leaves, stems, inflorescences, flowers, representatives of monoecious and dioecious plants, having different types of seeds and fruits, as well as various devices for cross-pollination and for the distribution of fruits. In this area, using wild plants of the local flora, it is necessary to show the plants’ adaptability to various environmental conditions. Select light-loving and shade-tolerant plants, moisture-loving and drought-resistant plants, primroses. Select plants with different flowering periods and create a flower calendar, using plants whose flowers open and close at different times of the day.
In the same area, you can conduct experiments on photoperiodism with long-day plants (radish, lettuce) and short-day plants (millet) and other experiments.
6. Department of medicinal plants
In the medicinal plants department, I suggest growing plants that are rarely found in nature. Medicinal raw materials prepared in summer can be used to compile herbal mixtures, and herbal tea can be prepared in winter.
Species composition of the medicinal plants department: peppermint lemon balm, catnip, coltsfoot, savory, tarragon, oregano, curly dock, asparagus officinalis, yarrow, elecampane, valerian officinalis, calendula officinalis, horseradish, chamomile.
7. Environmental department
The ecological department is designed to observe the adaptation of plants to various conditions: sandy soil, scorched earth, compost heap.
In this area, using wild plants of the local flora, it is necessary to show the plants’ adaptability to various environmental conditions. Select light-loving and shade-tolerant plants, moisture-loving and drought-resistant plants, primroses.
Flower and decorative department
At school, floral and ornamental plants should primarily serve for the aesthetic education of students. Flowers have been decorating people's lives for a long time, captivating them with their beauty and aroma. Communication with flowers always ennobles a person, teaches him to understand and appreciate beauty. The love of flowers, instilled in childhood, remains with a person for life.
Along with this, flower and ornamental plants in the school grounds are a very convenient object for organizing experimental and practical work with students in botany (grades V-VI) and general biology (grades IX-X).
Lawns, ridges, flower beds with flower plants should be located in front of the school building, in the foreground of the educational and experimental area, along the main paths, near the green classroom. To decorate school flower beds, you can use annuals (petunias, gillyflower, asters, zinnias, sweet peas, etc.), biennials (daisies, lunaria, violas, etc.) and perennials (tulips, crocuses, irises, lilies, gladioli, dahlias, chrysanthemums , lupine, etc.).
When selecting flower plants for a school plot, it is advisable to give preference to perennial plants. They grow and bloom profusely for many years in a row; working with them is much easier than with annuals, which require significant labor to grow annually from seeds. Perennials are easy to grow and propagate in large quantities. Perennial plants are also convenient for educational purposes, since, in accordance with the school curriculum, they can be used as living handouts and demonstration material in biology lessons. And finally, in winter, some practical work can be done on perennial flower plants (preparing cuttings, grafting, etc.). The most suitable for these purposes are carnations, phlox, perennial flax, etc.
To make the school flower garden beautiful from early spring to late autumn, you need to select plants that bloom in different months accordingly.
A large space on the school site should be allocated to ornamental shrubs, which can be partly planted in the flower and decorative department, and partly in the hedge. To decorate a school site, it is advisable to select shrubs that are highly decorative and have different flowering periods in order to have them in bloom for a longer time. At the same time, it is desirable that they can be used for educational purposes. Roses, lilac, jasmine, bird cherry, spirea, etc. meet these requirements. Floral and ornamental plants are an indispensable material for instilling in students practical skills in caring for plants, managing their growth and development (pruning, fertilizing, fertilizing, watering, warm baths, freezing ) on seed and vegetative propagation of plants. Floral and ornamental plants can serve as convenient material for many topics in a school botany course. Using these plants, V grade students become familiar with the types of root systems, the formation of adventitious roots from various plant tissues, the shape and color of leaves, various modifications of the stem (tubers, bulbs, rhizomes), the variety of forms of inflorescences, the structure, shape and color of the perianth. , with the structure and germination of pollen, with various types of fruits and adaptation to their distribution, with the shape and structure of seeds, with methods of reproduction (seeds, bulbs, tubers, cuttings, dividing the bush), etc.
Students of the VI grade will become familiar with the characteristics and numerous representatives of almost all families studied in the school botany course on floral and ornamental plants. These are Asteraceae (asters, zinnias, daisies, dahlias, chrysanthemums, etc.), Solanaceae (petunia, tobacco), Cruciferae (Levy, lunaria), Legumes (lupin, sweet peas, decorative beans), Rosaceae (roses), Lilies (tulips). , hyacinths, lilies, lilies of the valley, gladioli) and much more.
Students in these classes can perform the following experiments with floral and ornamental plants:
1. The influence of hardening of seeds and seedlings on the growth, development and duration of flowering in annual flowering plants (asters, gillyflowers, etc.).
Forcing tulips.
The influence of pinching on the timing of flowering and the size of inflorescences in dahlias.
The effect of pinching the main stem on the appearance of side shoots and the duration of flowering.
9. Greenhouse
The greenhouse is intended for obtaining seedlings and growing early radishes. To construct a greenhouse, a hole with an area of 12 m2 and a depth of 70 cm is dug. The hole is lined with red brick, filled with fresh manure, and sprinkled with a layer of soil on top. A wooden frame is placed on top, which is covered with a protective film. We use seedlings for planting on the site or for sale to local residents.
10. Pond
On the site you can equip a small reservoir or pond and arrange a water garden. In such a garden, marsh, moisture-loving and aquatic plants are used. Among the plants of the marsh flora, you can plant marsh marigold, marsh calamus, calamus iris, cattail, tradescantia, sedge, forget-me-not, etc. The shapes and sizes of the reservoir can be different. For a plot of 0.6 hectares, a reservoir with a water surface of about 4 m 2, located in a sunny place protected from the wind, is sufficient. You should not build a pond under the canopy of trees or in the shade of buildings.
11. Primary school department.
For classes in the school plot of primary school students, it is necessary to allocate a non-crop rotation plot on which, in accordance with the manual labor program, collect collection crops of various cultivated plants are placed.
12. Zoological department
At every educational and experimental site, especially in rural schools, it is desirable to have at least a small zoological department in which poultry, rabbits or other small animals could be kept in cages and enclosures. While caring for animals, students observe their growth and development, take into account their weight gain, measure individual parts of the body, determine the norms of feed consumption for the resulting products, and acquire valuable labor skills in feeding and caring for animals. In addition, seventh grade students can perform simple experiments with them: a comparative study of breeds with different areas of productivity, determining the influence of various feed additives (vitamins, microelements, antibiotics, etc.) on the growth, development and productivity of animals.
The zoological department is a place where young livestock specialists, breeders, and future veterinarians can try their hand at their future profession. In it, I propose to breed rabbits that will eat the remains of vegetables, the harvest of grain crops, and it is also possible to breed chickens. The resulting products will be supplied for sale and to the school canteen.
13. Training and utility rooms.
When planning a training and experimental site, it is recommended to provide for the construction of a number of training and utility rooms.
Training facilities. To conduct training sessions on the site, it is advisable to build a platform with a canopy - a “green classroom”. It contains tables and benches for students, a table and chair for the teacher, a portable board and a stand for tables. For the purpose of aesthetic education of students and for the convenience of conducting classes, it is better to place the “green classroom” in the flower and decorative department, and plant climbing plants (wild grapes, hops, beans, etc.) along the walls.
Next to the “green classroom” it is advisable to build a summer laboratory for conducting classes on plant hybridization, making natural visual aids, storing sheaves and other exhibits. It is recommended to place crop rotation charts, reference tables and other training equipment in this room, as well as a first aid kit.
To observe the weather, a meteorological site must be equipped in the center of the site in an open place. Install a booth with instruments, a rain gauge and a weather vane on it.
Utility rooms. For storage and ongoing repairs of hand tools, it is necessary to have an inventory shed on the site. Along the walls, it is advisable to build brackets or racks for placing shovels, hoes and rakes, shelves for storing cords, saws, boxes for pruners, budding and garden knives, allocate space for storing planting boxes, stretchers, labels, boxes and baskets for harvesting etc. Each type of inventory and equipment must have its own permanent place, indicated by a label.
Above the barn, it is desirable to have an attic with good ventilation, in which you can dry after harvesting and store the seeds of biennial plants, corn cobs, etc. In addition, at the training and experimental site not far from the school building, it is recommended to have a small basement in which you can store potatoes, root vegetables, tulip and gladioli bulbs, dahlia tubers, flowerpots with chrysanthemums, currant and grape cuttings, cabbage seeds, etc.
To store mineral fertilizers in a remote part of the site, it is necessary to build a small isolated room. Next to it, set aside a place for a compost heap and manure storage.
In order to accustom students to the work culture and instill in them the necessary hygiene skills, it is necessary to build a washbasin next to the “green classroom” and always have soap and a towel in the handwashing area while students are working.
14. Notes
1. Fence the area around the entire perimeter with a hedge; for this you can use yellow acacia, honeysuckle, rose hips, etc.. Trim the hedge in spring and autumn.
2. In order for the educational and experimental site of our school to generate income, the school territory must be fenced off.
3.Equip a summer guardhouse for a watchman so that he can guard the crops and school property located in the school yard in the summer.
4. In the design of the landscaping area, it is advisable to use garden sculpture (cones, balls, vases, wickerwork, decorative lanterns, fountains, etc.).
5.In order to save water, use drip irrigation.
III. Environmental aspect of the project
Considering the ability of green spaces to favorably influence the state of the environment, they need to be brought as close as possible to the place where people live, work, study and relax. Green spaces are an integral part of the school landscape as a set of measures to protect and transform the environment. They not only create favorable microclimatic and sanitary conditions, but also increase the artistic expressiveness of the architectural ensemble.
By caring for green spaces, protecting and increasing them, each student can make their own contribution to improving the ecology of the school yard.
IV. Economic aspect of the project.
Description of the type of activity. The total area of the school educational and experimental site is 0.6 hectares. Our location in a rural area next to agricultural enterprises allows us to purchase organic (manure) fertilizers on terms acceptable to us on a mutual basis. The goal of our team is:
to offer the population high-quality planting material for tubers of dahlias, tulips, gladioli, irises and chrysanthemums. And also seedlings: cabbage, tomato, pepper.
ensuring profit from invested capital;
involving students in educational, research and experimental work;
development of practical skills, consolidation of theoretical knowledge.
V. Conclusion.
In each school, depending on local conditions and the number of students, a land plot with an area of 0.5 to 5.0 hectares or more is allocated for permanent use for educational and experimental work.
The site should be well lit by the sun, have a source of water supply (water supply, well, pond) and be directly adjacent to the school building, which makes it possible, without disturbing the class schedule, to spend a minimum of time moving to the site to perform practical work.
In accordance with school programs in biology and agricultural labor, in each school the educational and experimental site should have the following departments: field, vegetable, fruit and berry, decorative, biological, zoological and primary classes. In these departments, students grow various agricultural, floral, ornamental and wild plants, as well as animals, and conduct experiments with them. To properly organize the work of students on the site, it is necessary to build a green classroom, a summer laboratory, a water supply system, a greenhouse, hotbeds, a weather site, a shed for storing tools and equipment, a room for storing fertilizers, etc.
Experimental work is the main type of work of students in the school area. Conducting experiments activates the cognitive and creative activity of students, makes it possible to better understand the basic essence of life processes, promotes the formation of biological concepts, develops research skills, equips them with methods of biological science, instills respect for agricultural work, promotes career guidance for students, especially in rural schools, into agricultural professions, accustoms them to a work culture. But experimental work will only be beneficial if it is carried out methodically correctly, if the basic requirements for field experiments are strictly met.
First of all, it is important to choose the right topic for the experience. It should be interesting, accessible to students, related to biology programs and have relevant industrial significance. Approximate topics of experiments for students in grades V-VIII are given in the programs for biology and agricultural labor. From these, the teacher selects those experiments that are most relevant in local conditions and are provided with seeds. To provide the teacher with a wider choice of topics, especially for students in grades IX-X, this manual provides additional experimental topics in all departments, mainly related to the study of the biology course.
The problem of any experiment can be solved by comparison, therefore, each experiment must have at least two plots: experimental - a variant in which one or another technique studied in the experiment is used, and control - a variant of the experiment in which this technique is not used. At the same time, it is important that all other conditions affecting the growth, development and productivity of plants are the same in both the experimental and control plots. In all departments of the school site, appropriate labels should be installed indicating their family and class.
It is advisable to make labels of several specific sizes: 1) the largest (2015 cm 2, peg height 60 cm) - to designate departments of the site; 2) medium (1520 cm 2, peg height 35 cm) - to indicate individual experiments; 3) the smallest ones (128 cm 2, peg height 25 cm) - to indicate experimental options, names of crops, animal breeds.
Safety rules when working at a school training and experimental site:
1. Planting thorny bushes and poisonous plants is strictly prohibited at the school educational and experimental site.
2. At the school training and experimental site, students work in gowns and gloves.
3. When carrying pointed tools (shovels, rakes, forks) from storage to the training and experimental site, students must hold them vertically, with the working part down, to avoid causing injury to other students.
4. Agricultural implements must be appropriate to the age and height of the students. The working part of the shovels should be small, their handles should be made light; The length of the handles of shovels should be different - taking into account the height of students of different age groups.
5. It is preferable to use small watering cans with a capacity of up to 4 liters at the school experimental site. If the school only has large standard watering cans, ensure that students fill them with water to no more than 1/3 capacity while working.
6. The duration of work for students at the school educational and experimental site is established in accordance with their age. Students of grades IV - V work at the site for 2 hours, with 10-minute breaks every 20 minutes. During each lesson, it is necessary to diversify the types of activities of students, switching links from one type of work to another.
7. Students under 15 years of age are prohibited from lifting and carrying heavy objects using stretchers, buckets, etc.
8. Before the start of each lesson, the teacher instructs students with the obligatory demonstration of work techniques that allow them to ensure correct posture during the work process, optimal rhythm and load in muscle work, as well as preventing possible injuries.
9. Cleaning the soil from foreign objects clogging it (stones, glass fragments, metal fragments, etc.) is carried out using shovels, rakes, and hoes. It is prohibited to carry out such work by hand.
10. In each specific case, the teacher supervising the work of schoolchildren on the site is obliged to instruct children how to use agricultural tools so as not to cause harm to themselves or others.
11. Students working on the school site are strictly prohibited from any work with pesticides, insecticides and herbicides. In case of emergency, spraying or dusting of plants is carried out by adults (teachers, laboratory assistants, technical personnel) in the absence of children, who are then not allowed into the site for 5 days.
12. While working at the school educational and experimental site, students should not be allowed to weed with their hands. Hoes and rippers are used for this. When performing such work, students must protect their hands with gloves or mittens to avoid soiling their hands.
13. The number of students working simultaneously at the training and experimental site should not exceed 23 (half the class). During the entire time of classes at the school educational and experimental site, the teacher in charge of this work must be present at such classes and ensure that students comply with safety rules.
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Literature
Pugan N.A. Ecology and aesthetics of the school site. School technology magazine 1998 No. 3
Teodoronsky V.S. Landscape construction. M., Agropromizdat, 1989.
Rodina V.A. Floriculture at school (a manual for teachers). – M., Education, 1974.
Balyan L.G. Recommendations for equipment and improvement of school grounds. Moscow, Stroyizdat, 1989.
Tavlinova G.K. Home garden floriculture. St. Petersburg, agropromizdat, 1996.
Kurbanova N.I. Improvement of villages. Kyiv, 1978.
Biology at school. No. 2-3, 2006.