Approximate topics of environmental projects. Study of the impact of phytoncides on pests of cultivated plants (agroecology). Study of spatio-temporal heterogeneity of zooplankton distribution in Lake Maloye (hydroecology). Immunotoxic effect of decomposition products of chemical compounds in the surface waters of the Leonidovka region (chemical ecology). Study of the influence of anthropogenic load on the species composition of bioindicators of the floodplain meadow of the Yaya River (plant ecology). environmental issues and public reaction on them in a social and economic crisis(social ecology).
Slide 6 from the presentation "Environmental projects" to the lessons of ecology on the topic "Education"Dimensions: 720 x 540 pixels, format: jpg. To download a free slide for use in an ecology lesson, right-click on the image and click "Save Image As...". You can download the entire presentation "Ecological project.ppt" in a 50 KB zip archive.
Download presentationEducation
"Theory of ecology" - Soft Science Immature science Image: lawn. Department of General Ecology Faculty of Biology Moscow State University. Introduction to general ecology. Competition. marsupial lion. Ecology: Introductory lecture. Synedra ulna. population density. (2) Z is a power (allometric) function of body mass W. ? =?? =e-?. M. 2005, p. 6).
"Using Indicators" - SOE Indicators. 1. Use of indicators in state reports on the state of the environment in Turkmenistan.
"Projects on ecology" - Award of the Ministry of Natural Resources of Russia "The best environmental project of the year". Exhibition "Russia reserved". Official reception of the Ministry of Natural Resources of Russia. Projects 2009. Ecology and Peace Foundation. Cooperation. "Russia reserved". "The best environmental project of the year - 2009". "Green Arrow". This is the first time such an event has been held in Russia.
"Environmental Conference" - The ratio of organizations - winners. By organization: 2 sites for opening and closing 8 sections 4 leisure sites Animation program. By sections: Analysis of the distribution of topics. 2nd place. Conference. 43 general education. const. 8 educational institutions of the Moscow region 7 UDO 5 educational associations 149 teachers 19 - guests of the event.
"Pollution of the Chelyabinsk atmosphere" - VURS area in Chelyabinsk region about 23 thousand sq. km. River Ai. Areas of pollution (11-13 thousand sq. km) around Chelyabinsk and Magnitogorsk are especially extensive. Sak-Elga river. Nuclear pollution. Miass tool factory. Completed by: student 11 "A" class MOU "gymnasium No. 19" Kunkel Julia. Water pollution.
"Textbooks on ecology" - Applied ecology. Yu.V. Trofimenko. - M.: Publishing Center "Academy", 2006. - 400 p., p. col. ill. Ecology: Transport facility and environment. Ecology of populations and communities. For university students. Ecology. Can be used by specialists conducting ecological research.
The cycle of demand and emissions is increasingly affecting the environment. To prevent the depletion of resources, to protect the ecosystems of the North from irreversible degradation, to find safe sources of energy - main goals Yamal in the 21st century.
In this regard, the regulation of environmental relations is one of the priority problems, in the solution of which a large number of international, national and local organizations.
The problem of environmental pollution is considered more serious than economic problems. She threatens existence species northern landscapes.
In the absence of effective measures to solve it, life on Earth will simply become possible. Pollution is both local and global. All natural shells are subject to it: lithosphere, hydrosphere and atmosphere. Entering the lithosphere, solid industrial and agricultural wastes can contain a variety of toxic substances. This can occur during mining, when huge masses of matter rise to the surface of the earth.
When disposing of municipal solid waste, there inevitably arise environmental problems of land use:
1. A shift in priorities towards the extensive exploitation of natural resources and the solution of current economic tasks to the detriment of long-term;
2. Lack of a scientifically based regulatory framework for environmental or nature protection regulation of anthropogenic pressures on land resources;
3. Insufficient legal protection of natural complexes;
4. Lack of a legal mechanism for fixing responsibility for pollution, disturbance and land degradation.
5. The practical absence of state accounting of the natural and economic quality and ecological functions of lands in the cadastral valuation, determining the value of the land fund.
Objective of the project- create conditions for the development in children of a sense of involvement in solving environmental problems through their inclusion in various activities for the study and improvement environmental situation in the area to raise public awareness of local environmental issues.
The most important and new task of the project today is an attempt to turn schools into environmental centers of their microdistricts and create "islands" of sustainability around schools.
In the long term, this project should contribute to the transformation of the Yamalo-Nenets Autonomous Okrug into a sustainable region.
Object of study
Solid waste is also common household waste. Every year, more than 12 billion tons of all kinds of household waste are removed from large cities alone. Such masses of matter make it possible to equate the process of "production" of garbage with geological processes, since they are comparable to the volumes of emissions during volcanic eruptions. Most of the household waste is made up of a variety of packaging materials: paper, glass, plastic, etc. Their amount depends on the volume of consumption of various goods by the population. Therefore, the lion's share of all household waste is "produced" by developed countries that differ high level life. So far, the main way to deal with this type of pollution natural environment is the removal of garbage outside the cities to organized landfills.
But this is only the appearance of a struggle. The dump disfigures the landscape. From its surface, they enter the air in the form of vapors. volatile compounds which can be carried by the wind for tens of kilometers. Some of the substances are dissolved by rainwater, which then enters the groundwater and is carried over tens of kilometers. Surrounded by landfills big cities are in the zone of influence of these dumps. There was even a sad joke: “There was stone Age, there was bronze, there was iron ... And now the garbage age is coming. Existing recycling plants seem like a great way to tackle the problem.
Another major change in the natural state of the earth's surface is associated open pit mining. Open pit mining of minerals takes place in quarries. Modern quarries can be hundreds of meters deep and tens of kilometers in diameter. On an area of hundreds of square kilometers, the nature of our district has been completely destroyed. It is no coincidence that abandoned quarries are sometimes referred to as "lunar landscape". Another commonly used name is badlands, i.e. "bad lands".
badlands quite often used when shooting science fiction films as ready-made scenery depicting alien worlds or the Earth after a nuclear catastrophe. Vegetation, soil, and often the entire layer of sedimentary deposits up to the rocky base are completely destroyed here. In fact, this is a "hole" in the natural landscape. But that is not all. Abandoned quarries are expanding as rainwater erodes their unprotected slopes. As a result, careers increase their area several times.
Settlement system for project replication
Currently, there are two settlement systems in the Okrug: 1. traditional, historically formed;
2. oil and gas, resulting from the development of hydrocarbon deposits.
Both systems eventually interact more and more and integrate into a single one. The local settlement systems of the Lower Ob continue to focus on Salekhard as the most important trade and transport and distribution hub in the western part of the district. It includes Labytnangi, which is a major river port and railway station. The eastern periphery (Tazovsky and Krasnoselkupsky districts) in their relations begins to rely on the centers of the oil and gas complex - New Urengoy, Korotchaevo, Noyabrsk. In the Nadym-Purovsky district itself, which was most affected by industrial development, its own local settlement systems were formed.
The Nadym local settlement system with the center in Nadym includes the village of Pangody, Stary Nadym, settlements at gas pumping stations of main gas pipelines. The national settlements of Nyda and Nori now gravitate towards Nadym.
The Novy Urengoy local settlement system with the center in Novy Urengoy includes the promising settlements of Korotchaevo, Limbiyakha, and Yamburg.
The Noyabrsk settlement system includes the city of Muravlenko, the settlements of Vyngapurovsky and Kholmy. The Gubkin system includes the settlements of Purpe and Tarko-Sale.
Further development of the Okrug's settlement system follows the path of integrating local systems into a single one. In reality, this process can be carried out through the creation of reliable land routes.
Stages of implementation of an environmental project
Stage 1
Establishment of teams to clean up the territory of municipalities and adjacent territories, paying special attention to water protection zones.
Thanks to the initiative of the Governor of the district Kobylkin D. and the Head of the municipality of the city of Novy Urengoy Kostogriz I., such detachments are created and operate on the territory of the city. Unfortunately, they are not numerous and cannot solve the problem of littering the territory.
2. The second stage of the decision environmental problems of the district can be solved at the district level through the environmental education of children, enlightenment of all segments of the population with the involvement of the district administration, and improvement of the work of economic services. The creators of the project wanted to try to implement the ideas of environmental protection activities practically at their local level.
The emergence of the project was facilitated by many years of experience in working with children, as well as a good knowledge of the environmental problems of the area, a vision of ways to solve them. First of all, in environmental education and improvement ecological culture population. The organizers came to the understanding that the children's environmental project should meet the interests of children. This way is more effective than, for example, the traditional involvement of students by adults (for example, teachers at school) in environmental activities.
prospects
During the first school year, more than 1,000 children will receive information packages and become participants in the project without the active intervention of teachers.
Currently, the project is quite large and the organizers want to localize it. The main idea is to create sustainable schools. That is, the school should become the center of environmental education, and the school should implement an environmental approach in everything.
Project Description
The project is in progress initial implementation and function steadily. At the same time, more than two years of work have accumulated experience that can be used to replicate the project, and a system for evaluating performance results has been developed. The project has a well-developed and clear structure, it is constantly evolving, new initiatives appear within its framework that contribute to the development and deepening of the project.
The project consists of several programs that its participants can work on:
"Water in the city" - the development of a responsible attitude to urban water bodies through the study of the state of water ecosystems in the area. For example, children studied Bezymyanny Lake and found that trees do not grow well on the banks.
"Biodiversity" - the development of a responsible attitude to the wildlife of the city through the study of the species diversity of the flora and fauna of the area. For example, as a result of research, a greater species diversity of birds was revealed than is known from the literature describing the central areas of the city. This program has subprograms "Birds", "My tree".
"Breath of the city" - drawing the attention of children to the state of the air basin of the region, the dependence of air quality on people's activities, identifying ways to solve problems of air pollution. For example, students of MBOU secondary school No. 5 studied the distribution of air flows within the quarters of multi-storey new buildings, the number of vehicles in the areas of schools and kindergartens, methods of recycling household polyethylene, and the landscape design of the city of Novy Urengoy.
"Public opinion" - promotes the development of social activity of children and gives children the opportunity to increase the significance of their activities.
Within the framework of the project, a clear system of work organization has been developed at all its stages and for all programs. It includes a preparatory stage, when the interest of the participants is awakened in the study and improvement of the immediate natural environment. The second stage is the involvement of a wide range of participants after the creation of the initiative group. The main stage implies independent work of the participants on the project programs. The final stage- Summing up, rewarding the most active participants.
Partners:
Schools working on the project and a children's ecological station.
Financing:
To start financing the project, it is planned to receive a small grant from the Soros Foundation, the funds from which will be used to reproduce handouts and purchase some equipment. Then it is supposed to switch to self-sufficiency, as is happening now.
The source of income is the delivery of waste paper, plastic bottles, aluminum cans.
The main expected results of the project:
For a child- satisfaction of basic psychological needs for belonging, recognition; obtaining new social and practical experience and skills; increasing the level of knowledge about the environment; useful and interesting pastime.
For school- solving problems of organizing creative leisure of students; development of the system of environmental education at school.
For parole- attracting new, interested students to work in teams; additional dissemination of information about the activities of the institution.
For the environment- real improvement of the ecological situation through practical actions of the participants; reduction of pressure on the local environment from the part of the population involved in the project, due to the increase in their environmental competence and environmental culture. For local authorities - obtaining additional information about the ecological situation in the area; receiving feedback from the community of the area; saving part of the funds spent on paying for works related to green spaces, public opinion; environmental monitoring; a detailed ecological map of the area compiled by the project participants; assistance in solving issues of environmental education of the population.
Stage 3
Creation of a new system for the disposal of municipal solid waste.
In the near future, garbage containers should be replaced with underground waste storage and plastic bins. Also build a processing plant that not only recycles, but also generates electricity.
The introduction of new plastic cans, which also need to replace metal containers in the living sector. Use plastic cans in underground garbage storages, refuse to use rollout- huge heavy and uncomfortable carts for garbage containers. It is also possible to use plastic containers with wheels.
New waste storage systems, which in some cases are airtight, solve the problem of bad smell and prevent wind and animals from scattering garbage around the yard. New system collection and disposal of solid household waste also allows you to remove garbage cans from the territory of preschool institutions and schools.
Waste disposal plant equipped with bioreactors that process household waste and produce biogas and electricity.
Unique technopark- the only company that processes sludge residue in its bioreactors - bacteria that are used in wastewater treatment plants to purify water. The plant processes up to 20 tons of sludge biomass per day, recycles wood, tires, mercury-containing fluorescent lamps and various types of plastic.
Stage 4
The Government of the Yamalo-Nenets Autonomous Okrug, it is necessary to develop a district targeted program for the disposal of solid household waste. Include in the project of the district company activities for the arrangement of plants for the processing and disposal of waste. Using the Clean City environmental project based in Salekhard, purchase containers for storage and storage of fluorescent lamps, create and equip separate waste collection areas. Place, taking into account the existing system of resettlement, waste disposal plants with a capacity of 20 thousand tons. The plants will be engaged in the sale of non-ferrous and black metal scrap. Presses are needed for more compact storage of plastics, polyethylene, paper, rubber, etc. complex transport system makes it difficult to export waste and secondary raw materials outside the regions. Until now, there is a practice of unauthorized disposal of waste. Garbage dumps are located everywhere in forests, on the banks of public water bodies, in areas adjacent to settlements. It is economically more profitable to process municipal solid waste locally.
The involvement of small and medium-sized businesses in solving environmental problems will not only improve the situation in the district, but also create additional jobs for teenagers, youth, and unemployed pensioners. It is possible to attract investment funds.
conclusions
Protection of the natural environment from pollution. The ecological situation in most northern regions is characterized by a whole "bunch" of negative factors - pollution of the air and water basins, soil and vegetation cover. Not prevented damage only in 1961-1990. water in the Tyumen region reached 3.5 billion rubles. (in 1984 prices), and 80% of this damage is associated with salvo emissions. Large wastewater discharge to the terrain
- more than 70 million cubic meters m per year. When associated gases are burned alone, up to 40 million tons of oxides of carbon, nitrogen and sulfur are emitted into the atmosphere annually, and up to 25 million tons of oxygen are withdrawn. Measures to eliminate pollution are widely known - improving technologies, sealing production processes, treating wastewater and emissions into the atmosphere. But life has shown that all these measures, even with their satisfactory behavior, do not lead to technological and hygienic measures for the protection of the natural environment, it is advisable to introduce methods of economic stimulation and regulation of the financial and credit base of "ecological" management into the practice of environmental management. The essence of these methods is as follows: payments for the consumption and consumption of natural resources and for the right to use natural objects (land, minerals, recreation, water, forestry, fuel and energy); payments for environmental pollution, indirect environmental taxes;
Benefits from income taxes depending on the costs and results of environmental activities;
Economic sanctions for violation of the norms of rational nature management;
Benefits conditions for depreciation of environmental facilities;
creation of environmental funds (enterprises of the region) with subsequent transformation into environmental banks;
organization of a reserve fund for the accumulation of fees for non-reproducible resources used in the present;
Formation of a market for environmental services for financing (mineral exploration, reforestation, land reclamation), insurance of amounts in compensation for damage from accidents;
Activation of methods of direct regulation of nature management at the regional level and the corresponding regional structures.
Use of extraterritorial factors. Sustainable development dynamic resource regions is impossible without maintaining a dynamic ecological balance in them, i.e. a state of long-term equilibrium between the natural environment and human society, in which the first would retain the chances of self-reproduction and self-preservation, and the second could develop normally and dynamically, satisfying its current needs and having a development reserve in the future. Development must be balanced with the reasonable needs of society. In natural resources and the ability of the natural environment to meet these needs without tangible damage caused human activity ecosystems of the region. This, in essence, is about the co-evolution of nature and society on the territory of a particular region. In accordance with this principle, urban planning is also understood as an activity for the systematic and purposeful formation of the material and spatial environment of human habitation, which provides the conditions for the development of the biosphere as a whole.
The state of the natural environment in many northern regions is far from consistent with the considered principle. The ecological balance in many regions is disturbed. In addition to the above-mentioned scales of environmental pollution - air, water, soil and vegetation cover, in many areas, negative phenomena of degradation of integral ecosystems (including all their components - vegetation, animal world, abiotic components), destruction of vast taiga and tundra landscapes, which leads to a serious imbalance between the natural and anthropogenic environment.
In the northern taiga, clear-cutting is widespread, which leads to secondary disease and is the main reason for the southward advance of the tundra boundary.
Soil pollution with oil and disturbance soil cover vehicles has reached a very large scale (since the beginning of the development of oil and gas fields, at least 50-100 thousand hectares have been polluted and many more have been destroyed by vehicles). Tens of thousands of hectares of reindeer pastures have been seized from their economic turnover, which leads to a decrease in their livestock and, in addition to undermining the food base of indigenous peoples, significantly weakens the northern ecosystems, reducing the most active part of their biomass.
Intensive withdrawal of natural resources and their single-purpose use significantly reduces the raw material base of the region, leads to wasteful consumption of resources and even greater pollution of the natural environment. At the same time, the process of landscape destruction is intensifying, the areas of “waste” lands are growing, and the ratio of disturbed territories is deteriorating.
The environmental policy in the northern regions is, as a rule, restrictive and prohibitive. Efficiency criteria have a formal technocratic orientation ( different types standards, MPC, MPE, etc.). At the same time, the combination of ingredients that enter the natural environment are not taken into account. The parameters of the ecological capacity of territories, as well as the reserves of its self-restoration, are not taken into account either.
Territorial methods play an important role in the arsenal of means of maintaining dynamic ecological balance, the importance of which has not yet been appreciated, especially in practice. The task of territorial methods of maintaining dynamic ecological balance is to create, under conditions of intensive exploitation, part of the territory of an ecological buffer in the form of extensively exploited areas, partially protected and absolutely protected areas, where the species composition necessary to maintain the reliability of the operation of ecological systems and the dynamic optimum of environmental components in the entire hierarchies of natural complexes up to and including the biosphere. In other words, the region must maintain a balance between intensively and extensively used lands.
Such a balance depends on many factors, but mainly on the ability of the natural environment of a particular geographical zone to self-heal - the further north the zone, the lower this ability:
in the area of the southern taiga - the transformed and relatively untouched areas should be related as 1:1;
in the areas of the northern taiga - intensively used areas should occupy no more than 20%, and extensively used at least 80%;
in tundra areas: transformed areas - 2%, natural ecosystems (including reindeer pastures) - 98%;
in the areas of the Arctic zone - the transformed areas should occupy 1-2% of the entire territory of the zone in it.
It is also necessary to ensure the integrity, coherence and balance of these structures. And this is only possible with purposeful formation"intertwined" socio-economic and ecological frameworks of the territory of its functional and urban-ecological zoning, that is, large-scale research and design work within the framework of urban planning policy in each of the actively developed northern regions.
Bibliography
1. Akimova T.V. Ecology. Man-Economy-Biota-Environment: Textbook for university students / T.A. Akimova, V.V. Khaskin; 2nd ed., revised. and additional .- M .: UNITI, 2006.- 556 p.
2. Akimova T.V. Ecology. Nature-Man-Technology.: A textbook for students of tech. direction and spec. universities / T.A. Akimova, A.P. Kuzmin, V.V. Khaskin - M.: UNITY-DANA, 2006.- 343 p.
3. Brodsky A.K. General ecology: A textbook for university students. M.: Ed. Center "Academy", 2006. - 256 p.
4. Voronkov N.A. Ecology: general, social, applied. Textbook for university students. M.: Agar, 2006. - 424 p.
5. Korobkin V.I. Ecology: Textbook for university students / V.I. Korobkin, L.V. Peredelsky. -6th ed., add. And revised. - Roston n / D: Phoenix, 2007. - 575s.
6. Nikolaikin N.I., Nikolaikina N.E., Melekhova O.P. Ecology. 2nd ed. Textbook for universities. M.: Bustard, 2007. - 624 p.
7. Stadnitsky G.V., Rodionov A.I. Ecology: Uch. allowance for st. chemical-technological and tech. cn. universities. / Ed. V.A.Soloviev, Yu.A.Krotova.- 4th ed., corrected. - St. Petersburg: Chemistry, 2006. -238s.
8. Odum Yu. Ecology. - M.: Nauka, 2006.
9. Chernova N.M. General Ecology: Textbook for students pedagogical universities/ N.M. Chernova, A.M. Bylova. - M.: Bustard, 2008.-416 p.
10. Ecology: A textbook for students of higher education. and avg. textbook institutions, educational according to tech. specialist. and directions / L.I. Tsvetkova, M.I. Alekseev, F.V. Karamzinov and others; under total ed. L.I. Tsvetkova. Moscow: ASBV; St. Petersburg: Himizdat, 2007. - 550 p.
11. Ecology. Ed. Prof. V.V.Denisova. Rostov-on-D.: ICC "Mart", 2006. - 768 p.
12. Internet resources
MOU "Dubrovskaya secondary school"
Social project
"Ecodesant"
8th grade students
Fotina Elena,
Kobeleva Daria,
Okulova Alena
Supervisor:
Kobeleva S.A.
2013-2014 academic year
Introduction…………………………….2
Justification of the project………………3
Purpose and objectives………………………..5
Terms of implementation and participants …...6
Expected results…………….8
Estimate ………………………………..8
Implementation methods………………...9
Project results………………..10
Appendix………………………..11
Introduction.
Project name: "Ecodesant"
Project geography: Perm region, Elovsky district, Dubrovo village.
Project implementation period: September - November 2013
Legal address of the organization: MOU "Dubrovskaya secondary school"
618173 Perm Territory, Elovsky District, Dubrovo village, Yubileynaya street 1-a
Project summary.
The project will be implemented by residents of the School Republic and representatives of the Dubrovskaya School Council under the leadership of S. Kobeleva and is aimed at improving the environmental situation in the village of Dubrovo, consists of a research and practical part. The research part is connected with sociological surveys of villagers, interviewing individual representatives of the local society, and summarizing the materials received.
The practical part is connected with the company to attract villagers to solve environmental problems, with the attraction of charitable funds for the implementation of the project.
Project justification
Man, look around: this is your country, your city, your village, your fields, rivers, lakes. And, unfortunately, the trash is also yours! We think that every person has internal dissatisfaction caused by the surrounding garbage, so habitually inscribed in the landscape of forests, squares, parks, and simply residential courtyards.
Small Motherland is the place where you were born, where you grew up and where you live. A place that people miss when they are away from home and where they want to return again, with which good moments of life are associated. This is the corner that is so dear to the heart. And I really want our small motherland was clean and comfortable, so that every resident could be proud of his village.
At this time, in the village of Dubrovo in the center it is gray and boring, there are not enough flowers and bright colors. The bus stop, which is the first thing a village guest sees, needs cosmetic repairs. The local population is not very careful about the environment, they throw garbage at their feet and arrange dumps on the street.
Maybe we should not wait for some kind wizard who will come and clean up our village, but try to do at least something for this ourselves?
But just talking about this problem is not enough, it does not make the environment cleaner. This issue needs to be addressed through practical action. It is time to give this process a clear form and organization.
And we came up with such an idea - to involve local authorities and the population of the village in solving this problem. We'll do this ourselves. And in order to bring this idea to life, we decided to approach the matter in an adult way. We will develop the real project.
We have to analyze the situation of pollution in the village, conduct propaganda among the students of our school, draw the attention of all residents to think about the problem of garbage in the village of Dubrovo. We believe that by joint efforts it is possible, if not to solve the whole problem, then at least to move it off the dead center.
Problems:
1. Pollution with household waste in the center of the village.
2. Lack of ecological culture among the population
We had an idea to organize the residents of the School Republic and the villagers to solve some of the environmental problems. We have decided to work in three directions:
1) Educational activities among students, villagers, aimed at their awareness of the problem of domestic pollution;
2) Activation of actions of the Village Administration;
3) Practical activities for nature protection.
Target: Clear the streets and the central square of the village of Dubrovo from household waste and paint the bus stop.
Tasks:
Carrying out a number of activities aimed at cleaning and putting in order the territory of the village center:
Survey of the villagers
Issuance of leaflets and propaganda posters,
stop painting,
Garbage pickup near bus stop
Public involvement (parents, villagers, school students)
Speech at the school-wide line about the results of work
The timing of the project.
Since this idea was proposed at the first meeting of the Case Council, dedicated to the Year Ecology, it was decided not to postpone a good deed and set the dates: September - November 2013
Project Implementation Plan
| Event | responsible | Available resources | Missing Resources |
||
| Compile a questionnaire for villagers in order to find out their attitude to the environmental problems of the village | Kobeleva Daria | Computer | |||
| Interview the villagers and get the result | Kobeleva S.A. Student 7th grade | ||||
| Organize school students, parents and villagers to environmental action"Clean Village" | Elovikova S.B. - teacher of biology Kobeleva S.A. - organizer Lozinskaya L.V. - head of the settlement | Garbage bags Whatman for ad | transport |
||
| Photograph the problematic areas of the village from the point of view of ecology /village center, landfills, garbage near houses, bus stop/ | 02.09. to 27.10.13 | Okulova Alena | digital camera | ||
| Prepare a presentation about project implementation | 18.10. to 11/19/13 | Fotina Elena | |||
| Prepare a speech by the Ecodesant propaganda team and speak to the students of the school | Okulova Yana Pastukhov D.A. | ||||
| Hold a poster drawing competition at the school “The nature of the village is in danger” | Kobeleva S.A-teacher of fine arts | Whatman, album sheets | |||
| Development of sketches for painting stops and themed flyers | Tatarkina Diana | ||||
| bus stop painting | Grade 7 initiative group | Paint, brushes, pan, roller, paint mixing containers | paints, color |
||
| Distribution of leaflets and campaign information on bulletin boards | Student 7th grade | Files, buttons |
Project participants:
1. Students of the Dubrovskaya secondary school.
2. The teaching staff of the Dubrovskaya secondary school.
3. Administration of Dubrovsky rural settlement.
4. Residents of the village of Dubrovo.
Expected results
Awareness of the significance of the problem and improvement of the aesthetic and ecological state villages.
A conscious increase in the ecological culture of schoolchildren and villagers.
At least 120 students and villagers will be able to watch the performance of the propaganda team.
Project estimate.
1. For printing leaflets - Paper (white and color) for the printer - 1 pack (150-00 rubles)
3. Whatman paper - 5 pcs. 15 rub. (75 rubles)
Stationery (buttons, files, markers, pencils) - 100-00 rubles.
Water-based paint 7 liters (460 rubles)
Kohler 2 pcs. 30 rub. (60 rubles)
Total: 1095 rubles at the expense of parental funds
2. Methods of implementation
In order to attract the attention of students, their parents, and villagers to the problem of domestic pollution and to intensify their actions to correct this situation, we have chosen the following methods:
Campaign "Clean Village" / cleaning of the territory of the village center and bus stop / Appendix 4 /
Conversations with students about the problem of rural pollution
Observation Method
Placement of posters in public places of the village urging residents to restore order on their streets, near their homes; /Appendix 4/
Creativity (painting stop, drawing competition "Nature of the village in danger", propaganda performance at the school line
/ application 2)
Questioning of the villagers "Native village cleanliness and order" / Appendix 1 /
Cooperation with the village administration
Usage ICT technologies/creating a presentation on project implementation/
Project results:
A beautiful, well-groomed stop in the village of Dubrovo.
Territory of the village center clean from household waste
At least 120 students watched the performance of the propaganda team
IN school competition drawings were attended by 70% of students elementary school
Distributed 45 thematic leaflets among the population
Carried out the "Clean Village" campaign
They conveyed suggestions and wishes from the villagers to the Council of Deputies
Prepared a presentation on the implementation of the project
Get the public involved
The prospect of the project.
For the further development of the Ecodesant project, it is planned to follow the following directions:
1. Update information posters that encourage fellow villagers to maintain cleanliness in the village.
2. Annually hold subbotniks, actions and conversations with students about the cleanliness of their native village.
This academic year, work in this area continues / Appendix 5 /.
In September, residents of the School Republic took part in the all-Russian action "Green Russia - 2014", the guys - high school students brought seedlings to school, which were then planted near the Leisure House in the center of the village of Dubrovo. In total, 20 maples, 10 mountain ash and 10 firs were planted. Primary and middle school children took part in the "Clean Village" action, collected garbage in the center of the village, at the stadium, on the side of roads along the streets.
We hope that our village will be beautiful, green, and most importantly - clean! Let's meet the spring of 2015 and Great Victory in a clean village
Annex 1
Questionnaire "Native village - cleanliness and order!"
Who litters more on the streets?
"Do you consider environmental safety (cleanliness of air, water, soil) the main thing in life?".
Your wishes, suggestions or request.
Survey results from 29 respondents
Do you think the village of Dubrovo is clean?
Who litters more on the streets?
Children, residents, everyone, youth, alcoholics, adults
What causes rural pollution?
Burnt houses, bad manners, untimely garbage collection, irresponsibility, lack of control, lack of culture of people, household garbage, uncut grass
What needs to be done to make the village clean?
Develop ambition, take out waste and garbage in a timely manner, conduct propaganda and re-educate residents, do not litter
Do you consider environmental safety (cleanliness of air, water, soil) the main thing in life? Yes - 27, no - 1, don't know - 1
Your wishes, suggestions or request:
Clean up around houses
Work with conscience for everyone /appeal to deputies/
Lead a normal life
Love your village, decorate it
Pick up after yourself
Organize waste and rubbish removal at the request of residents
Install more bins and containers in the center of the village
Do not throw garbage out of cars
Plant trees, create a park
All wishes and proposals were conveyed to Elovikova S.B., a teacher of biology and chemistry, a member of the Council of Deputies of the Dubrovsky rural settlement.
Annex 2
The students presented the results of the project at the school-wide lineup with a creative performance, the author of the words of which was the teacher of mathematics Pastukhov D.A.
What is "eco"? This is the house
What is "logos"? This is knowledge.
So ecology is the knowledge of
how not to destroy the Life building.
Our “life building” is also a house.
The house where we grow up, grow up, love.
So we need to take care of it!
How to take care? We will discuss here.
Everything is important - neatness, cleanliness;
often we are greeted “in clothes”.
Beauty attracts us like a magnet
Everyone in the world knows this very well.
We think that every village
see starting from the stop.
So the time to act has come;
paint the stop, together, deftly.
It is necessary to ask the Dubrovites,
how to improve life in your native village?
What can we do? And what to ask
competent assistance from the authorities?
We can't throw rubbish;
in the center, at school, at home, by the roads...
If you littered, then - clean up!
Cleanliness is the key to health.
The authorities can decide a lot:
more trash cans in public places,
garbage needs to be taken out more often,
order must become the norm.
The most clean - to reward.
And dirty let people know too ...
You can create a "clean landing"
and then, life will be better for sure!
And yet, let our kids
do what they teach in school.
This is the beginning of great things.
This is how the country will get the best citizens.
It is necessary that by the command of the Soul
there was a striving for purity;
so we will take a huge step
to Truth, Goodness and Beauty!
Annex 3
Leaflets for agitation of the population
"Our village is not a garbage dump",
"We want to live in a clean village"
Annex 4 Annex 5
Annex 3
| MOU "Dubrovskaya secondary school" CLEAN VILLAGE,CLEAR PLANET,CLEAR CONSCIENCE |
|
|
IN pacific ocean there is a large. "plastic spot" 45 meters deep, an area equal to that of the United States. There is no exact data on the "spot", no one did not research. Because the oceannobody...
And such landfills are near us. And they OUR !!! Garbage is serious. For the natural processing of waste, long years and even centuries; Glass bottles- 1 million years; Cans-50-80 years (dig under a plum - 2-3 years); Rubber soles of boots-50-40 years; Skin-50 years; Nylon products-30-40 years; Plastic- 700 - 800 years; plastic bag-10-20 years; Cigarette butt-1-5 years; wool sock-1-5 years; orange or banana peel-2-5 weeks. | BEFORE AND AFTER…
In our area, landfills occupy vast areas around and in the settlements themselves. Landfill damage is HUGE! Decaying waste penetrates into groundwater, is dispersed by winds and thus damages the environment and human health. We, students of the Dubrovskaya school, know and understand the danger that landfills bring and we are not idle! Perhaps, seeing how the guys clean up the landfills (in the village), maybe you will also have a desire to clean up your yard, on your street and around your village! |
| PER PERSON FROM 150 TO 600 KG OF GARBAGE PER YEAR! IF QUANTITY OF GARBAGE WILL GROW THE SAME WHAT WILL HAPPEN TO THE PLANET???
|
|
ALL IN OUR HANDS!!! 
Friends! Fellow villagers! Dubrovtsy!
Lots of exotics in the world:
Egypt, Canaries, Maldives,
But our house is in the native village.
Clean, comfortable, beautiful!
Please,
do not litter in the streets!
7th grade students
Relevance of the topic: Planet Earth is ours common Home, each person living in it should carefully and carefully treat it, preserving all its values and wealth.
Material Description: I bring to your attention the final lesson that completes the cycle of environmental conversations. At this lesson, the children were offered a choice: testing or an environmental project. It was proposed to work on an environmental project in groups, and the topics of the project were chosen by the children on their own from the options offered. Tests can be performed both on paper and in online version. The material is designed for students in grades 5-7, it can also be useful to teachers, parents and educators.
Recommendations: The conversation is accompanied by a presentation (multimedia accompaniment), which allows you to better feel the degree of danger from pollution of our Home-Earth and pollution of water bodies. Environmental projects are defended in the class and evaluated by the children according to the proposed grading table.
Target: To consolidate and test children's knowledge about the types of environmental problems and how to solve them.
Arouse the desire of schoolchildren to protect nature, give an orientation to the implementation of some measures for nature protection.
Tasks:
- develop and protect an environmental project
- answer test questions. Description: children are invited to answer 4 tests in paper form or online.
Test number 1. Topic: “Ecology. First global problem»
1. Ecology is:
A) The science of human impact on the environment;
B) The science that studies the structure, functions and development of living organisms in an ecosystem;
C) The science of the influence of the environment on a person;
D) The science of rational use natural resources;
D) The science that studies living organisms in nature.
Give one correct answer.
2. The word "ecology" comes from:
A) Greek words b) German words
C) English words d) Portuguese words
Write down your answers ov.
3. What does the word "ecology" mean
4. What is the difference between modern packaging and the one that was used 10-15 years ago?
5. What are the causes of garbage.
6. What does the word "inert" mean
7. Name the number of garbage per inhabitant of the planet per year.(average)
8. How is garbage classified according to the degree of danger to the environment? Which class is the most dangerous?
9. Name the main conditional categories into which garbage is divided.
10. What are the ways of waste disposal?
11. Name the pros and cons of one disposal method(any choice).
12. What is the most rational way? Why?
13. What is special waste? How are they destroyed?
14. Name the terms of natural decomposition of garbage.
15. Waste recycling options.
Test number 2. Topic: “Ecology. The second global problem
Give multiple correct answers.
1. What are the main environmental issues:
A) air pollution;
B) Pollution of the World Ocean;
C) Soil pollution;
D) Extermination of flora and fauna;
D) melting ice.
E) Creation of the "red book"
Give one correct answer.
2. Pollution of rivers leads to:
A) death of eggs
B) The death of frogs, crayfish
B) the death of algae
D) the death of all living things
Write down your answer.
3. What are the water quality classes of river pollution?
4. Water pollution is produced (by what)?
5. Where do pesticides in water come from?
6. Give an example of "heavy metals"
7. Where are the 10 dirtiest rivers?
8. What causes thermal water pollution?
9. Causes of electromagnetic pollution of water.
10. What do you know about radioactive radiation?
11. Write what we can do to conserve the Earth's water resources.
12. Give an example of the consequences of water pollution by oil and oil products.
Test number 3. Topic: “Ecology. The Third Global Problem"
Give multiple correct answers.
1.Air pollution is:
a. this is the introduction of substances alien to its composition into the atmospheric air
b. change in the ratio of gases in the air
c. physical, chemical, biological substances
Dirty air
2.Diseases caused by high content harmful substances in the air we breathe:
a. headache
b. nausea
c. skin irritation
asthma
e. tumor
e. joint sprain
Give your answer.
3. What types of air pollution do you know?
4. Name the sources of natural air pollution.
Give one correct answer.
5. Causes of dust storms:
A. drought
b. deforestation
river flood
d. gravity of the moon
Give your answer.
6. Name the artificial sources of air pollution.
Give one correct answer.
7. What gas is released into the atmosphere during the combustion of fuel?
a. carbon monoxide (CO2)
b. oxygen (O2)
v.nitrogen (N2)
d. nitric acid (HNO3)
Give your answer.
8. What is Smog. What is its harm to the inhabitants of the metropolis.
9. What causes ozone depletion?
10. What does radioactive contamination lead to?
11. Why is the greenhouse effect dangerous?
Give one correct answer.
12. How many days can a person live without water?
a.7
b.1
v.30
d.5
13. Ways to preserve the atmosphere.(At least 5)
Test number 4. Topic: “Ecology. Outcome"
Final test.Give one correct answer.
1. Environmental pollution is understood as:
a. introduction of new, uncharacteristic physical, chemical and biological components into the environment
b. the introduction of new, uncharacteristic physical, chemical and biological components into the environment, as well as the excess of the natural level of these components
c. exceeding the natural level of natural and anthropogenic components of the environment
d.growth of anthropogenic impact on natural ecosystems
2. Air pollution in Russia is primarily caused by:
a. chemical industry
b.thermal power engineering
c. agriculture
oil production and petrochemistry
3. The most dangerous soil pollution is caused by:
a. household waste
b.agricultural waste
c. heavy metals
sewage
4. The greatest pollution of land waters is caused by:
a. flushing of fertilizers and pesticides from the fields
b.domestic and industrial wastewater
c. solid waste pollution
dumping
5. The greatest pollution of the waters of the World Ocean is caused by:
a.dumping
b. acid rain
c. agricultural waste
oil and oil products
6. Pollution found around industrial plants is called:
a.local
b.regional
c.global
d.sanitary protection
7. K chemical pollution do not include:
a. heavy metal pollution
b. the entry of pesticides into water bodies
c. soil pollution with solid household waste
d. increase in the concentration of freons in the atmosphere
8. Pollution of the environment with solid household waste can be attributed to:
a. physical pollution
b.biological contamination
c.mechanical pollution
physical and chemical pollution
9. Deforestation leads to:
A. increasing species diversity of birds;
b. increase in species diversity of mammals;
V. reduction of evaporation;
d. violation of the oxygen regime
10. Lack of drinking water is caused primarily by:
A. greenhouse effect;
b. a decrease in the volume of groundwater;
V. water pollution;
soil salinization.
11. The greenhouse effect occurs as a result of accumulation in the atmosphere:
A. carbon monoxide;
b. carbon dioxide;
V. nitrogen dioxide;
d. sulfur oxides.
12. From hard ultraviolet radiation, living organisms protect:
A. water vapor;
b. clouds;
V. ozone layer;
g. nitrogen.
13. The most common diseases that occur as a result of environmental degradation are:
A. diseases of the musculoskeletal system;
b. infectious diseases;
V. cardiovascular and oncological diseases;
d. diseases of the digestive tract.
14. What is the name of the source of new alleles when changing genetic structure populations?
A. mutation;
b. migration;
V. genetic drift;
d. non-random crossing.
15. How many minutes can a person live without air?
A. thirty
V. 5
b. 1
d. 10
16. Main product of consumption?
A. water
b. food
g. air
V. bread
Ecological project.
You can start the conversation by showing the video. It is possible to launch a video to the song of the Earthlings group "Forgive the Earth!"
The epigraph to the lesson can take the words
"To live in this green world
good in winter and summer.
Life flies like a moth
a motley animal runs
A bird whirls in the clouds,
nimble runs like a marten.
Life is everywhere, life is all around.
Man is nature's friend!"
IN modern world environmental issues come to the fore. We have managed to sort out only a small fraction of environmental problems. In conclusion of our environmental conversations, I would like to invite you to develop an environmental product (let's call it a project), in which you will talk about one of the environmental problems and its solution.
To begin with, let's recall the problems with which we are already familiar.
They call the children.
You can publish a wall newspaper as an ecological product, draw a comic, come up with an ecological fairy tale, a crossword puzzle, a calendar .. The choice is yours, what will seem interesting to your group, that project is carried out by your group.
Project work in progress according to plan:
1. Define the problem.
2. Identify the cause.
3. Put forward a solution to this problem.
The plan can be supplemented with your suggestions.
The projects will be evaluated by a jury selected by you from the students of the class according to the following criteria:
1.Originality
2. Compliance with the task
3.Product protection
4. Answers to the questions posed
5. The work of all group members
I wish you creative success.
Options for design assignments:
Project task 1Learn about waste paper. Complete the task: design a poster for the residents of the village of Vakhtan about the dangers of burning paper and calling for the collection of waste paper for recycling
waste paper
Material: paper, sometimes impregnated with wax and covered with various paints.
Damage to nature: The paper itself does not cause damage. Cellulose, which is part of paper, is a natural material. However, the ink on the paper can release toxic substances.
Harm to humans: paint can release toxic substances when decomposed.
Decomposition routes: used as food by some microorganisms.
End product of decomposition: humus, bodies of various organisms, carbon dioxide and water.
Decomposition time: 2-3 years.
Products formed during neutralization: carbon dioxide, water, ash.
It is strictly forbidden to burn paper in the presence of food, as dioxins may form.
Project task 2
Read up on food waste. Complete the task: draw up a memo for residents of the village of Chastye on ways to neutralize food waste.
Food waste
Damage to nature: practically does not cause. Used for nutrition by various organisms.
Harm to humans: rotting food waste is a breeding ground for germs. During decay, foul-smelling and poisonous substances are released in high concentrations.
Ways of decomposition: are used in food by various microorganisms.
The end product of decomposition: the bodies of organisms, carbon dioxide and water.
Decomposition time: 1-2 weeks.
Recycling method (at any scale): composting.
The least dangerous disposal method (on a small scale): composting.
Products formed during neutralization: humus.
It is strictly forbidden to throw into fire, as dioxins can be formed.
Project task 3
Learn about fabrics. Complete the task: design a poster for the residents of the village. Frequent, calling to find a new use for unnecessary things.
Fabric products
Fabrics are synthetic (melt when heated) and natural (charred when heated). Everything written below refers to natural fabrics.
Damage to nature: do not cause. Cellulose, which is part of paper, is a natural material.
Decomposition routes: used as food by some organisms.
End product of decomposition: humus, body of organisms, carbon dioxide, water.
Decomposition time: 2-3 years.
Recycling method (on a large scale): processing into wrapping paper.
Recycling method (on a small scale): composting.
The least dangerous method of disposal (on a small scale): incineration under conditions that ensure complete combustion.
Products formed during neutralization: carbon dioxide, water, ash
Project task 4
Learn about plastics. Complete the task: draw up a memo for residents of the village of Frequent about the dangers of burning plastic products.
Plastic products of unknown composition
Damage to nature: interfere with gas exchange in soils and water bodies. Can be swallowed by animals, resulting in death. They can release substances that are toxic to many organisms.
Human hazard: May release toxic substances when decomposed.
Decomposition time: depends on the plastic, usually about 100 years, maybe more.
Recycling methods: depends on the plastic (usually remelting). For many plastics, there are no ways to recycle (due to the difficulty of identifying a particular plastic).
Products resulting from neutralization: carbon dioxide, water, nitrogen, ammonia, hydrogen chloride, sulfuric acid, poisonous organochlorine compounds.
It is strictly forbidden to burn these materials, as this can form huge amounts of dioxins.
Project assignment 5
Learn about packaging material. Complete the task: design a poster for the residents of the village. Frequent, calling not to scatter the packaging material.
Food packaging
Material: paper and various types of plastics, including chlorine-containing ones. Sometimes aluminum foil.
Damage to nature: can be swallowed by large animals, which causes the death of the latter.
Ways of decomposition: slowly oxidized by atmospheric oxygen. Very slowly destroyed by the action of sunlight. Sometimes used in food by some microorganisms.
Decomposition time: depends on the product. Usually - tens of years, maybe more.
Recycling method (on a large scale): usually does not exist (due to the difficulty of separating into components)
The least dangerous method of disposal (on any scale): burial.
Decontamination products: dependent on plastics. Usually carbon dioxide, water, hydrogen chloride, poisonous organochlorines.
It is strictly forbidden to burn these materials, as dioxins may be formed.
Project task 6
Study the material about tin cans. Complete the task: draw up a memo for residents of the village of Chastye about the proper disposal of cans.
Cans
Material: galvanized or tin plated iron.
Damage to nature: Zinc, tin and iron compounds are poisonous to many organisms. The sharp edges of the cans injure animals.
Harm to humans: toxic substances are released during decomposition.
Decomposition pathways: very slowly oxidized by oxygen. Very slowly destroyed by the action of sunlight.
End product of decomposition: carbon dioxide, water and hydrogen chloride.
Decomposition time: on the ground and in fresh water- several hundred years, in salt water - several decades.
Recycling methods (in large quantities): does not exist (due to technological difficulties).
The least dangerous method of neutralization (on any scale): removal to a landfill.
Products resulting from neutralization: carbon dioxide, water, hydrogen chloride, toxic organochlorine compounds.
It is strictly forbidden to burn these materials, as this produces huge amounts of dioxins.
Children's projects.
Development of the implemented project "Connoisseurs of Nature"
- Introduction
- Development of an ecological project.
- Implementation of an environmental project.
- Conclusion.
- Used Books
- Application.
Introduction.
So the time has come when information about the state of the environment has become available. This means that we began to realize and understand the seriousness of the problems associated with the environment.
Man, using his various abilities, has created a habitat for himself. No one will argue that it is convenient, but hardly anyone will dispute that it is just as harmful to our still living planet.
Scientists have done a lot scientific research and unfavorable assumptions are made. In a few decades, water, air and soil can be so poisoned that human life on earth will become impossible.
I am very glad that the attitude towards the environment is changing. But the current situation requires the formation of ecological thinking, that is, the introduction of ecology into all sciences and into all spheres of human activity. And I think that it is necessary to start environmental education and upbringing as early as possible.
To improve the effectiveness of environmental education and upbringing are now offered in this area additional forms and methods that also take into account modern psychological and pedagogical theories and technologies. These forms and methods involve students in a variety of activities, using the relationship of class-lesson, out-of-class and out-of-school forms of work. 1
Additional environmental education can be carried out in the following areas:
- Development of programs for additional environmental education of students.
- Development and implementation of environmental projects.
- Organization and conduct of circle work on ecology on the basis of the school.
- Organization of additional environmental education of students during the holidays on the basis of children's health camps.
By implementing various forms of activities in the field of environmental education and upbringing, it is possible to achieve an increase in the effectiveness of environmental education of students.
In my work, I want to tell you how I implement such a type of activity as the development and implementation of environmental projects.
- I.Development of an ecological project.
The project should be based on research, creative, socially significant activities of students aimed at promoting the identification and solution of environmental problems in a settlement. It may include a set of activities that affect the problems of environmental protection and aim to develop the social activity of students. 2
The project can be implemented in an urban (rural) area, a small settlement based on a school.
The main principles of the project may be:
— focus on identifying environmental problems of a particular area;
— assessment of the state of the environment;
– personal participation in solving local environmental problems, caring for the environment in the place of residence;
— setting for research and practical activities.
The goal of the environmental project is to create conditions for the development of a sense of ownership in solving environmental problems through the inclusion of students in various activities to study and improve the local environmental situation.
The implementation of the project involves:
– expanding the information space in order to increase students' awareness of local environmental problems and ways to solve them;
— organization of practical environmental, research, creative activity;
- give the work a public resonance;
- providing students with the opportunity and assistance in solving local environmental problems.
The work on the project assumes considerable independence of the participants and does not require constant training on the basis of educational institution(schools). It can be coordinated with the city (district) department public education and rely on the help of consultant teachers (teachers of ecology, biology, chemistry), class teachers as well as parents.
The work on the project can be built in three stages: preparatory, main and final.
the main task preparatory phase- activation of students' activity, their interest in the study of the natural environment.
The main activities of this stage can be used:
— approval of the organizing committee of the project;
— identification of project participants;
- familiarization with the project materials (conducting conversations and consultations in schools about the environmental problems of the area and the importance of students' activity in solving these problems through their participation in this project);
– independent research activity of students (filling out the questionnaire of the project participant).
At the main stage, the project participants independently perform the defining types of work of creative and practical activities (three types to choose from).
Project participants may be asked to:
— issue an information leaflet (wall newspaper) about the problems or environmental situation of their locality;
- prepare informational material on the ecology of your place of residence for publication in a local newspaper or for speaking on local radio;
- to conduct a conversation in the children's team (class) on environmental theme;
- draw up an ecological map of the study area (microdistrict of a city, village, street, yard) with the designation of environmentally unfavorable (dangerous) places;
- prepare your own environmental project (cleaning a river, a spring, eliminating landfills, processing household waste, saving energy, water, etc.).
The final stage involves summing up and awarding the winners.
Implementation of an environmental project.
For several years now, the intellectual game “Connoisseurs of Nature” has been held in our district. The main objectives of this game:
Identification among students of children with high intellectual abilities and interest in independent cognitive activity;
Inclusion of students in creative collaboration;
Education in children respect for nature.
The game is played in three stages.
The first stage is the preparation of the material both by the teachers (assignments for the intellectual game) and the children (one of the competitions is the presentation and defense of the oral journal, as well as the protection of the team)
The second stage is a game that was held among the schools of the cluster association (MOU secondary school in the village of Privolzhskoye, the village of Raskatovo, the village of Pavlovka). Similar games were held among other cluster associations of the Marksovsky district, as well as the city of Marks.
The third stage is the final game. Its participants are the winners of the zonal games.
The tasks of the game corresponded to the program of the 4th grade in the subject " The world”, were both subject and interdisciplinary in nature. The participants of the game were 4th grade students. Teams of 5 people. Assignments were compiled by a subject group of teachers primary school, except for teachers preparing teams. Zonal games were held in February, and the final game in March.
This year the 4th grade is us - 20 of my students and me. Since we know in advance about participation in this game, the preparations began at the very beginning. school year. And it just so happened that it was carried out in the form of an environmental project.
One day at the lesson, the guys started arguing about the meaning of the words "primrose" and "snowdrop". Some thought they were the same thing, others objected to them. I invited the guys to figure it out for themselves. They gladly responded.
Ecological education goes through a number of stages. We decided to go through them all.
The first stage was the stage of admiring. The guys decided to collect a collection of artistic images of primroses or snowdrops. There are many photographs and drawings. One of the students added that there are also many poems about snowdrops and primroses. The collection has expanded. The guys themselves began to draw the long-awaited spring. (Appendix 1) Four people volunteered to work with this collection. We have editors. They took the material, sorted it.
The guys asked to go with them on an excursion to the forest and show where the snowdrops will grow. They were wondering what is now in this place, and what kind of places they are. So the second stage has come - the stage of observation, experience and comprehension of what is seen and heard in nature. A group of guys appeared who noticed that these places are wet, but in spring they are open for the first sun. arose a new group- a group of researchers. They began to write down our observations and conclusions. Some guys made sketches.
They also noticed heaps of garbage, broken trees, a trampled clearing. The guys were very indignant, and even scared, what if they won’t be able to see snowdrops here in the spring, what if they won’t wake up in the spring after such treatment. And with that, we smoothly moved on to the third stage. The children strengthened their desire to preserve the beauty of nature and increase its wealth.
A third group emerged - the group of ecologists. We cleared the place of debris. And our project continued to exist.
Each group had its own goal. Their collected collections were replenished.
In the lessons of natural history, I tried to keep this work and groups. This was facilitated by the topics of the lessons. We started to explore the topic natural areas Russia".
At the beginning of the lesson, each group received their task and worked on it; by the end of the lesson, we made preliminary conclusions. At home, the guys continued to supplement their messages with information. The result was a game by stations. (Appendix 2) The stations "Geographic", "Zoological", "Game", "Botanical" were proposed. Many tasks were proposed by the guys themselves (crosswords, text with geographical errors, riddles, etc.).
So, when it came time to process the accumulated material and prepare an oral journal, we were faced with a difficult task. After a long debate, we decided that we would choose primroses, five - according to the number of team members. The selection criteria will be:
- The plant must be a primrose or a snowdrop.
- It is listed in the Red Book of the Saratov region.
- It's medicinal.
- Picked up great material about this plant.
Team members were chosen by secret ballot. I must say, the guys took this with great responsibility. The most active students were chosen. There were no resentments or arguments. But the guys were faced with the task of answering the question, what is a primrose, and what is a snowdrop.
The conclusion was extracted from books by team members.
All early flowering plants are called snowdrops. Primroses, snowdrops are the names of early flowering plants. They are also called scientists ephemera and ephemeroids.
All the students of our class took part in the creation of our oral journal. The researchers selected the material. The editors arranged it. Ecologists helped to prepare the pages of the Red Book and Plant Protection. We bring to your attention the result of this work, our oral journal. (Appendix 3)
Conclusion.
It is not in my power to push back the tragic consequences of people's neglect of nature, but I share my anxieties with my little students, starting from the 1st grade, I try to instill in them a thrifty love for nature. Together we think about what can be done to make our land more beautiful, greener, richer, where and how you can and should have a rest, and which places are better to bypass, we reveal the connection between the state of nature and human health.
I bring the guys to the conclusion: nature is defenseless against man. But if we do not take care of the biosphere, this thin living outer shell of the Earth, then we will witness the extinction of life on our beautiful planet.
My pain for the destruction of natural balance by man is transmitted to children. I would like to believe that our lessons of kindness and love for native nature will not be forgotten.
Talking about mushrooms, insects, birds, wild animals, I try to show not only the diversity of wildlife, but also the relationship various kinds. As a result, children think about the fact that the disappearance of any animal or plant leads to the impoverishment of species diversity - the main sign of the sustainability of any ecosystem.
I introduce children to rare and endangered plants and animals, to the Red Book of the Saratov region, Russia and the planet as a whole.
I conduct classes in such a way that students not only receive the necessary information about nature, but also draw conclusions about the harmonious interaction with it. Strengthen knowledge by performing drawings for exhibitions.
It would be nice to have not one, but several lessons on similar topics. For example, science lessons, visual arts and Russian language or literature. Such a union corresponds to the main postulate modern technique natural sciences that the content of environmental education is inherently integrated, and for the study of natural phenomena it is necessary to use the entire system subjects in primary school.
An indicator of our work can be the occupied first place in the regional intellectual game"Connoisseurs of nature" (Appendix 4) and snowdrop primroses blooming in spring.
