What should be in a biology classroom. Round table "biology and profession"

Goal: introduction to professions related to biology; deepening knowledge about the importance of biology in people's lives.

Tasks:

– studying materials about professions related to biology;
– compiling a folder and presentation – “Biology and Profession” for speaking to an audience;
– mastering the skills of working with primary sources and computer technologies;
– mastering self-organization skills; the ability to set goals and plan activities;
– mastering the technique of conducting a discussion, speaking in front of an audience.

Form of the event: round table ( Annex 1)

Organizers and participants: members of the “Young Researcher” circle, leader E.A. Markova; 8th grade students.

Guests: students of 10 “B” class of chemical and biological direction; teacher of biology and ecology at the lyceum.

Dates:

As part of a ten-day program in natural science subjects.

Preparation period:

1. Studying popular science literature, getting acquainted with material about professions related to biology;
2. Conducting and analyzing surveys ( Appendix 2);
3. Creating presentation slides about your chosen profession.

Equipment : laptop or computer, multimedia projector, screen, sheets of paper, pencils, mineral water, disposable cups.

Expected Result

• Creating a folder and presentation:

All material prepared by students is collected in a folder with files, and a single presentation is created from all the slides.

• Speaking to an audience:

Speech in front of an audience - 7th and 8th grade students and their parents.

Progress of the round table meeting “Biology and Profession”

(accompanied by electronic presentation: Appendix 3)

Introduction by the presenter: “Round table” is a civilized way of exchanging opinions. A form of public discussion or coverage of any issues, when participants speak in a certain order, initially while sitting at a round table. The idea of ​​K.S. as a symbol of equality and nobility goes back to the Arthurian legends about the Knights of the Round Table. It was Arthur, according to legend, who came up with the idea of ​​using round table so that the feasters do not argue about the best place, but are equal. Much later the expression “ round table” has become commonplace in the vocabulary of politicians and businessmen. Conferences in the form of a round table on international issues were held in the 30-40s. in London and The Hague.

The topic of our round table is “Biology and Profession”. Today we will talk about professions related to biology, find out the role of biology in the life of every person, and determine the importance of biology for the future.

Today our guests are students from the 10th “B” chemical and biological class, who are studying biology in depth, and why, you can ask them about it. We invited biology and ecology teachers from our lyceum as guests and experts.

Rules of participation:

It is very important to establish rules for participants that must be followed by all participants in the round table:

1. Give a specific answer to the question.
2. Eliminate parts that are not necessary.
3. Don't deviate from the topic.
4. Respect the speaker.
5. Follow the regulations. Main report 5 minutes, additional 3-4 minutes, answer to question 1-2 minutes.

Keynote ( Short story science of biology, the importance of biology, survey results)

Additional messages about biology-related careers (8th grade students):

1. Doctor.
2. Breeder.
3. Psychologist.
4. Veterinarian.
5. Ecologist.
6. Pharmacist.

Issues for discussion:

1. What professions, besides those mentioned, are related to biology?
2. What is the significance of biology in the life of a person whose professional activity is not related to biology?
3. Why is it important for everyone to study biology at a basic level in school?
4. Do we need every person to be biologically and environmentally literate? Why?
5. What role and in what industries will biology play in the future?

Questions for students of grade 10 “B”:

1. Why did you choose the chemical and biological direction for further education?
2. To enter which universities do you need to take biology?
3. What do you want to become? Why? What attracts you to this profession?
4. Is it difficult to learn biology?
5. What advice can you give to eighth graders?

Leading: (conclusion about the importance of biology in the lives of all people, about the connection of biology with various areas of human activity, about the importance of studying the basics of biological science at school, gratitude for cooperation and wishes for the right choice).

Biology class– this is a specially equipped room for organizing the teaching and educational process in biology.

There are several functions of the biology cabinet: educational, scientific and methodological, placement of educational equipment, reference, accounting.

1. Educational role of the office. In the biology classroom, the process of teaching, educating and developing students takes place. There should be comfortable work tables and chairs, a large and well-lit blackboard, chalk, and a damp sponge for wiping the board. The teacher's desk and blackboard are used to display visual aids during the lesson. A screen is placed on the wall, a TV and a projector are placed on the side.

The office must have running water with a sink. Water is constantly needed for practical work, demonstrations, and for caring for plants and animals. In the absence of running water, water is kept in large vessels, plastic bottles.

The office, as a rule, is equipped with a small library containing various literature for the teacher and students. The office organizes permanent and changing exhibitions, for example, permanent exhibitions “Plants of the Red Book of our region”, “Development of the organic world on Earth”, etc. The office should have portraits of outstanding scientists: Ch, Darwin, A.I. Oparin. etc. Thematic exhibitions of students’ works (posters, photographs, etc.) can be presented as changing exhibitions.

2. Scientific and methodological role of the office. The office is the place where the biology teacher works. Therefore, it should contain everything that a teacher needs to prepare for a lesson and other types of classes: programs; textbooks; biology tests; guidance materials from the Ministry of Education; didactic materials, etc.

3. Placement of training equipment. In the biology classroom there is a system of visual aids: natural objects (houseplants, herbariums, skeletons, etc.); images of natural objects (tables, diagrams, floppy disks, etc.); handouts and flashcards; display devices technical means(projector, TV, computer, etc.); laboratory equipment and tools for laboratory (practical) work outdoors and in the office; chemical reagents; first aid kit

The main part of educational equipment is stored in cabinets according to the types of manuals, sections and topics of the program, taking into account the volume, weight, dimensions and frequency of use and storage requirements.

4. Office help function. To quickly obtain information about the availability of this or that equipment in the biology classroom, and where it is stored, there should be a reference card index for the main sections: literature, instruments, technical means, catalogs of educational films, disks, tables, preparations, collections, herbariums, etc.

5. Accounting and office planning function. The biology teacher, as the head of the office, is required to keep a record book and office passport. IN ledger should be written in alphabetical order by section material values(laboratory glassware, reagents, visual aids, etc.), regularly record newly acquired equipment and materials, and note the fact of decommissioning of obsolete equipment. Once a year, an inventory is taken in the office and a report is submitted to the head of the school. IN office passport Basic information about the office should be recorded.

Improving the material base of the biology classroom and its work are carried out on the basis of long-term and annual plans.

Completing the material base of the biology classroom . The list of educational equipment for teaching biology includes natural objects, models, dummies, printed aids, on-screen aids, etc. Usually, equipment is purchased taking into account the actual class size, as well as the financial capabilities of the school. For laboratory and practical classes, it is necessary to purchase at least one piece of equipment for two students.

ORGANIZATION AND EQUIPMENT

MODERN BIOLOGY OFFICE

The biology classroom is a complex pedagogical system, including educational equipment, workplaces for students and teachers, technical teaching aids, devices for storing educational equipment. It is the information environment in which not only biology lessons take place, but also extracurricular and elective activities, educational work with students. When directly organizing and equipping any office, it is necessary to solve the following problems:

* selection of premises;

* office layout;

* equipping the classroom with educational equipment;

* organization of work places for teachers and students;

* organization of the use of TSO;

* creation of a rational storage system for educational equipment;

* interior design of the office.

The selection of premises, the layout of the classroom, as well as the organization of the use of technical teaching aids are carried out in accordance with the sanitary and epidemiological rules and regulations “Hygienic requirements for learning conditions in educational institutions”, which were introduced on September 1, 2003 (San-PiN 2.4.2.1178- 02).

Stages of cabinet equipment

Creating a new account includes several stages:

1. Familiarization with lists of specialized furniture produced by industry, as well as educational equipment in biology. Based on this, a room is selected in the school building,the compliance of its lighting, ventilation, electricity and water supply with sanitary and hygienic standards is checked.

2. Drawing up a plan for placing furniture and educational equipment in cabinets.

3. Purchase of furniture, fixtures, technical equipment and educational equipment and their arrangement.

4. Organization of permanent and temporary exhibitions, as well as equipping the office with living objects.

In subsequent years, work continues to complete the office, and file cabinets are created.

Office premises and requirements for it

The area of ​​the office is taken at the rate of 2.5 square meters. m per student with frontal forms of classes and 3.5 sq. m - at group forms work and individual lessons.

An analysis of teaching practice shows that a biology classroom requires two adjacent rooms: a classroom-laboratory with an area of ​​66-70 square meters. m (with a length of 10-11 m, a width of 6-7 m), and a laboratory room - 15-18 sq.m. It is more advisable to place the office on the ground floor with the windows oriented to the south, southeast or east.

Indicators of the physical environment of the classroom-laboratory must be consistent with accepted sanitary and hygienic standards. The office room must be maintained at a certain temperature, humidity, light level, and the percentage of harmful impurities in the air must be maintained.

Lighting and electrical equipment.An important point in equipping the classroom is proper lighting, since a lack of light reduces the performance of students and leads to deterioration of vision. The windows are equipped with light-colored sun-protection curtains or blind-type devices. It is not recommended to use curtains made of polyvinyl chloride film. When not in use, curtains should be placed in the spaces between the windows. Cleaning and washing of windows is carried out twice a year - in spring and autumn.

Indoor plants are placed in portable flower boxes and hanging flowerpots. On the windowsills it is possible to place only low-growing plants that do not block the light.

To maximize the use of daylight and uniform illumination of classrooms, it is not recommended to: paint over window glass; plant trees closer than 15 m, shrubs closer than 5 m from the school building.

For artificial lighting, it is better to use fluorescent lamps with lamps of the LB, LHB, LETS brands. The use of incandescent lamps is allowed. However, fluorescent lamps and incandescent lamps should not be placed in the same room. Luminaires with fluorescent lamps should be located parallel to the wall at a distance of 1.2 m from the windows and 1.5 m from the internal wall.

The blackboard is equipped with spotlights and illuminated by two mirror lamps of the type LPOZO-40-122 (125) installed parallel to it. The lamps are placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board. It is necessary to provide for separate switching of lamp lines.

Illumination levels must comply with the following standards: on desktops - 300 lux (light level is measured with a lux meter), on a chalkboard - 500 lux. When using TSO and the need to combine the perception of information from the screen and simultaneous writing in notebooks, the illumination on students’ desks should be 300 lux. When the projectors are operating, the illumination on students' desks should be 500 lux. In this case, you should use either one local lighting, or create a system of “functional” artificial lighting with a “dark” corridor in front of the screen. It is necessary to clean lighting fixtures twice a year. It is prohibited to involve students in this work.

Electric current is needed in the classroom not only for lighting, but also for the operation of projection equipment, so sockets are installed on the walls and the teacher’s demonstration table.

Painting walls and covering floors.The color scheme of the biology classroom interior affects the overall level of illumination and the performance of students and teachers. To decorate classrooms, materials and paints are used that create a matte surface. It is advisable to paint the walls in light lilac, light blue, light green, light cream or pinkish-beige. Rooms facing south are painted in cold colors, rooms facing north - in warm colors. Doors are painted with the same paint as walls, but in a richer tone, window frames are painted white or light gray. For tables, chairs, cabinets, natural wood colors or light green are recommended, for chalkboards - dark green and dark brown.

It is advisable to cover the floors with plastic that does not cause static electricity, or paint them with oil paint in a dark beige, brown, or green color that matches the color of the walls.

Ventilation. The air temperature in the classroom, depending on climatic conditions, should be 18-20 °C in classrooms with conventional glazing, and 19-21 °C with strip glazing.

In addition to the supply and exhaust ventilation provided for by the school design, it is necessary to ventilate the office during breaks. The opening part of the windows (windows, transoms) in total area must be at least 1/50 of the floor area.

The office should be ventilated during breaks. On warm days, classes are held with open windows and transoms. Before the start of classes and after their completion, it is necessary to carry out through ventilation. The duration of cross-ventilation of the classroom depends on the outside air temperature (see Table 1).

Table 1

1 The water supply must be connected to the teacher’s demonstration table and in the laboratory

Office layout

The area of ​​the office should allow furniture to be arranged in compliance with sanitary and hygienic standards. Student tables are placed in three rows: the distance between tables in a row is 0.6-0.7 m, between the rows of tables and the side walls of the room - 0.5-0.7 m, from the first tables to the blackboard - 2.4- 2.7 m; from the demonstration table to the board - at least 1 m; from the last tables to the back wall - 0.7 m; the greatest distance between a student’s last place and the blackboard is 8.6 m.

The lower edge of the board is located above the floor at a height of 0.8-0.9 m. The visibility angle of the board (from the edge of the board 3 m long to the middle of the student’s outermost place at the front table) should be at least 35? for students.

Sectional cabinets for educational equipment are installed along the back wall of the classroom-laboratory. A board and part of the permanent exhibition are placed on the front wall. Display cases or stands are installed on the side wall opposite the windows.

The laboratory room contains cabinets for storing educational equipment, a preparation table for some living objects and the preparation of protozoaexperiments. In addition, the laboratory room is equipped with a work desk for the teacher and a sink with a dryer is installed.

Cabinet completion

Educational equipment used in teaching biology is divided into groups according to classification.

1. Natural objects: living plants and animals, collections, wet and osteological preparations, herbariums, taxidermic material, micropreparations.

2. Instruments, utensils, accessories for demonstration and laboratory work.

3. Fine teaching aids: volumetric (models, dummies, relief tables); planar (appliqué models, printed tables, geographical maps, didactic handouts); traditionalScreen and sound means(educational films, transparencies, slides, transparencies for overlay, folio tables, which are a “transparency” of one frame and used as tables for occasional use, videos).

4. Technical teaching aids (TSO): equipment for displaying information contained in on-screen media.

5. Personal electronic computers (PCs), application software packages. In the future, sets of demonstration sensors for a computer will be introduced, as well as a set of sensors and devices that provide information about the controlled physical parameter or process.

6. Literature for students: textbooks, collections of problems and exercises, anthologies, workbooks; for the teacher: methodological literature, popular science literature, reference books, etc.

Educational equipment is purchased in accordance with the “List of educational equipment” approved by the Ministry of Education Russian Federation, and is supplied in sets according to the types of benefits.

The classroom has the following zones: work area for students, a work area for the teacher, space for placing educational equipment, an area for the location of technical equipment and an area for individual activity of students, which contributes to the implementation of a student-oriented approach to learning

table 2

Dimensions of furniture and its marking according to GOST standards “Student tables” and “Student chairs”

Equipment for student and teacher workplaces

Workplaces must be adapted to various types of activities of teachers and students: preparatory, performing, corrective and controlling.

Student workplace. Rational organization of a student’s workplace requires compliance with the following conditions:

Sufficient working surface for writing, reading, making observations, etc.;

Convenient placement of equipment used in the lesson;

Correspondence of the table and chair to anthropometric data to maintain a comfortable working posture for the student;

Required level of illumination (150 lux).

In the biology classroom, it is most convenient to use student laboratory tables (table cover size 600x1200 mm) with a plastic coating. To match the furniture to the height of students in the office, it is advisable to have 50% of tables of group No. 4, 40% of tables of group No. 5 and 10% of tables of group No. 6 (see Table 2).

With this configuration, most students will be provided with furniture of suitable sizes. Tables and chairs that are height adjustable can be used (Fig. 1,2). Tables are arranged according to numbers: smaller ones are closer to the board, larger ones are further away. For children with hearing and visual impairments, tables, regardless of their number, are placed first, and students with reduced visual acuity should take seats in the first row from the windows.

Children who often suffer from acute respiratory infections, sore throats, and colds should be seated further from the outer wall.

For ease of use, student furniture is marked. On the outside, on the side of the table, color markings are applied (a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm). Each group of furniture is marked with its own color: 4 - red; 5 - green; 6 - blue. Similar markings are applied to student chairs.

Teacher's workplace.During the lesson, the teacher demonstrates experiments and various educational equipment. For this purpose, a teacher’s workplace is equipped, which includes: a demonstration table, a blackboard, and a screen. Of all the currently produced demonstration tables, the most convenient for a biology classroom is a two-stage table consisting of two sections (Fig. 3). The left section is a demonstration section, behind which the teacher works while standing, showing students prepared experiments and objects. The right section (lower), the preparation section, is used for preparing demonstrations. Water, sewerage, and electric current must be supplied to the table.

Chalkboards Russian production Rossmetall associations (Samara) are not inferior in quality to foreign models. The outer surface of the board is made of galvanized steel sheet coated with enamel. The service life of such a board is 25 years. Its coating allows you to use both chalk and markers. The surface of the board has magnetic properties and can be used for attaching appliqué models, drawings, and graphs. If necessary, it is possible to use an additional magnetic surface in the form of a hanging board.

There are several types of boards in stock. Chalk board (green field), with working surface dimensions 100x150 cm; marker board (white field), with working surface dimensions 100x150 cm; three-piece boards. Chalk swing boards have hinged doors that increase the working surface (the size of the main surface is 100x150 cm, the size of doors is 100x75 cm). The board on the tripod measures 100x70 cm, the height of its legs can vary. It is equipped with a special strap for attaching a large notepad (90x65 cm) and a standard A2 sheet. All boards have a metal surface with magnetic properties.

In addition, a notice board (Post-it 558) can be used in the office, which has unique (adhesive-electrostatic) properties, thanks to which sheets of paper, postcards, and photographs are attached without the use of glue or buttons. It is enough to place the sheet on the board, run your hand over it, and it will stick to its surface. These properties of the board are maintained for many years. The notice board is made on a cardboard base and weighs no more than 1800 g; its dimensions are 58x46 cm. It is attached to a wall or stand with double-sided tape included in the delivery package.

Several boards available in the cabinet can be mounted end-to-end, creating large surfaces the right size. They can be placed on the side wall to display thematic materials and student work.

TECHNICAL TOOLS FOR TEACHING BIOLOGY

Almost every biology lesson has opportunities to use certain technical teaching aids (TST). Their use is especially advisable in multi-class schools.

For a biology classroom, we can recommend the following:complex of technical means:color TV; cassette video recorder, which can be replaced with a recording video player; graphic projector (overhead projector); slide projector for demonstrating transparencies (slides); compact or network computer; a printer for displaying images from a video camera and computer or a projector with an LSD panel for displaying images from a computer and film on the screen; demonstration control panels; computer presentation program; cleaning audio and video cassettes.

In addition, if the school has financial resources, it can be recommended to purchase a video camera for the teacher to film students, a digital camera for entering photo information into a computer and printing it on a printer.

There is no doubt about the importance of using educational films in the learning process. Domestic methodologists have created numerous educational films on various topics natural science cycle of subjects. However, at present, film projectors are preserved only in certain schools. They have been replaced by the VCR, and Russian studios are producing videos that use materials from the best educational films of past years. The technique for working with videos is similar.

To place the TSO in the office, it is advisable to have two mobile stands and a hanging TV stand.

The graphic projector is installed on the preparation part of the demonstration table or on a mobile stand.

The recommended height of the TV from the floor is 1.2-1.3 m. To reduce light glare on the TV screen, it is advisable to install it so that the top edge is tilted towards the students by 10-15°.

The computer is placed near the teacher’s workplace, for which a specialized table is purchased. Currently, some companies produce automated teacher workstations that allow you to control all technical equipment using a computer.

Projection equipment

Overhead projectors. Despite the appearance of the latest technology in schools, for example, a computer, a slide projector remains a necessary technical tool in the biology classroom. After all, transparencies have unsurpassed image quality. To even approach the photographic quality of a slide, the computer needs to save a high-resolution graphic file tens of megabytes in size.

Another advantage of transparencies is the environmental friendliness of slide projection. It does not contain a number of factors (rasterization of the image, frequency, harmful radiation) that make computer and video images unsafe for human health, especially adolescents. The third advantage is efficiency. Transparencies can be shown on big screen using a small and inexpensive apparatus.

By design features overhead projectors (slide projectors) can be divided into three groups: frame, automatic linear and automatic carousel.

Overhead projectors involve manual translation of the transparencies. These are inexpensive, lightweight and simple in design devices. However, they produce a small luminous flux, so working with them requires a darkened (or semi-darkened) room. It is most appropriate to use them for working with small groups of students, for example, in a small school. Overhead projectors of this type are not currently produced.

Most commonlinear projector,in which slides (20, 36, 40, 50, 100 pieces) are located in a linear magazine one after another. Such projectors are equipped with an automatic slide translation system by pressing a button. The projector may have remote management. In world practice, three main types of linear stores are produced: LKM, CS, Standart. The latter type is common in Russia, used in the Pelengi and Svityaz. An example would be “Peleng 500A”, “Peleng 500K”, “Diafocus 1500E”, “Diafocus IR”.

Carousel projectorsdiffer in the system of feeding and changing transparencies. The rotating magazine holds from 80 to 140 slides. These projectors have a higher cost and are superior to linear ones in reliability, image quality and ease of use. For example, Kodak carousel projectors use 300 W lamps housed in a special optical module, which makes the image brighter.

Epiprojectors. Using an epiprojector, an image from an opaque object is transferred to the screen: from a book, postcard, document, art reproduction, which is a great convenience for the teacher.

In the previous decade, epiprojection was combined with diaprojection in one device - epidiascope. Its main disadvantage was the low luminous flux, which required complete darkening of the room.

Modern imported episcopes, thanks to their perfect design, the presence of a powerful quartz-halogen lamp and excellent optics, are equal in image brightness to slide projectors. When using them, only that part of the room where the screen is located is darkened. An example is the EPI A4 epiprojector.

Graphic projectors. Previously, a graphic projector was called an overhead projector, a retroprojector, or a viewgraph. Currently, the term “overhead projector” is also used. A graphic projector is used to project slides, banners, and small transparent objects. With its help, you can obtain on the screen a shadow or translucent projection of living objects placed in a transparent cuvette (for example, the movement of aquatic invertebrates) on the transparent window of a graphic projector. The projector can also demonstrate optical phenomena using lenses and crystals.

The most convenient for use in the office is a graphic projector with a clear window of at least 285x285 mm, where a sheet of A4 paper can be placed.

Graphic projectors ZM series 1600, 1700. In 1991, the American company ZM (Tri-em), which develops projectors specifically for educational institutions, opened its representative office in Russia.

The M-1705 projector is a basic model with one lamp, single-lens optics and a folding stand. M-1708 differs from the previous model by the presence of a system for quickly replacing a burnt-out lamp. M-1720 has a higher quality three-lens optical system. M-1750 is the brightest projector in the school series - 3800 lumens. M-1605 is a new development of the company. With technical data close to the 1700 series devices, they are significantly cheaper.

It is possible to use graphic projectors of the Quadra series, produced by the Slovenian company Vega. These projectors comply with our technical standards (safety, low level noise, high image brightness, modern design). Basic model The Quadra 250x has one lamp, single-lens optics, and a brightness of 2200 lumens.

Multimedia projectors.Multimedia overhead projection is a new developing technology. This is a collective name for all types of projectors that operate on a digital signal. Modern devices are not limited to the presence of a video card and receive signals not only from a VCR and video receiver, but also from a computer, digital and analog video camera, and scanner. This is the most technologically advanced and expensive type of projector.

For a classroom, such projectors must meet certain requirements. First of all, the brightness of the projector must be at least 600 lumens on the ANSI standard scale. Digital and video images consist of many organized points - pixels. The number of pixels on the sides of the image characterizes the “resolution” parameter - the clarity of the resulting image. Main resolution standards: VGA - 640x480 pixels; SVGA - 800x600; XGA-1024x768; SXGA-1280x1024. XGA resolution is becoming the quality standard. For a small audience, you can also use SVGA resolution. VGA projectors are obsolete and the most harmful to the eyes.

Modern projectors have good technical characteristics and additional features, such as matrix technology, infrared remote control, “Scaling”, “Anti-trapezoid”, “Mouse emulation”, “Picture in Picture”. Thus, the Sony VPL-C52 multimedia projector has the functions of 4x digital zoom and digital keystone correction at a tilt angle of up to 15°, as well as high quality video images. The scan converter provides resolutions from 640x480 to 1280x1024. The remote control is equipped with a virtual computer mouse, more convenient than a laser pointer. The kit includes a carrying bag and a set of cables. Maximum size image 3.7 m, brightness 600 lumens, weight 2.9 kg.

Any projector used in a school environment must be compatible with a 220V/50Hg/ power supply and support PAL and SECAM video standards.

Projection screens

To display an image using a projector, a screen is required. Choice optimal distance from projector to screen depends on class size, lighting, projector power and focal length. It is generally accepted that the distance from the screen to the last workstation in the office, divided by the diagonal size of the image on the screen, should not be less than 5.

Currently, there are many modifications of screens.

Wall screen placed in a metal tube, which is attached to the wall with two brackets for permanent use. When demonstrating the aids, the canvas is pulled down. The screen can be equipped with a locking mechanism for automatic installation at the right height. Screen sizes are different: 125x125 cm, 150x150 cm, 180x180 cm (without fixation mechanism); 155x160 cm, 180x190 cm, 200x210 (with locking mechanism).

Tripod screenalso housed in a tube that is attached to a lightweight metal tripod. This screen can be installed anywhere in the office. The height relative to the floor is adjustable. Dimensions 125x125 cm, 155x155 cm, 180x180 cm.

Electrically driven screensare installed permanently and are equipped with a motor that ensures its folding and unfolding. Additionally, you can purchase an infrared control panel for operation from a distance of 30 m. Screen dimensions: 155x190 cm; 200x210 cm.

Screens with special coatinghave a surface treated to enhance reflective properties, which increases image brightness. However, the viewing angle of such screens is much smaller and, therefore, the visibility sector is reduced, so they can be used for small rooms with an elongated layout.

Anti-trapezoidal screenallows you to avoid the trapezoid effect - stretching of the upper side of the image. To do this, the screen is fixed in an inclined position using a special bracket.

The use of TSO in lessons is regulated by hygienic standards. So,duration of display of screen-based learning tools for students V-V1I classes should not exceed 20-25 min; for students VIII-X classes - 25-30 min. During the week for students the main and high school It is advisable to use TSO for no more than 4-6 lessons . The time of continuous operation directly with the video display terminal (VDT) of the computer should be determined taking into account age characteristics schoolchildren and the corresponding hygienic requirements. After classes with VDT, it is necessary to do eye exercises.

TEACHING EQUIPMENT AND DECORATION OF THE BIOLOGY OFFICE

Training equipment storage system

Effective use of educational equipment necessary for studying various sections of a school biology course is possible only with its rational placement and proper storage. For this purpose, it is recommended to purchase a set of sections for various purposes: glazed, with blank doors and shelves, which can be configured in different ways. A table stand is installed under the chalkboard.

In general, the system for placing educational equipment should ensure: the safety of material teaching aids and the reliability of their operation; a permanent place convenient for retrieving and returning benefits; quick accounting and control to replace failed aids with new ones.

Equipment is classified by course sections, types of aids, taking into account the frequency of its use. In the classroom-laboratory they placeequipment for independent and laboratory work(optical instruments, trays for handouts, dissecting instruments, etc.).

Natural objects(herbariums, stuffed animals, entomological collections), includingwet preparations,fade from direct sunlight, so they are stored in cabinets with solid doors. In order to prevent damage to these materials by “museum pests,” they are disinfected twice a year. This should be done during school holidays, after which the room must be thoroughly ventilated. Students are not allowed to undergo such processing. Natural objects severely damaged by “museum pests” are immediately written off and destroyed.

Vertebrate skeletonsstored in closed cabinets. Microspecimens They are sold in special factory packaging; they are placed horizontally in cabinets to prevent them from slipping. Sets of microslides are classified into classes and topics. Microslides are distributed to students' desks in special containers with 4-5 nests.

All natural objects are used as handouts, so they are purchased at the rate of one handout per desk.

Dummies, models placed in cabinets away from direct sunlight and heating devices. The dummies are stored in boxes, in special recesses made of soft paper; large anatomical models - under covers made of dense fabric or synthetic film.

Tables must be glued to cardboard or fabric and placed by item in the display cabinets in the numbering order of each series.

In biology lessons, when studying different sections, a large number of transparencies (slides), which are stored in albums, selected by class.

For optical instruments-microscopes,tripod and hand-held magnifiers - it is advisable to have a special cabinet. It is advisable to store microscopes under a cover made of synthetic film in closed sections of the cabinet; hand-held magnifying glasses - in special configurations.Dissecting instruments(dissecting knives, needles, scissors, tweezers) are placed in homemade containers.

A variety of laboratory glassware is used in the biology classroom. Its placement depends on the frequency of use. The most commonly used dishes are small containers, slides and cover glasses, so they are placed in the middle part of the cabinet in trays. In the same cabinet, various laboratory instruments are stored on the top shelf; Small laboratory supplies are placed in the lower compartment: tripods, glass and rubber tubes, plugs. Labels with a list of available equipment are affixed to the end part of the installations.

The Coordination and Analytical Center for Scientific and Technical Programs of the Ministry of Education of the Russian Federation (FSUE "MCTP Center"), together with the Institute of General Secondary Education of the Russian Academy of Education, has developedequipment for biological microlaboratory,allowing for laboratory and practical work (66 items) in all sections of the biology course. With the help of such a kit, a teacher can develop the necessary skills in conducting a biological experiment and targeted observation. In addition, the acquisition of a microbiological laboratory creates safe conditions and practical convenience in the work and placement of equipment in the office. At the same time, the teacher can easily visually monitor the safety of the equipment.

The biological microlaboratory includes optical instruments, a set of 39 ready-made microslides for all sections of the school biology course, a tray for handouts and 24 items of laboratory equipment (microscopy kit, dissecting instruments, laboratory glassware, alcohol lamp, etc.). The equipment is placed in a package measuring 420x280x130 mm, weighing 4 kg (without microscope). The set comes with " Guidelines for laboratory work in biology" and methodological support on CD.

They are often used in biology lessons.chemical reagents.The requirements for their storage are common to the school. It is advisable to have the following reagents in the office: a solution of iodine in potassium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).

Solutions and dry substances are stored in glass jars with ground-in lids. Each jar is provided with a label with the name, formula of the substance and its concentration. There should be no reagents without labels in the office. Organic substances (alcohol, formaldehyde) are best stored in the chemistry room.

To combat “museum pests”, pests in the school grounds, and in the corner of wildlife, toxic substances are purchased. Many of them are dangerous to humans. Containers containing these substances must be labeled as “poison” and stored in a locked cabinet or safe.

Excursion equipment:homemade folders for collecting plants, presses for drying, straightening, scoops, jars for collecting living material are placed in a special compartment of the cabinet or preparation table in the laboratory room.

Office interior design

The interior of the classroom should have a positive emotional impact on the teacher and students and at the same time be functionally significant. For design, it is advisable to use materials that are constantly or most often demonstrated in lessons. Items on permanent display should contribute to the formation and development of basic biological concepts.

When placing permanent and temporary exhibition items, it should be taken into account that the material presented on them - text, drawings - should be visible from any student’s workplace. For permanent display in the biology classroom, tables on the following topics are recommended: the development of the organic world, the structure of plant and animal cells, levels of organization of living nature (the series is published by the Shkola-Press publishing house), phenological observations, environmental problems of the region. The permanent exhibition of the classroom may include the kingdoms of living nature, the classification of plants and animals, microscopy techniques, and rules of behavior in the biology classroom.

On the side wall of the laboratory classroom it is necessary to place several portraits of biologists, as well as a map of nature conservation, which is used in studying the distribution of plants and animals and issues of their protection.

Along the side (or back) wall, cabinets (two-section, the upper section is glazed) or display cases can be placed, in which representatives of the main systematic groups of flora and fauna are located (in the form of herbarium material, stuffed animals, etc.). Self-made exhibitions with changing objects according to the seasons of the year are possible: “Typical biocenoses”, for example, the biocenosis of a mixed forest, swamp, or orchard. To create them, collections of insects, stuffed animals and models of animals, tree shoots, mosses, models of mushrooms, fruits, etc. are used.

The bulk of occasional materials are posted outside the classroom, and students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biology classroom, it is recommended to place stands for career guidance for schoolchildren with literature for extracurricular reading, as well as photomontages, wall newspapers for biology clubs, etc.

Living objects in the biology classroom.

It is advisable to use indoor plants and animals of a corner of wildlife in lessons and in extracurricular activities as demonstration and handout material, when making observations and performing simple experiments. Living objects must be unpretentious in maintenance and care. Their breeding is associated with compliance with sanitary and hygienic requirements: lighting standards (windows cannot be filled with large plants), the content of the gas composition of the air (changes due to improper keeping of animals), humidity (increases in the presence of a large number of large plants, aquariums). In addition, when placing birds and animals, it should be taken into account that they make noise, and this distracts students' attention.

The maintenance of living objects must meet safety requirements. Plants that do not cause allergic reactions are selected, animals are selected that are non-poisonous. Students must be trained in their use. Some of the living plants are grown at the school educational and experimental site. They mainly serve to illustrate the structural features of various groups of flowering plants, as well as to study the morphology of individual organs of higher plants, as examples of varieties of cultivated and ornamental plants. They should be typical for the area and undemanding to growing conditions.

When selecting plants in a biology classroom, first of all, one should proceed from the possibility of using them in lessons and in extracurricular activities, taking into account their role in interior design. It is advisable to place plants on racks that are mounted in the walls at the edge of the windows or on stands. All plants are provided with labels with species names, belonging to one or another family, indicating the homeland of growth. The labels are attached to the flowerpot.

Small plants are recommended for placement in the classroom, on which the structure of the shoot, leaf, leaf arrangement, leaf shapes, types of venation, etc. can be illustrated. Two or three large plants will create a unique interior. The main part of the plants is placed in the laboratory room on the preparation table and on shelves, as well as in corridors and recreation areas.

Indoor plants are selected according to ecological groups, which makes caring for them easier. The group of plants of tropical rainforests may include: African balsam, begonias (ever-flowering, spotted and other species), wax ivy, dracaena, hybrid coleus, Monstera lakomata, tradescantia (Virginian, Guiana, zebra-shaped, white-variegated), ficus, cyperus, epiphyllum. Plants of the subtropics: asparagus (Sprenger, pinnate), aspidistra, Japanese aucuba, saxifraga, clivia nobilis, maidenhair fern, nephrolepis, fragrant and zonal pelargonium, common ivy, uzambar violet, graceful fuchsia, chlorophytum fasciculata, cissus. Desert plants: cacti (various types), aloe vera, bryophyllum, Sansevieria Ceylon.

It is recommended to keep the following animals: protozoa, hydras, earthworms, mollusks (ponds, slugs), small crustaceans (daphnia, cyclops), aquatic arthropods (diving beetles, silver spiders), fruit flies.

If there is an appropriate room, vertebrate animals can be used to breed aquarium fish, fish from local standing reservoirs, land turtles, axolotls, budgerigars, canaries, corvids and hamsters.

REQUIREMENTS FOR THE BIOLOGY STUDY OFFICE

1. Availability of an office passport, issued with an indication of the functional purpose of the equipment, devices, technical means, visual aids, teaching materials, etc.

2. Availability of a work plan for the classroom for the academic year and the future.

3. Compliance with safety regulations, sanitary and hygienic standards in the classroom.

4. Compliance with aesthetic requirements for the design of the classroom: the presence of permanent (D. I. Mendeleev’s periodic table, solubility table, a number of metal stresses, coloring of indicators in different environments) and replaceable educational information stands, etc. (according to the work plan of the classroom) .

5. The classroom is equipped with educational equipment, educational and methodological complex training tools needed to perform educational program schools.

6. Compliance of the educational and methodological complex and the set of teaching aids with the profile of the classroom, the requirements of the education standard and educational programs.

7. Availability of a set of didactic materials, standard assignments, tests, independent and control work and other materials for diagnosing the quality of teaching and the educational process (according to the classroom profile).

8. Provision of textbooks, teaching materials, handouts in accordance with the educational program.

9 Open and visible presentation to students of the minimum required educational content and. requirements for the level of compulsory training (education standard).

10. Open and visual presentation to students of samples of measuring instruments for meeting the requirements of the mandatory standard.

11. Providing students with a set of standard assignments, tests, tests, etc. to diagnose compliance with the requirements of basic and advanced levels of educational standards.

12. Availability of poster material for the classroom: recommendations for students on designing their educational activities, on implementing the program for developing skills and abilities, on organizing and completing homework, on preparing for various forms of educational and cognitive activities (workshop, seminar, laboratory work, testing , test, interview, exam, etc.).

13. Availability of a screen for the effectiveness of students’ implementation of the educational standard.

14. Availability of a schedule for the study room for the compulsory program, elective classes, additional education program, individual lessons with lagging students, with gifted students, consultations, etc.

To implement these requirements, it is necessary to be guided by certain regulatory framework, have the appropriate documentation in your office.

Necessary documentation for the biology classroom

1. Classroom passport.

2. Inventory sheet for existing equipment.

3. A magazine or card index of visual aids and handouts.

4. Safety rules for working in the classroom.

5. Journal of student instruction during extracurricular and

events, as well as instruction for laboratory assistants and student interns.

6. Rules of conduct for students in the classroom.

7. Classroom work schedule.

8. Certificate of acceptance of the classroom by the school administration.

9. Office work plan for the academic year.

10. Long-term work plan for the office (additional equipment plan).

All documentation of the biology classroom is carried out by the teacher (laboratory assistant) regularly and in accordance with established methodological requirements and deadlines. It should be organized and stored in numbered folders with appropriate names.

Other material related to the teaching of a given subject is also accumulated in folders (boxes, drawers).

Names of folders that you can have in your biology classroom:

1. Biology room.

2. Labor protection.

3. Regulatory documents.

4. Planning of educational work.

5. Work on teacher self-education.

6. Modern educational technologies.

8. Non-traditional forms of biology classes.

9. Biology week at school.

10. Extracurricular work in biology.

11. Working with gifted children.

12. Biology and health.

13. Ecology.

14. Science news.

15. Problems of modern biology.

And others at the discretion of the teacher.

Didactic material

Visual aids contribute to students’ successful learning educational material, significantly expand the information field of the topics being studied, facilitate understanding and make it possible to achieve better results in the work process. Visual aids can be permanent, such as “D.I. Mendeleev’s periodic table”, solubility table, electrochemical activity series of metals, coloring of indicators in various media, or used for temporary, short-term display.

1. Natural (natural) objects: collections of minerals, minerals and ores, metals, glass, mineral fertilizers, etc.

2. Static and dynamic models (models of the structure of the atom, molecules, crystal lattices and etc.).

H. Tables (according to the Model List).

4. On-screen visual aids: filmstrips, transparencies, educational films and videos.

5. Handouts (instruction cards for practical work etc.). Handouts can be used for both frontal and individual and differentiated work of the teacher with students.

Requirements for equipment of the educational process.

When organizing a biology classroom in secondary school first, they select a room and draw up a project for its rational layout in accordance with the Sanitary and Epidemiological Rules and Standards (SanPiN 2.4.2. N 178-02). In accordance with these requirements, they equip the classroom with teaching aids, purchase specialized furniture, equip it with technical equipment and create conditions for their effective use; and also create a system for storing and placing educational equipment and a functionally significant interior of the classroom. The requirements indicate permanent exhibition items for the biology classroom.

Instructions for students on caring for plants: chlorophytum, zephyranthus, pelargonium, fuchsia, nephrolepes.

General rules plant care
1. Plants must be watered with water that has stood for at least a day and heated to room temperature.
2. Watering in winter time always less abundant than in summer.
3. Fertilizing the soil with organomineral preparations is carried out only from March to September inclusive.
4. Drafts should be avoided in the room where the plants are located.
5. Yellowed and dried leaves and faded flower stalks must be promptly removed with sharp scissors.
6. Twice a year (spring and autumn) preventive treatment of plants with fungicides and insecticides is recommended.

Caring for nephrolepis at home

Optimal temperature: in winter, keep at 18 0 C, in summer the best temperature is 20 0 C, if conditions differ more from optimal, take care of more frequent spraying.
Lighting: natural for nephrolepis is indirect diffused light, shade or partial shade.
Air humidity: use soft warm water for spraying daily or every other day, dry atmosphere has a bad effect.
Watering: need abundant watering with warm water every 2-3 days in summer and once a week in winter, make sure that the soil is moist but not waterlogged.
Soil composition: turf soil or leaf soil is best.
Fertilizers: fertilizers produced every 20 days stimulate growth well.

Lifespan: Can live a very long time.
Difficulty to master: very easy to grow.

Characteristics of pelargonium.

Pelargonium – unpretentious in care, grows quickly, blooms well and abundantly (with good care it can bloom all year round), has a pleasant spicy aroma, which, by the way, is emitted not by flowers, but by leaves.
For its successful development, pelargonium needs:
1. good and competent watering.But you shouldn’t overfill it, it may rot and die.
Signs of excessive watering are limp and rotting leaves, or gray mold on the leaves, or the base of the stem turns black (in this case, this is fatal for pelargonium).
For pelargonium, drought will not be as destructive as excessive watering, from which the root collar of pelargonium (the place where the stem meets the roots) begins to rot and the root itself begins to rot. Once rot has begun, it is no longer possible to fight it and the plant dies.
2. There is no need to spray pelargonium.And this is great because it will save our time when caring for the plant.
3. good lighting.Pelargonium is a light-loving plant by nature. She loves sunny windowsills (south facing). If you grow it in the garden in the summer, then you need to find a place for it that is exclusively sunny and protected from the winds. She will also tolerate light partial shade calmly.
When there is insufficient lighting, the stem of pelargonium becomes exposed.
4. temperature not lower than +12 degrees.At lower temperatures it stops blooming.
5. trimming and pinching.Like all plants, it is better to prune indoor pelargonium in the fall, for example, after it is dug out of the ground (if it grew in the garden). Spring pruning is also possible if you transplant plants from pot to pot or from pot to garden in the spring.

Collection of school indoor plants. In the formation of what biological concepts can these plants be used?

Name of plants and their systematic affiliation

When forming what biological concepts can you use

Family Agave Dracaena deramensis Sansevieria three-striped

Amaryllidaceae family Hippeastrum hybrid Zephyranthes pinkClivia suricum flower

Family Araliaceae Schefflera arborescens Ivy

Family Araceae Monstera deliciosa Syngonium auricularis Philodendron climbing Spathiphyllum profusely blooming

Balsam family Sultan's balsam

Family Begoniaceae Begonia hogweed Begonia everblooming Begonia royal

Family Grape
Roicissus capensis
Cissus rhombifolia
Tetrastigma of Voinier

Family Aquaticaceae
Vallisneria spiralis
Elodea

Monocots. A modified shoot is a rhizome. Vegetative propagation by root suckers, dividing the bush, leaf cuttings. Inflorescence raceme.

Monocots. The modified shoot is a bulb. Vegetative propagation by maternal and daughter bulbs, root offspring (clivia). Flower. Fetus. Leaf venation.

Dicotyledonous plants. Palmately compound leaves. Vegetative propagation by stem cuttings. Diversity of stems, modification of roots (roots-brushes).

Monocots. Inflorescence spadix. Covering sheet. Lianas. Aerial roots. Adaptation to evaporation of water by leaves, guttation. Vegetative propagation by stem cuttings and layering.

Dicotyledonous plants. Vegetative organs of a plant. Flower. Root pressure.

Dicotyledonous plants. Modifications of shoots. Leaf mosaic. Variegation. Vegetative propagation by rhizomes, leaf blades, leaf petioles, stem cuttings. Variety of stems.

Dicotyledonous plants. Lianas. Simple and compound leaves.
Vegetative propagation by stems. Leaf mosaic.

Monocots. Aquatic flowering plant. Fibrous root system. Vegetative propagation by plant division. The structure of a plant cell. Movement of the cytoplasm. Whorled leaf arrangement. Dioecious plant. Intensive vegetative propagation (“water plague”).

Requirements for a biology classroom:

1. Availability of an office passport, issued with an indication of the functional purpose of the equipment, devices, technical means, visual aids, teaching materials, etc.

2. Availability of a work plan for the classroom for the academic year and the future.

3. Compliance with safety regulations, sanitary and hygienic standards in the classroom.

4. Compliance with aesthetic requirements for the design of the classroom: the presence of permanent (D. I. Mendeleev’s periodic table, solubility table, a number of metal stresses, coloring of indicators in different environments) and replaceable educational information stands, etc. (according to the work plan of the classroom) .

5. The classroom is equipped with educational equipment, an educational and methodological set of teaching aids necessary for the implementation of the school’s educational program.

6. Compliance of the educational and methodological complex and the set of teaching aids with the profile of the classroom, the requirements of the education standard and educational programs.

7. Availability of a set of didactic materials, standard assignments, tests, independent and control work and other materials for diagnosing the quality of teaching and the educational process (according to the classroom profile).

8. Provision of textbooks, teaching materials, handouts in accordance with the educational program.

9. Open and visible presentation to students of the minimum required educational content and. requirements for the level of compulsory training (education standard).

10. Open and visual presentation to students of samples of measuring instruments for meeting the requirements of the mandatory standard.

11. Providing students with a set of standard assignments, tests, tests, etc. to diagnose compliance with the requirements of basic and advanced levels of educational standards.

12. Availability of poster material for the classroom: recommendations for students on designing their educational activities, on implementing the program for developing skills and abilities, on organizing and completing homework, on preparing for various forms of educational and cognitive activities (workshop, seminar, laboratory work, testing , test, interview, exam, etc.).

13. Availability of a screen for the effectiveness of students’ implementation of the educational standard.

14. Availability of a schedule for the study room for the compulsory program, elective classes, additional education program, individual lessons with lagging students, with gifted students, consultations, etc.

To implement these requirements, it is necessary to be guided by a certain regulatory framework and have the appropriate documentation in the office.

Required documentation for the biology classroom:

1. Classroom passport.

2. Inventory sheet for existing equipment.

3. A magazine or card index of visual aids and handouts.

4. Safety rules for working in the classroom.

5. Journal of student instruction during extracurricular and

events, as well as instruction for laboratory assistants and student interns.

6. Rules of conduct for students in the classroom.

7. Classroom work schedule.

8. Certificate of acceptance of the classroom by the school administration.

9. Office work plan for the academic year.

10. Long-term work plan for the office (additional equipment plan).

All documentation of the biology classroom is carried out by the teacher (laboratory assistant) regularly and in accordance with established methodological requirements and deadlines. It should be organized and stored in numbered folders with appropriate names.

Other material related to the teaching of a given subject is also accumulated in folders (boxes, drawers).

Here are approximate names of folders that you can have in a biology classroom:

1. Biology room.

2. Labor protection.

3. Regulatory documents.

4. Planning of educational work.

5. Work on teacher self-education.

6. Modern educational technologies.

8. Non-traditional forms of biology classes.

9. Biology week at school.

10. Extracurricular work in biology.

11. Working with gifted children.

12. Biology and health.

13. Ecology.

14. Science news.

15. Problems of modern biology.

And others at the discretion of the teacher.

General requirements for the classroom.

The training room must contain the following legislative and regulatory documentation:

* Law of the Republic of Belarus “On Education”;

* Model regulations on a general education institution (if necessary - Model regulations on an institution of the appropriate type);

* Hygienic requirements for learning conditions in general educational institutions (SanPiN 2.4.2.1178-02);

* State educational standard in subjects according to the profile of the classroom;

* Charter educational institution;

* Rules of conduct for students;

* Regulations on incentives and penalties for students;

* Office passport containing:

Agreement on full financial liability (if necessary);

List of furniture;

List of technical training aids;

List of equipment, devices and tools;

List of didactic materials;

Study Library Catalog;

Certificate of permission to conduct classes;

Labor safety instructions;

Safety instructions;

Office work schedule (for trimester, quarter);

Office acceptance sheet.

The classroom must comply with the sanitary and hygienic requirements of SanPiN 2.4.2.1178-02 (for finishing materials; composition, size and placement of furniture; air-thermal conditions; natural and artificial lighting conditions) and the requirements fire safety PPB 01-03.

The classroom must be provided with primary fire extinguishing equipment and a first aid kit for providing first aid.

The design of the classroom should be carried out in the same style, taking into account aesthetic principles.

Classes in the classroom should serve to develop in students:

* modern picture of the world;

* general educational skills;

* a generalized method of educational, cognitive, communicative and practical activities;

* needs for continuous, independent and creative approach to mastering new knowledge;

* key competencies - students’ readiness to use the acquired general knowledge, skills and abilities in real life for solving practical problems;

* theoretical thinking, memory, imagination;

* education of students aimed at developing their communication skills and tolerance.

Requirements for educational and methodological support of the classroom.

The classroom must be equipped with educational and computer equipment necessary to carry out curricula, sold by the school on the basis of the “List of educational and computer equipment for equipping general education institutions” in accordance with local standards.

The classroom must be provided with textbooks, didactic and handout materials necessary for the implementation of educational programs implemented by the school.

In the classroom there should be publicly available materials containing the minimum required educational content and requirements for the level of compulsory training (education standard);

samples of control and measuring materials (CMM) to determine the assimilation of the requirements of the educational standard.

The classroom should be provided with a set of standard tasks, tests, tests to diagnose the fulfillment of the requirements of basic and higher level educational standard.

The following should be placed on stands in the classroom:

* requirements of the educational standard according to the profile of the office;

* requirements, samples of design of various types of work (laboratory, creative, control, independent, etc.) and their analysis;

* options for tasks of olympiads, competitions, intellectual marathons according to the profile of the office and their analysis;

* safety requirements.

Sanitary and hygienic requirements for the biology classroom.

Natural and artificial lighting of the office must be provided in accordance with SNiP-23-05-95. "Natural and artificial lighting"

The orientation of the windows of classrooms should be towards the south, east or south-east of the horizon.

The room should have side left-side lighting. For double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor

It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. Large plants or shelves with plants should not be placed on windows. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.

For artificial lighting, fluorescent lamps of the following types should be used: LS002x40, LP028X40, LP002-2x40, LP034-4X36, TsSP-5-2X40. Luminaires should be installed in rows along the laboratory parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the type LPO-30-40-122TS25) installed parallel to it ("slant light"). Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

The illumination level of workstations for teachers and students under artificial lighting should be at least 300 lux, on the blackboard - 500 lux.

The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south are painted in cool colors (blue, gray, green), and north-facing rooms are painted in warm colors (yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.

The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.

The walls of the office should be smooth, allowing them to be cleaned using a wet method. Window frames and doors are painted white.

The light reflection coefficient of walls should be in the range of 0.5-0.6, ceiling - 0.7-0.8, floor - 0.3-0.5.

The laboratory and laboratory premises must be provided with heating and supply and exhaust ventilation so that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.

Natural ventilation should be carried out using transoms or vents with an area of ​​at least 1/50 of the floor area and providing three times the exchange of air. Transoms and vents must be equipped with devices that are convenient for closing and opening.

The office must have at least two sinks with water supply: one in the laboratory, the other in the laboratory room.

The power supply to the office must be in accordance with the requirements of GOST 28139-89 and PUE.

The teacher's demonstration table must be equipped with a 220V AC outlet. The electric current supply to the table must be stationary and hidden.

Requirements for a set of furniture in a classroom.

The office uses specialized furniture:

To organize workplaces for students and teachers;

For correct and rational storage and placement of educational equipment;

To accommodate living objects (plants and animals) used in demonstration experiments, observations during lessons and outside of school hours;

Devices for interior design of the office;

For placement of equipment.

Furniture for organizing a teacher’s workplace:

One section of a demonstration table (GOST 18607-93) and a teacher’s table with a chair.

Furniture for organizing student workplaces includes double laboratory student tables of different height groups (N4,5,6) with color coding, complete with chairs of the same height groups (according to GOST 18314-93).

For rational placement and proper storage of educational equipment, a set of sections for various purposes is required, from which options for combined laboratory cabinets can be assembled.

The combined laboratory cabinet is located on the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).

Furniture for placing living objects is located in the laboratory room - a preparation table (or shelving).

A cabinet consisting of the following sections is installed in the laboratory room:

Bottom (with plinth) with blind doors - 2 pcs.;

Bottom (with base) with trays - 2 pcs.;

Top with blind doors - 8 pcs.

Requirements for office premises.

A biology classroom requires two adjacent rooms: a laboratory with an area of ​​66-70 square meters. m (with a length of 10-11 m, width of 6-7 m) and a laboratory room - 15-18 sq. m. It is best to place the office on the ground floor with the windows oriented to the south or east.

The biology classroom can be combined with the classroom to teach an integrated science course. In small schools, combined classrooms can be organized: biological-chemical, biological-geographical, natural science classrooms with the teaching of biology, chemistry, and physics. The combined office requires: one laboratory room and 1-2 laboratory rooms.

The area of ​​the office should allow furniture to be placed in it in compliance with sanitary and hygienic standards. Student desks should usually be installed in three rows. Double-row or single-row installation of tables is allowed.

The distance between tables in a row is 0.6 m, between rows of tables is at least 0.6 m, between rows of tables and longitudinal walls is O.5-0.7 m, from the first tables to the front wall is about 2.6-2.7 m , the greatest distance from the last place of students from the blackboard is 8.6 m.

Sectional cabinets for educational equipment and equipment (slide projector, epiprojector) on stands are installed along the back wall of the laboratory.

A board and part of the permanent exhibition are placed on the front wall.

On the side wall opposite the windows, display cases or stands are installed for permanent and temporary exhibitions.

In the laboratory room there is a wall cabinet for storing educational equipment, a preparation table for some living objects and the preparation of simple experiments. In addition, the laboratory room is equipped with a desk for the teacher and a sink with a board for drying chemical glassware.

Requirements for equipping the classroom with educational equipment.

Biology educational equipment is divided into groups:

Natural objects (live plants and animals, collections, wet and osteological preparations, herbariums, etc.);

Instruments, utensils, supplies for demonstrations and laboratory work;

Dummies, models, relief tables;

Printed manuals (tables, maps, textbooks, teaching material, etc.);

Screen-sound teaching aids (ESTS) (videos, films);

Projection equipment for presenting information contained in the EZSO;

Literature for teachers and students (textbooks, reference books, methodological literature, etc.).

Requirements for organizing workplaces for teachers and students.

The workstation for a biology teacher includes: a demonstration table (one section), a teacher’s table with a chair, a blackboard, and a screen.

The section of the demonstration table must be supplied with 220V electric current and water.

For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main board and two folding ones. The size of the main panel is 1500x1000 mm, the folding panels are 750x1000 mm. These boards have a magnetic surface for using appliqué models. On the top edge of the chalkboard there should be 6-7 holders for tables of occasional use.

Rational organization of the workplace for a student requires compliance with the following conditions:

Sufficient work surface for writing, reading, observing, etc.

Convenient placement of equipment used in the lesson;

Correspondence of the table and chair to anthropometric data to maintain a comfortable working posture for the student;

Required level of illumination on the working surface of the table (300 lux).

Student furniture must be labeled. On the bottom of the table cover you should write the table group (in the numerator) and the height of the students (in the denominator). For example, brand 4/140-160 means that furniture of group 4 is intended for students with a height of 140-160 cm. On the outside, on the side of the table, color markings are applied (a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm). Each group of furniture is marked with its own color.

Requirements for placement and storage of equipment.

The system for placement and storage of educational equipment should provide:

Its safety;

A permanent place, convenient for removing and returning the product, assigning a place to this type of educational equipment based on the frequency of use in lessons;

Quick accounting and control to replace failed products with new ones.

The basic principle of placement and storage of educational equipment is by subject, type of educational equipment, taking into account the frequency of use of this educational equipment. Equipment for laboratory work (optical instruments, trays for handouts, dissecting instruments) is placed in the laboratory.

Training equipment should be located so that the capacity of cabinets and other equipment is maximized while meeting the requirements listed above.

To organize independent laboratory work, you should use a tray system for supplying handouts. The storage units contain dishes, dissecting instruments, a tray for microspecimens, etc.

Natural objects (herbariums, stuffed animals, entomological collections) must be stored in cabinets with solid doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders.

Skeletons of vertebrate animals are stored in closed cabinets.

Microspecimens are stored in original packaging so that the microspecimen is positioned horizontally, which protects it from floating. Sets of microslides are arranged by class and topic. Microspecimens are distributed to students' desks in special trays with 4-5 slots.

Wet preparations should be stored in a cabinet with solid doors.

Dummies and models are stored in cabinets away from direct sunlight and heating devices. The dummies are stored in boxes, in special recesses made of soft paper. Large anatomical models are covered under covers made of thick fabric or synthetic film.

Tables are stored in rolls or glued (at the teacher’s choice) onto cardboard or fabric and arranged by item in table cabinets in the numbering order of each series.

For optical instruments - microscopes, dissecting instruments and hand-held magnifiers, it is advisable to have a special cabinet. Microscopes should be stored under a cover made of synthetic film in locked sections of the cabinet. Hand-held magnifying glasses in special configurations.

Dissecting instruments (dissecting knives, needles, scissors, tweezers) are also placed in packs.

The placement of utensils in the biology classroom depends on the frequency of their use. The most commonly used dishes are small containers, slides and cover glasses, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, instruments used in the study of biology are stored. The lower compartment contains small laboratory supplies: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are affixed to the end part of the installations.

The requirements for storing reagents in the office are: General requirements to the storage of chemical reagents at school. The most commonly used reagents are the following: iodine solution in calcium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).

Solutions and dry substances are stored in glass jars with ground-in lids. Each beam is provided with a label with the name, formula of the substance and its concentration. It is prohibited to store substances without labels in the office. Organic substances (alcohol, formaldehyde) should be stored in the chemistry room.

To control pests in the school grounds, in a corner of wildlife, and to control museum pests, toxic substances are purchased in the biology classroom. Many of them are poisonous to humans. The containers in which these substances are stored must be labeled as “poison.” Toxic substances must be stored in a locked cabinet or safe.

Excursion equipment - folders for collecting plants, presses for drying, straightening, scoops, jars for collecting living material - are stored in a special compartment of the cabinet or preparation table in the laboratory.

Requirements for the interior design of the office.

The interior of the classroom should have a positive emotional impact on the teacher and students. The interior of the classroom should be functionally significant: the materials used for decoration are those that are constantly or most often used in biology lessons. Items in the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of living things, the development of the organic world, environmental protection).

When placing permanent and temporary exhibition items, it should be taken into account that all this material is intended for use in lessons, which means the text and drawings should be visible to students from any workplace.

To illustrate the concept of the development of the organic world, it is advisable to use a printed table. Another element of the permanent exhibition is the “Phenological Observations” stand, used in the study of all sections of the biology course. To decorate the side wall, materials from the series “Levels of Organization of Living Nature” and portraits of biologists are used.

Along the back wall there should be cabinets (two-section, the upper section is glazed), or display cases in which representatives (in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as the “Typical biocenoses” exhibition, should be placed. .

The bulk of episodic materials are placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biology classroom, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photo montages, wall newspapers for biology clubs, etc.

When selecting plants in a biology classroom, you should first of all proceed from the fact that these objects can be used in lessons and in extracurricular activities. In addition, it is necessary to take into account the role of plants in the interior design of the office and their unpretentiousness to the conditions of detention. It is advisable to place plants on racks that are mounted in the walls at the edge of the windows or on stands.

All plants are provided with labels indicating the species name, family, and origin of the plant. The labels are attached to the flowerpot.