Requirements for a biology classroom in a school. Requirements for a biology class. Safety requirements during classes

Chemistry cabinet. When checking the chemistry classroom, pay attention to the compliance of the premises with the requirements of SanPiN 2.4.2.1178-02 "Hygienic requirements for the conditions of education in educational institutions" and the availability of an act of permission to conduct classes in the chemistry classroom.

The presence of overalls and personal protective equipment is checked: cotton gown, rubberized apron, goggles, rubber gloves. The chemistry room should be equipped with a first aid kit with a set of necessary medicines and dressings.

To conduct demonstration experiments, the chemistry room must be equipped with a fume hood.

Storage of reagents and chemicals and solutions. It is forbidden to store reagents and solutions in containers without labels, alkali solutions in bottles with ground stoppers, and flammable and combustible liquids in vessels made of polymeric materials. Do not store any equipment on cabinets or in close proximity to reagents and solutions.

A container for spent reagents is required.

Compliance fire safety. In the chemistry room there should be a fire evacuation plan, a sign “Responsible for the fire condition”. The cabinet must be equipped with fire extinguishers (at least 2 powder fire extinguishers of the type OP-4 (h), OP-5 (h) or other types that allow you to extinguish electrical equipment under voltage), a box with sand and a scoop, two capes made of fire-retardant fabric , as well as personal protective equipment (PPE) in the amount according to the number of students in the classroom.

Physics office. When checking the physics classroom, it is necessary to pay attention to the compliance of the premises with the requirements of SanPiN 2.4.2.1178-02 "Hygienic requirements for the conditions of education in educational institutions" and the availability of an act of permission to conduct classes.

Checking for:

overalls and personal protective equipment (cotton gown, voltage indicator, tool with insulated handles and completeness with a first-aid kit with a set of necessary medicines and dressings);

personal protective equipment when working on electrical installations (dielectric gloves and a dielectric mat). Electrical installations must be earthed. The electrical network must be protected by a residual current device (RCD);

instruments and devices prohibited for use in experiments. It is forbidden to use broken or cracked glassware, use appliances and devices that do not meet safety requirements, as well as homemade appliances. It is forbidden to use equipment, devices, wires and cables with open current-carrying parts;

devices with open heating elements (TENY). Do not use devices with an open coil.

Electrical appliances must have indications of rated voltage and polarity. It is forbidden to apply voltages above 42V AC and 110V DC to students' desktops.

Compliance with fire safety requirements. The physics cabinet must have a fire evacuation plan, a sign "Responsible for the fire condition." It must be equipped with fire extinguishers (at least 2 powder fire extinguishers of the OP-4 (z), OP-5 (z) type or other types that allow extinguishing electrical equipment under voltage), a box with sand and a shovel, and two capes made of fire-retardant fabric, as well as personal protective equipment (PPE) in the amount of the number of students in the classroom.

2.2.1. Sanitary and hygienic requirements for the biology classroom.

2.2.1.1. Natural and artificial lighting of the office should be provided in accordance with SNiP-23-05-95. natural and artificial lighting,

2.2.1.2. The orientation of the windows of classrooms should be to the south, east or southeast sides of the horizon.

2.2.1.3. The room should have lateral left-hand lighting. With double-sided lighting at a depth of more than 6 m in the cabinet, a right-sided lighting device is required, the height of which must be at least 2.2 m from the floor

2.2.1.4. It is forbidden to obstruct the light openings (from the inside and outside) equipment or other items. Do not place large plants or shelves with plants on the windows. Office light openings 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.

2.2.1.5. 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 LPO-30-40-122Ts25 type (oblique light) installed parallel to it. 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.

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

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

2.2.1.8. The floors must be without gaps and have a plank, parquet or linoleum flooring on an insulated base.

2.2.1.9. Cabinet walls should be smooth, allowing them to be cleaned with a wet method. Window frames and doors are painted white. The light reflection coefficient of the walls should be in the range of 0.5-0.6, the ceiling-0.7-0.8, the floor - 0.3-0.5.

2.2.1.10. The laboratory and the laboratory room should be provided with heating and supply and exhaust ventilation in such a way that the temperature in the rooms is maintained within 18-21 degrees Celsius; air humidity should be within 40-60%.

2.2.1.12. Natural ventilation should be carried out with the help of transoms or vents with an area of at least 1/50 of the floor area and providing a threefold air exchange. Transoms and vents should be equipped with devices that are convenient for closing and opening.

2.2.1.13. At least two sinks with water supply should be installed in the office: one - in the laboratory, the other - in the laboratory room.

2.2.1.14. The power supply of the cabinet must be carried out in accordance with the requirements of GOST 28139-89 and PUE.

2.2.1.15. 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.

2.2.2. Requirements for a set of furniture in the classroom

2.2.2.1. Specialized furniture is used in the classroom: - to organize the workplaces of students and teachers; - for the correct and rational storage and placement of educational equipment; - for the placement of living objects (plants and animals) used in a demonstration experiment, observations in the classroom and after hours; - fixtures for office interior design; - for placing equipment.

2.2.2.2. Furniture for the organization of the teacher's workplace: - one section of the demonstration table (GOST 18607-93) and a table for the teacher with a chair.

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

2.2.2.1. For rational placement and proper storage of educational equipment, a set of sections for various purposes is required, from which you can assemble options for combined laboratory cabinets. The combined laboratory cabinet is located along the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).

Name of sections Quantity Notes Glazed section

5 Top, with shelves Section with drawers 1 With plinth, used as bottom. Solid doors Section with solid doors 2 With plinth, used as bottom Section with trays 2 With generation. used as the bottom. Doors are deaf

2.2.2.5. Furniture for accommodation of living objects is located in laboratory room- preparation table (or racks).

2.2.2.6. A cabinet is installed in the laboratory room, consisting of the following sections: - lower (with a plinth) with blind doors - 2 pcs.; - lower (with a plinth) with trays - 2 pcs.; - upper with solid doors - 8 pcs.

2.2.3. Requirements for equipping the office with technical devices, equipment and fixtures 2.2.3.1. An overhead projector, a graph projector, an epiprojector, a TV set (color, with a diagonal screen size of at least 61 cm), a video recorder, and a computer for the teacher's work must be permanently placed in the office.

2.2.3.2. To place the equipment in the office, there must be two mobile stands. On one, located at the back wall, a slide projector and an epiprojector are placed; on the other, located at the front wall - TV, VCR. The graphic projector must be installed on a special mobile trolley installed at a distance of at least 1.8 m from the board (screen).

2.2.3.3. To connect projection equipment and other technical teaching aids in the laboratory, at least 3 sockets should be provided: one - at the blackboard, the other - on the laboratory wall opposite from the blackboard, the third - on the wall opposite the windows.

2.2.3.4. For the rational placement of equipment during its use in the classroom, the following three zones for the placement of projection equipment can be distinguished: ;b) in the area of the teacher's workplace (graphic projector and TV, VCR). The screen must be hung at an angle, as when working with a graphic projector on a vertical screen, distortion occurs. The screen can be mounted on brackets above the chalkboard at a distance of about 40 cm from the front wall (it is also possible to suspend the screen from the ceiling on rods, cables or a panel above the board).

2.2.3.5. When demonstrating transparencies-slides (with a screen image width of 1.2 - 1.4 m), the distance from the first tables of students to the screen should be at least 2.7 m, and from the last tables - 8.6 m.

2.2.3.6. When demonstrating video films, it is necessary to ensure a distance from the screen to students of at least 3-4 m, the height of the suspension of the lower edge of the screen above the podium is at least 0.9 m.

2.2.3.7. The optimal viewing area for TV shows and videos is located at least 2.7 m from the TV screen. The height of the TV from the podium should be -1.2 - 1.3 m. To reduce light glare on the screen, the TV should be installed so that the upper edge is tilted towards the students by 10 - 15 degrees.

2.2.4. Office room requirements

2.2.4.1. For a biology cabinet, two adjacent rooms are required: a laboratory with an area of 66-70 sq. m (with a length of 10-11 m, a width of 6-7 m) and a laboratory assistant - 15-18 sq. m. It is best to place an office on the ground floor with windows oriented to the south or east.

2.2.4.2. The biology room can be combined with a room for teaching an integrated natural science course. In small schools, joint classrooms can be organized: biological-chemical, biological-geographical, natural science classroom with teaching biology, chemistry, physics. In a joint office, you need: one laboratory room and 1-2 laboratory rooms.

2.2.4.3. The area of the office should allow you to arrange furniture in it in compliance with sanitary and hygienic standards. Student tables should be set up as a rule in three rows. Two-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 0.5-0.7 m, from the first tables to the front wall is about 2, 6-2.7 m, the greatest distance of the last place of students from the blackboard is 8.6 m.

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

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

2.2.4.6. Showcases or stands for permanent and temporary exposure are installed on the side wall opposite the windows.

2.2.4.7. A cabinet-wall is placed in the laboratory room for storing educational equipment, a preparation table for some living objects and preparing simple experiments. In addition, a work table for the teacher is equipped in the laboratory, a sink-sink with a board for drying chemical glassware is installed.

2.2.5. Requirements for equipping the classroom with educational equipment

2.2.5.1. The organization of the biology classroom provides for its equipping with a full set of educational equipment in accordance with the current Lists of educational equipment in biology for general educational institutions of Russia, approved by order of the Ministry of Education Russian Federation.

2.2.5.2. Teaching equipment in biology is divided into groups: - natural objects (living plants and animals, collections, wet and osteological preparations, herbariums, etc.); - devices, dishes, accessories for demonstrations and laboratory work; - dummies, models, relief tables - manuals on a printed basis (tables, maps, textbooks, didactic material, etc.); presentation of information embedded in the EZSO; - new information technology tools (SNIT): personal electronic computers (PC), application software packages; demonstration equipment - a set of sensors and devices that provide information on the controlled physical parameter or process: - literature for teachers and students (textbooks, reference books, methodological literature, etc.).

2.2.6. Requirements for the organization of jobs for teachers and students

2.2.6.1. The composition of the workplace for a biology teacher includes: a demonstration table (one section), a table for a teacher with a chair, a blackboard, a screen.

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

2.2.6.3. For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main shield and two folding ones. The size of the main shield is 1500x1000 mm, folding shields - 750x1000 mm. These boards have a magnetic surface for the use of appliqué models. There should be 6-7 occasional table holders on the top edge of the chalkboard.

2.2.6.4. The rational organization of the workplace for the student requires compliance with the following conditions: - sufficient working surface for writing, reading, conducting 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 of the student; - the required level of illumination on the working surface of the table (300 lux).

2.2.6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600x1200 mm) with a plastic coating. In order for the furniture to match the height of the students, the tables of the following groups should be placed in the classroom: 4 - 20%; 5 - 60%; 6 - 20%.Dimensions of tables and chairs in the biology roomFurniture group Height group (in mm) Height of the rear edge of the table top (in mm) Height of the front edge of the chair seat (in mm) Marking color 4 1450-1600 640 380 Red 5 1600-1750 700 420 Green 6 From 1750 760 460 Blue 2.2.6.6. Student furniture should be marked. On the bottom of the table cover, write the group of the table (in the numerator) and the height of the students (in the denominator). For example, brand 4 / 140-160 means that group 4 furniture is intended for students 140-160 cm tall. On the outside, on the side of the table, color marking is applied (a circle with a diameter of 25 mm or a horizontal strip 20 mm wide). Each group of furniture is marked with its own color.

2.2.1. Requirements for placement and storage of equipment

2.2.7.1. The system for placing and storing educational equipment should ensure: - its safety - a permanent place, convenient for removing and returning the product, fixing the place for this type of educational equipment based on the frequency of use in the classroom; - quick accounting and control to replace failed products with new ones .The main principle of placement and storage of educational equipment - by subjects, types of educational equipment, taking into account the frequency of use of this educational equipment. The laboratory is equipped with equipment for laboratory work (optical instruments, trays for handouts, dissecting instruments).

2.2.7.2. Training equipment should be located so that the capacity of cabinets and other devices is used to the maximum, while meeting the requirements listed above.

2.2.7.3. To organize independent laboratory work, you should use a tray system for supplying handouts. Dishes, dissecting instruments, a tray for micropreparations, etc. are stored in stacks.

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

2.2.7.5. Vertebrate skeletons are stored in closed cabinets.

2.2.7.6. Micropreparations are stored in their original packaging so that the micropreparation is placed horizontally, which prevents it from slumping. Sets of micropreparations are arranged according to classes and topics. Micropreparations are distributed on the tables of students in special trays with 4-5 slots.

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

2.2.7.8. Dummies, models are stored in cabinets away from direct sunlight and heating appliances. Models are stored in boxes, in special recesses made of soft paper. Large anatomical models - under covers made of dense matter or synthetic film.

2.2.7.9. The tables are stored in rolls or glued (at the choice of the teacher) onto cardboard or fabric and arranged in order of numbering for each series.

2.2.7.10. Filmstrips, transparencies-slides, videos are stored in their factory packaging - in boxes, albums. They should be decomposed into sections of the biology course.

2.2.7.11. For optical instruments - microscopes, dissecting instruments and hand loupes, it is advisable to take a special cabinet. Microscopes should be stored under a synthetic film cover in lockable cabinet sections. Hand magnifiers in special arrangements.

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

2.2.7.13. Placement of dishes in the biology room depends on the frequency of its use. The most commonly used dishes of small capacity, slides and coverslips, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, they store the instruments used in the study of biology. Small laboratory accessories are placed in the lower compartment: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are glued on the end of the stacks.

2.2.7.14. The storage of reagents in the office is subject to general requirements for the storage of chemical reagents in the school. The most commonly used reagents are the following: a solution of iodine in kaji iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (physiological saline, hypertonic saline).

2.2.7.15. 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 cabinet. Organic substances (alcohol, formalin) should be stored in the chemistry room.

2.2.7.16. To combat pests in the school area, in a corner of wildlife, to combat museum pests, poisonous substances are purchased in the biology room. Many of them are poisonous to humans as well. On the label of the vessels where these substances are stored, it is necessary to indicate the poison. Toxic substances must be stored in a locked cabinet or safe.

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

2. 2. 8. Requirements for office interior design

2.2.8.1. 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: for decoration, those materials are used that are constantly or most often used in biology lessons. The objects of the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of the living, the development of the organic world, environmental protection).

2.2.8.2. When placing objects of permanent and temporary exposition, it should be borne in mind that all this material is intended for use in the classroom, which means that text and drawings should be visible to students from any workplace.

2.2.8.3. 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. For the design of the side wall, materials from the series Levels of organization of wildlife, portraits of biologists are used.

2.2.8.4. Cabinets (two-section, glazed upper section) or showcases should be placed along the back wall, in which representatives (in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as expositions of Typical biocenoses. some materials of occasional use are placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biological study, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photomontages, wall newspapers of biological circles, etc.

2.2.8.5. When selecting plants in the biology classroom, one should first of all proceed from the fact that several of these objects can be used in the classroom 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 windows or on stands. All plants are labeled with the species name, family, and origin of the plant. Labels are attached to the flower pot.

MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "CHORNOMORSKY SECONDARY SCHOOL №1" OF THE MUNICIPAL CHORNOMORSKY DISTRICT OF THE REPUBLIC OF CRIMEA

PASSPORT

BIOLOGY OFFICE

Head of Cabinet:

Zavgorodnyaya Svetlana Yurievna,

biology teacher

General information about the office

Surname, name, patronymic of the head of the office - Zavgorodnyaya Svetlana Yurievna

FULL NAME. teachers working in the classroom: Zavgorodnyaya S.Yu.

Yakovchuk A.E.

Class responsible for the office - 8-B (class teacher - Yakovchuk A.E.)

Cabinet area - 46.5 m 2

Number of seats for students - 26

Ventilation mode - natural (transom)

Temperature regime - + 18-21 ° С

List of the main equipment of the biology cabinet,

pieces of furniture, TCO, additional funds

	Property name	Quantity
Items	School desks
	School chairs
	Teacher's desk
	Teacher's chair (semi-soft)
	Document cabinets with glass
	Document cabinet narrow
	Document cabinets closed
	Wardrobes
	Document cabinet semi-closed
	Green chalk board (3 sections)
	Computer (system unit, monitor, keyboard, mouse)
	Speakers

study room - an educational room of the school, equipped with visual aids, educational equipment, furniture and technical teaching aids, in which methodological, educational, optional and extracurricular work is carried out with students.

The purpose of the biology cabinet

The biology cabinet was created as an information-subject educational environment and an educational subdivision of the main general education school, equipped with teaching and visual aids, educational equipment, furniture, office equipment and devices for conducting theoretical and practical, classroom, extracurricular classes in the course of biology.

The classroom must meet the psychological, hygienic and ergonomic needs, causing a comfortable environment to maximize the promotion of successful teaching, mental development and the formation of a culture of students, their acquisition of solid knowledge, skills and abilities in biology, while fully ensuring the requirements for health and safety of the teacher and students.

The school office is designed to ensure the teacher's creative work in his subject, extracurricular and educational work, improvement of pedagogical skills, for analysis, generalization of the experience of methodological work.

Classes in the biology classroom should contribute to:

Mastering knowledge about biological systems (cell, organism, species, ecosystem); the history of the development of modern ideas about wildlife; outstanding discoveries in biological science; the role of biological science in shaping the modern natural-science picture of the world; methods of scientific knowledge.

Mastery of skills substantiate the place and role of biological knowledge in the practical activities of people, development modern technologies; carry out observations of ecosystems in order to describe them and identify natural and anthropogenic changes; find and analyze information about living objects.

development cognitive interests, intellectual and creative abilities in the process of studying the outstanding achievements of biology, included in the universal culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information.

upbringing conviction in the possibility of knowing wildlife, the need for careful attitude to the natural environment, one's own health; respect for the opinion of the opponent when discussing biological problems.

Use of acquired knowledge and skills in everyday life life to assess the consequences of their activities in relation to the environment, the health of other people and their own health; substantiation and observance of disease prevention measures, rules of behavior in nature.

The purpose of certification of the study room:

Analyze the state of the classroom, its readiness to meet the requirements of education standards, determine the main areas of work to bring the classroom into line with the requirements of educational and methodological support of the educational process.

Tasks of the biology cabinet:

Normative and organizational (propaganda of decisions and instructions of the department of education, management of the educational institution and decisions of the pedagogical council on issues of education and upbringing).

Didactic and methodological (in the organization, preparation and conduct of lessons, school-wide events on the subject, organization of scientific and research work students).

Information-problem (ensuring the collection, storage and popularization of literature on the problems of pedagogy, psychology, teaching and upbringing methods).

Practical (assistance to students in preparing and conducting various kinds classes, providing systematic methodological developments and samples of creative works, organization of consultations for students with poor performance);

School office equipment:

Stands reflecting the organization of educational work in the office.

Funds of pedagogical literature, as well as literature on pedagogy, psychology, teaching and upbringing methods (or in the library).

Samples of creative work (essays, presentations, practical work, laboratory work, etc.).

Information indexes, extracts and catalogs of literature on questions of training and education.

Catalogs of educational films, filmstrips and other didactic materials used in the teaching practice of the teacher.

Materials of the teacher on the theory and practice of training and education in the form of printed materials.

Reference literature (encyclopedias, dictionaries, reference books, etc.).

Technical means for viewing and listening to available didactic materials.

Desks, blackboard, pulpit for classes and meetings;

The classroom should provide students with free access to literature, as well as assistance and advice from teachers on various issues of preparing and conducting classes.

The available equipment and literary funds should provide:

Independent work of students with additional literature.

Consultations (individual and group) on preparation for the lesson.

The following activities will be carried out in the biology classroom:

Classes in biology and other academic subjects using the means of new information technologies(SNIT), teaching and visual aids.

Methodical, educational, extracurricular and extracurricular work with students using SNIT.

Extracurricular activities using SNIT.

The main directions of the cabinet's work

Cabinet as a means of fulfilling the state standard: the classroom is a didactic tool that ensures the successful activities of the teacher and student in the classroom. The cabinet contains information support. These are textbooks, reference books, maps, educational posters and paintings, additional literature on subjects, handouts, samples of creative work.

The classroom as a means of student development: the classroom has the necessary didactic material of varying degrees of complexity for differentiated teaching in biology.

Cabinet as a resource for additional education of extracurricular activities: in the office there necessary material for the organization of extracurricular work with students: Olympiad tasks in biology for students in grades 5-11, methodological literature for extracurricular activities in biology.

The biology classroom contains a sufficient amount of resources to implement the main goals of the general education school - to provide the graduate with the opportunity to acquire good knowledge, skills and abilities within the walls of the school.

The state of health of students is an important indicator of the teacher's work in the field of using health-saving principles of education. The classroom implements a system of competencies that provide it with the ability to effectively analyze and design the educational space of the lesson according to the principles of health-saving technologies: dialogue, active listening, discussion, speaking reduces intellectual fatigue. Be sure to find out the presence of children at risk for vision. They are given special attention. The air temperature is +18 o C, relative air humidity 55-60%, noise level at the workplace is not more than 40dB. Electrical sockets and electrical switches have the inscription: "220V".

Desks and chairs meet sanitary requirements.

Rules for using the biology cabinet

School students have the right to:

Use the biology classroom for the purpose of teaching in biology lessons and in their free time.

Use the biology classroom to prepare for lessons, create and edit reports, abstracts and project work.

Use the biology classroom to work with training programs for various courses.

It is allowed to use the biology room in free time from lessons for games, with the consent of the teacher (in the event that the room is not used for lessons, electives, etc.) for no more than 30 minutes.

School students are prohibited from:

To be in the biology room without removable shoes or in outerwear.

Available in biology class.

Run around in the biology lab, leave trash behind.

Use the biology room for other purposes (point 1).

Student Responsibility:

In case of violation of the requirements of paragraph 2, the teacher has the right to restrict the student's admission to the biology room.

In the event of a gross violation of the rules of conduct in the biology classroom or instructions on labor protection, the school administration (in the person of the teacher conducting the lesson) has the right to prohibit the student's admission to classes held in the biology classroom. In this case, the material is studied by the students on their own and is submitted in the form of a test.

School students and their parents are personally responsible for damage to equipment caused by the fault of the student. Repairs are made directly by or paid for by the student or parent and do not relieve the student or parent of any damages incurred by the school due to equipment failure.

Safety rules for students in the biology classroom

Compliance with this instruction is mandatory for all students involved in the classroom.

Calmly, slowly, observing discipline and order, enter and exit the office.

Do not clutter up the aisles with bags and briefcases.

Do not include TCO funds.

Do not approach open windows.

Do not move study tables and chairs.

Do not touch electrical sockets with your hands.

Injury risk in the office:

when lighting is turned on

when turning on TCO devices

when carrying equipment, etc.

Do not bring extraneous, unnecessary items to class, so as not to be distracted and not injure your comrades.

Safety requirements before starting classes

Enter the office calmly, without rushing.

Prepare your workplace, study supplies.

Do not change workplace without the permission of the teacher.

Duty students wipe the board with a clean, damp cloth

Safety requirements during classes

Listen carefully to the explanations and instructions of the teacher.

Observe order and discipline during the lesson.

Do not turn on TCO devices yourself.

Do not carry equipment and TCO.

All academic work follow the instruction of the teacher.

Maintain cleanliness and order in the workplace.

Follow the instructions of the teacher during practical work and excursions.

In case of emergencies (fire, etc.), leave the classroom as directed by the teacher in an organized manner, without panic.

In case of injury, contact the teacher for help.

Tell your teacher if you feel unwell or suddenly get sick.

Safety requirements at the end of classes

Get your workspace in order.

Do not leave the workplace without the teacher's permission.

Report any deficiencies found during class to the teacher.

Leave the office calmly, without pushing, observing discipline.

Regulations

2.2.1. Sanitary and hygienic requirements for the biology classroom

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

2.2.1.2. The orientation of the windows of classrooms should be to the south, east or southeast sides of the horizon.

2.2.1.3. The room should have lateral left-hand lighting. With double-sided lighting at a depth of more than 6 m in the cabinet, a right-sided lighting device is required, the height of which must be at least 2.2 m from the floor.

2.2.1.4. It is forbidden to obstruct the light openings (on the inside and outside) with equipment or other objects. Do not place large plants or shelves with plants on the windows. 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.

2.2.1.5. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2×40, 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 LPO-30-40-122Ts25 type (“oblique light”) installed parallel to it. Lamps should be placed 0.3m above the top edge of the board and 0.6m towards the classroom in front of the board.

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

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

2.2.1.8. The floors must be without gaps and have a plank, parquet or linoleum flooring on an insulated base.

2.2.1.9. Cabinet walls should be smooth, allowing them to be cleaned with a wet method. Window frames and doors are painted white. The coefficient of light reflection of the walls should be within 0.5-0.6, the ceiling - 0.7-0.8, the floor - 0.3-0.5.

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

2.2.1.11. The content of harmful vapors and gases in the air of these premises is not allowed.

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

2.2.1.13. At least two sinks with water supply should be installed in the office: one - in the laboratory, the other - in the laboratory room.

2.2.1.14. The power supply of the cabinet must be carried out in accordance with the requirements of GOST 28139-89 and PUE.

2.2.1.15. 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.

2.2.2. Requirements for a set of furniture in the classroom

2.2.2.1. In the office, specialized furniture is used:

to organize jobs for students and teachers;

for the correct and rational storage and placement of educational equipment;

for placement of living objects (plants and animals) used in a demonstration experiment, observations in the classroom and after school hours;

fixtures for office interior design;

for equipment placement.

2.2.2.2. Furniture for the organization of the workplace of the teacher: one section of the demonstration table (GOST 18607-93) and a table for the teacher with a chair.

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

2.2.2.1. For rational placement and proper storage of educational equipment, a set of sections for various purposes is required, from which you can assemble variants of combined laboratory cabinets. The combined laboratory cabinet is located along the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).

Section name		Notes
Glazed section		Top, with shelves
Section with drawers
Section with blind doors		With plinth, use as bottom
Tray section		With plinth, used as the bottom. Doors are deaf

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

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

lower (with a plinth) with blind doors - 2 pcs.;

lower (with a plinth) with trays - 2 pcs.;

top with blind doors - 8 pcs.

2.2.3. Requirements for equipping the office with technical devices, equipment and fixtures

2.2.3.1. An overhead projector, a graph projector, an epiprojector, a TV set (color, with a diagonal screen size of at least 61 cm), a video recorder, and a computer for the teacher's work must be permanently placed in the office.

2.2.3.2. To place the equipment in the office, there must be two mobile stands. On one, located at the back wall, a slide projector and an epiprojector are placed; on the other, located at the front wall - TV, VCR. The graphic projector must be installed on a special mobile trolley installed at a distance of at least 1.8 m from the board (screen).

2.2.3.3. To connect projection equipment and other technical teaching aids in the laboratory, at least 3 sockets should be provided: one - at the blackboard, the other - on the laboratory wall opposite from the blackboard, the third - on the wall opposite the windows.

2.2.3.4. For the rational placement of equipment during its use in the classroom, the following three zones for the placement of projection equipment can be distinguished:

a) in the middle of the classroom (a slide projector for demonstrating slides (if the school has filmstrips), a slide projector with a short-focus lens for demonstrating filmstrips, an epiprojector);

b) in the area of the teacher's workplace (graphic projector and TV, VCR). The screen must be hung at an angle, as when working with a graphic projector on a vertical screen, distortion occurs. The screen can be mounted on brackets above the chalkboard at a distance of about 40 cm from the front wall (it is also possible to suspend the screen from the ceiling on rods, cables or a panel above the board).

2.2.3.5. When demonstrating transparencies-slides (with a screen image width of 1.2 - 1.4 m), the distance from the first tables of students to the screen should be at least 2.7 m, and from the last tables - 8.6 m.

2.2.3.6. When demonstrating video films, it is necessary to ensure a distance from the screen to students of at least 3-4 m, the height of the suspension of the lower edge of the screen above the podium is at least 0.9 m.

2.2.3.7. The optimal viewing area for TV shows and videos is located at least 2.7 m from the TV screen. The height of the TV from the podium should be -1.2 - 1.3 m. To reduce light reflections on the screen, the TV should be installed so that the upper edge is tilted towards the students by 10 - 15 degrees.

2.2.4. Office room requirements

2.2.4.2. The biology room can be combined with a room for teaching an integrated natural science course. In small schools, joint classrooms can be organized: biological-chemical, biological-geographical, natural science classroom with teaching biology, chemistry, physics. In a joint office, you need: one laboratory room and 1-2 laboratory rooms.

2.2.4.3. The area of the office should allow you to arrange furniture in it in compliance with sanitary and hygienic standards. Student tables should be set up as a rule in three rows. Two-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 0.5-0.7 m, from the first tables to the front wall is about 2.6-2.7 m , the greatest distance of the last place of students from the blackboard is 8.6 m.

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

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

2.2.4.6. Showcases or stands for permanent and temporary exposure are installed on the side wall opposite the windows.

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

2.2.5. Requirements for equipping the classroom with educational equipment

2.2.5.1. The organization of the biology classroom provides for its equipping with a full set of educational equipment in accordance with the current "List of educational equipment in biology for general educational institutions of Russia", approved by order of the Ministry of Education of the Russian Federation.

2.2.5.2. Educational equipment in biology is divided into groups:

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

appliances, utensils, accessories for demonstrations and laboratory work;

dummies, models, relief tables;

manuals on a printed basis (tables, maps, textbooks, didactic material, etc.);

screen-sound teaching aids (ESSE): video films (movies), filmstrips, transparencies-slides, banners);

projection equipment for presenting information contained in the EZSO;

means of new information technologies (SNIT): personal electronic computers (PC), application software packages; demonstration equipment - a set of sensors and devices that provide information on the controlled physical parameter or process;

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

2.2.6. Requirements for the organization of jobs for teachers and students

2.2.6.1. The composition of the workplace for a biology teacher includes: a demonstration table (one section), a table for a teacher with a chair, a blackboard, a screen.

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

2.2.6.3. For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main shield and two folding ones. The size of the main shield is 1500×1000mm, folding shields are 750×1000mm. These boards have a magnetic surface for the use of appliqué models. There should be 6-7 occasional table holders on the top edge of the chalkboard.

2.2.6.4. The rational organization of the workplace for the student requires compliance with the following conditions:

sufficient working surface for writing, reading, observing, etc.;

convenient placement of equipment used in the lesson;

compliance of the table and chair with anthropometric data to maintain a comfortable working posture of the student;

the required level of illumination on the working surface of the table (300lx).

2.2.6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600 × 1200 mm) with a plastic coating. In order for the furniture to match the height of the students, the tables of the following groups should be placed in the classroom: 4 - 20%; 5 - 60%; 6 - 20%.

Dimensions of tables and chairs in the biology room:

Furniture group	Height group (in mm)	Height of the rear edge of the table top (in mm)	Chair seat front height (in mm)	Marking color

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

2.2.1. Requirements for placement and storage of equipment

2.2.7.1. The system of 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 the classroom;

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

The basic principle of placement and storage of educational equipment - by subjects, types 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.

2.2.7.2. Training equipment should be located so that the capacity of cabinets and other devices is used to the maximum, while meeting the requirements listed above.

2.2.7.3. To organize independent laboratory work, you should use a tray system for supplying handouts. Dishes, dissecting instruments, a tray for micropreparations, etc. are stored in stacks.

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

2.2.7.5. Vertebrate skeletons are stored in closed cabinets.

2.2.7.6. Micropreparations are stored in their original packaging so that the micropreparation is placed horizontally, which prevents it from slumping. Sets of micropreparations are arranged according to classes and topics. Micropreparations are distributed on the tables of students in special trays with 4-5 slots.

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

2.2.7.8. Dummies, models are stored in cabinets away from direct sunlight and heating appliances. Models are stored in boxes, in special recesses made of soft paper. Large anatomical models - under covers made of dense matter or synthetic film.

2.2.7.9. The tables are stored in rolls or glued (at the choice of the teacher) onto cardboard or fabric and arranged in order of numbering for each series.

2.2.7.10. Filmstrips, transparencies-slides, videos are stored in their factory packaging - in boxes, albums. They should be decomposed into sections of the biology course.

2.2.7.11. For optical instruments - microscopes, dissecting instruments and hand loupes, it is advisable to take a special cabinet. Microscopes should be stored under a synthetic film cover in lockable cabinet sections. Hand magnifiers in special arrangements.

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

2.2.7.13. Placement of dishes in the biology room depends on the frequency of its use. The most commonly used dishes of small capacity, slides and coverslips, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, they store the instruments used in the study of biology. Small laboratory accessories are placed in the lower compartment: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are glued on the end of the stacks.

2.2.7.14. The storage of reagents in the office is subject to general requirements for the storage of chemical reagents in the school. The most commonly used reagents are the following: a solution of iodine in kaji iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (physiological saline, hypertonic saline).

2.2.7.15. 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 cabinet. Organic substances (alcohol, formalin) should be stored in the chemistry room.

2.2.7.16. To combat pests in the school area, in a corner of wildlife, to combat museum pests, poisonous substances are purchased in the biology room. Many of them are poisonous to humans as well. On the label of the vessels where these substances are stored, it is necessary to indicate "poison". Toxic substances must be stored in a locked cabinet or safe.

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

2. 2. 8. Requirements for office interior design

2.2.8.1. 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: for decoration, those materials are used that are constantly or most often used in biology lessons. The objects of the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of the living, the development of the organic world, environmental protection).

2.2.8.2. When placing objects of permanent and temporary exposition, it should be borne in mind that all this material is intended for use in the classroom, which means that text and drawings should be visible to students from any workplace.

2.2.8.3. 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 stand "Phenological Observations", used in the study of all sections of the biology course. For the design of the side wall, materials from the series "Levels of organization of wildlife", portraits of biologists are used.

2.2.8.4. Cabinets (two-section, the upper section is glazed) or showcases should be placed along the back wall, 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 exposition "Typical biocenoses" .

The main part of materials of episodic use is placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biological study, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photomontages, wall newspapers of biological circles, etc.

2.2.8.5. When selecting plants in the biology classroom, one should first of all proceed from the fact that several of these objects can be used in the classroom 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 windows or on stands.

All plants are provided with labels, where they write the species name, family, origin of the plant. Labels are attached to the flower pot.

Instruction No. 13

on labor protection for a biology teacher

General safety requirements

Persons who have reached the age of 18, have a pedagogical education, and have passed a medical examination are allowed to work.

The teacher must:

Know your job responsibilities and OT instructions.

Complete induction and on-the-job training.

Be guided in the work by the rules of internal regulations.

The mode of his work and rest is determined by the work schedule.

Injury risk in the office:

When using glass laboratory glassware.

When working with stabbing and cutting tools.

When working with various solutions.

When turning on electrical appliances, TCO equipment.

When working with insecticides.

If there are poisonous plants in the office.

When sanitizing plants, use only soap and tobacco solutions.

Report injuries to the school administration.

Refers to electrotechnological personnel and must have the 2nd qualification group of electrical safety admission.

Observe personal hygiene and safety precautions.

When conducting laboratory practical exercises work in overalls (robe, gloves).

Do not grow poisonous plants in the study.

Do not store laboratory glassware, equipment and preparations in the office.

To bear responsibility (administrative, material, criminal) for violation of the requirements of the OT instruction.

Check the readiness of the office and the safety of workplaces for training sessions.

Check the availability of the necessary laboratory equipment and preparations.

Check the serviceability of electric lighting, fume hood.

Air out the office.

Develop instructions on safety during practical classes and excursions.

Observe personal hygiene and safety.

Maintain discipline and order in the office.

Do not allow students to turn on and carry TCO equipment.

Do not allow students to carry laboratory equipment and drugs.

Provide students with work clothes (robes).

Do not leave students unattended during practice.

Fragments of glass, faience dishes should be cleaned with a brush and a shovel.

Monitor the sanitary and hygienic condition of the office and workplaces.

Safety requirements in emergency situations

In case of emergencies, take measures to evacuate students.

Report the incident to the school administration, in case of fire, notify the 101 service.

Provide first aid to victims in case of injury.

In case of a sudden illness of a student, call a health worker and inform the parents.

Disconnect TSO equipment from the mains.

Check cleaning jobs.

Accept student work clothes.

Transfer to laboratory glassware, equipment and preparations.

After the tour, check the number of students present.

Air out the office.

Turn off the lights, close the office with a key.

Report any deficiencies found during training sessions to the administration.

Instruction No. 14

on labor protection during demonstration experiments in biology

General safety requirements

Teaching workers at least 18 years of age who have been instructed in labor protection, undergo a medical examination and have no contraindications for health reasons are allowed to conduct demonstration experiments in biology. Students are not allowed to prepare and conduct demonstration experiments in biology.

Persons admitted to conducting demonstration experiments in biology must comply with the internal regulations, schedules of training sessions, established work and rest regimes.

When conducting demonstration experiments in biology, the following hazardous and harmful production factors may be exposed to workers:

poisoning poisonous plants and poisonous fungi.

The room where classes in biology are held should be equipped with a first aid kit with a set of necessary medicines and dressings.

When conducting demonstration experiments in biology, observe the fire safety rules, know the location of the primary fire extinguishing equipment.

The victim or eyewitness of the accident must immediately inform the administration of the institution about each accident. In case of malfunction of equipment, fixtures and tools, stop work and inform the administration of the institution.

In the process of work, observe the rules of personal hygiene, keep the workplace clean.

Persons who have failed to comply with or violate the instructions on labor protection are subject to disciplinary liability in accordance with the internal labor regulations and, if necessary, are subjected to an extraordinary examination of knowledge of the norms and rules of labor protection.

Safety requirements before starting work

Prepare the necessary equipment, tools, preparations for work, check their serviceability, make sure the integrity of laboratory glassware and glassware.

Thoroughly ventilate the office space.

Safety requirements during work

When using cutting and stabbing instruments (scalpels, scissors, dissecting needles, etc.), be careful, in order to avoid cuts and pricks, take the instrument only by the handles, do not direct their pointed parts towards yourself and students.

Be careful when working with laboratory glassware and glassware. Thin-walled laboratory glassware should be secured in the clamps of the racks carefully by turning slightly around. vertical axis or moving up and down. It is easy to handle slides by the edges to avoid cutting your fingers.

When using a spirit lamp to heat liquids, protect your hands from burns. Liquids should only be heated in thin-walled vessels (test tubes, flasks, etc.). do not direct the opening of the test tube or the neck of the flask at themselves and at the students when they are heated. When heating liquids, do not bend over the vessels and do not look into them.

When heating glass plates, you must first uniformly heat the entire plate, and then conduct local heating.

Boiling flammable liquids on an open flame is prohibited.

Exercise caution when working with wet and dry preparations, do not allow students to touch and smell poisonous plants, mushrooms and thorny plants.

When working with chemical reagents, do not take them with your hands; collect solid reagents from bottles with special spoons, spatulas.

Maintain order in the workplace, do not clutter up the table with foreign objects.

Safety requirements in emergency situations

In the event of a spill of a flammable liquid and its ignition, immediately remove students from the classroom, report the fire to the administration of the institution and the nearest fire station, and proceed to extinguish the fire using primary fire extinguishing equipment.

In case of injury, provide first aid to the victim and inform the administration of the institution, if necessary, send the victim to the nearest medical institution.

Safety requirements at the end of work

Tidy up the workplace, remove equipment, appliances, tools, preparations, chemicals.

Instruction No. 15

on labor protection during laboratory and practical work in biology

General safety requirements

Students from the 6th grade who have been instructed in labor protection, a medical examination and have no contraindications for health reasons are allowed to conduct laboratory and practical work in biology.

Students must comply with the rules of conduct, the schedule of training sessions, the established work and rest regimes.

In the behavior of laboratory and practical work in biology, students may be exposed to the following hazardous and harmful production factors:

Chemical burns in case of contact with the skin and eyes of solutions of acids, alkalis and other caustic substances.

Thermal burns with careless handling of alcohol lamps.

Cuts and pricks of hands due to careless handling of laboratory glassware, cutting and stabbing tools.

The biology room must be equipped with a first aid kit with a set of necessary medicines and dressings in accordance with Appendix 5 of the Rules for first aid in case of injuries.

Students are required to comply with fire safety rules, know the location of primary fire extinguishing equipment. The biology cabinet should be equipped with primary fire extinguishing equipment: fire extinguishers - chemical foam and carbon dioxide, a box with sand.

The victim or eyewitness of the accident is obliged to immediately inform the teacher (teacher) about each accident, who informs the administration of the institution. In the event of a malfunction of equipment, fixtures and tools, stop work and inform the teacher (teacher) about this.

In the process of work, students must observe the procedure for conducting laboratory and practical work, the rules of personal hygiene, and keep the workplace clean.

Students who have failed to comply with or violate the instructions on labor protection are held accountable and unscheduled instruction on labor protection is carried out with all students.

Safety requirements before starting work

Carefully study the content and procedure for performing the work, as well as safe methods of its implementation.

Prepare the workplace for work, remove foreign objects.

Check the serviceability of equipment, tools, integrity of laboratory glassware.

Safety requirements during work

Accurately follow all the instructions of the teacher (teacher) during the work, without his permission, do not perform any work independently.

When working with a spirit lamp, protect clothing and hair from ignition, do not light one spirit lamp from another, do not remove the burner with a wick from a burning spirit lamp, do not blow out the spirit lamp flame with your mouth, but extinguish it by covering it with a special cap.

When heating a liquid in a test tube or flask, use special holders (tripods), do not point the cork opening or neck of the flask at yourself and your comrades, do not bend over the vessels and do not look into them.

Be careful when handling laboratory glassware and glassware, do not throw, drop or hit them.

When preparing preparations for viewing them under a microscope, carefully take the coverslip with the thumb and forefinger by the edges and gently lower it onto the slide so that it lies freely on the preparation.

When using solutions of acids and alkalis, pour them only into glassware, avoid contact with skin, eyes and clothing.

When working with solid chemical reagents, do not take them with unprotected hands, in no case taste them, collect them for the experiment with special spoons (not metal ones).

To avoid poisoning and allergic reactions, do not smell plants and mushrooms, do not taste them.

Safety requirements in emergency situations

When spilling flammable liquids or organic matter immediately extinguish the open fire of the spirit lamp and inform the teacher (teacher) about it, do not clean up spilled substances on your own.

In the event that laboratory glassware or glassware is broken, do not collect their fragments with unprotected hands, but use a brush and a dustpan for this purpose.

In case of injury, inform the teacher (teacher) who will provide first aid to the victim, inform the administration of the institution about it, if necessary, send the victim to the nearest medical institution.

Safety requirements at the end of work

Tidy up the workplace, hand over to the teacher (teacher) equipment, instruments, tools, preparations, chemicals.

Spent aqueous solutions pour reagents into a resealable glass vessel with a capacity of at least 3 liters with a lid for their subsequent destruction.

Ventilate the room and wash hands thoroughly with soap and water.

Instruction No. 16

on labor protection during excursions in biology

General safety requirements

Students from the 6th grade who have been instructed in labor protection, a medical examination and have no contraindications for health reasons are allowed to conduct excursions in biology.

When conducting excursions in biology, students may be exposed to the following dangerous and harmful factors:

Injury to the legs when moving without shoes, as well as without trousers or stockings.

Bites by poisonous animals or reptiles (snakes, arachnids, many-legged, etc.).

Infection infectious diseases when bitten by their carriers (rodents, ticks, insects, etc.).

Poisoning by poisonous plants, fruits and mushrooms.

Infection gastrointestinal diseases when drinking water from open untested reservoirs.

When conducting a tour of biology, it is imperative to have a first aid kit with a set of necessary medicines and dressings for first aid in case of injuries.

Students are required to observe fire safety rules during the biology tour, do not make fires and do not use open flames in the forest.

When conducting a biology tour, a group of students must be accompanied by two adults.

The victim or eyewitness of the accident is obliged to immediately inform the leader of the excursion about each accident, who will provide first aid to the victim, if necessary, send him to the nearest medical institution and inform the administration of the institution.

During the biology tour, students must follow the rules of conduct, not violate the established procedure for conducting the tour, and observe the rules of personal hygiene.

Students who fail to comply with or violate safety instructions are held accountable and all students are given unscheduled safety briefings.

Safety requirements before the tour

Before conducting a biology tour, its leader must carefully examine the area where the students will be taken, choosing places where there are no dangers to children, as well as safe routes of movement.

Familiarize yourself with posters of local poisonous and dangerous animals, reptiles, insects, plants, fruits and mushrooms.

Wear appropriate clothing and footwear for the season and weather. Wear trousers or stockings to prevent injury and leg bites. To avoid chafing your feet, shoes should be sized correctly.

Make sure that the first aid kit is available and that it is equipped with the necessary medicines and dressings.

Safety requirements during the tour

When moving, do not take off your shoes and do not walk barefoot to avoid injuries and bites from reptiles and insects.

When studying the flora and fauna of the reservoir, avoid deep places, do not enter the water. To get acquainted with the living objects of the reservoir, use nets with long handles. The use of boats or footbridges is not permitted.

To avoid forest fires and burns, do not make fires.

It is forbidden to use toxic substances (chloroform, sulfuric ether, etc.) for marinating insects.

To avoid poisoning, do not taste any plants, fruits and mushrooms.

To avoid bites and injuries, do not touch poisonous and dangerous reptiles, animals, insects, plants and fungi, as well as thorny shrubs and plants.

Do not dig plants out of the ground with unprotected hands, use shovels, rippers, etc. for this purpose.

In order to avoid infection with gastrointestinal diseases, do not drink water from open untested reservoirs, for this use water from a flask that you need to take with you.

Safety requirements in emergency situations

When bitten by poisonous animals, reptiles, insects, immediately send the victim to the nearest medical institution and inform the administration of the institution.

In case of injury, provide first aid to the victim, if necessary, send him to the nearest medical institution and inform the administration of the institution.

I approve

Director

MBOU "ChSSh No. 1"

Cabinet work plan for 2016/2017 academic year

Target: creation of conditions for improving the quality of the educational process, strengthening the practical orientation of teaching biology.

The main tasks of the office:

Systematization and updating of didactic and handout materials.

Systematization and updating of methodical literature.

Work on the use of technical teaching aids and modern computer technologies in the educational process.

Registration of educational and information stands.

Aesthetic office design.

Conducting individual classes, consultations on preparation for the OGE and the Unified State Examination in the subject.

For the successful operation of the office, it is necessary to systematically carry out work to comply with safety regulations, sanitary and hygienic standards, ensure the safety of the methodological and material and technical base of the office

Name of events	Period of execution	Responsible
Organizational work
Preparing and cleaning the office space, updating the material		Head cabinet
Stand preparation and decoration		Head cabinet
Checking the health of technical devices		Head cabinet
Thematic planning for the 2016/2017 academic year		Head cabinet
Drawing up the work schedule of the office for the 2016/2017 academic year		Head cabinet
Making office documentation		Head cabinet
Analysis of the work of the cabinet for the 2016/2017 academic year		Head cabinet
Work on updating the educational and methodological base for the office
Replenishment of the bank of educational resources (compilation of supporting notes, educational and methodological material on the subject)	During a year	Head cabinet
Replenishment of the base of control and measuring materials on the subject	During a year	Head cabinet
Creation of a bank for the OGE and the Unified State Examination (in electronic form)	During a year	Head cabinet
Registration of methodical folders of the cabinet: "Labor protection", "Regulatory documents", "Programs and planning of the teacher's work", "Work on self-education of the teacher", "Work with gifted children"	During a year	Head cabinet
Events based on the cabinet
Conducting the school stage of the All-Russian Olympiads in Biology		Head cabinet
Preparing students for the municipal stage of the All-Russian Olympiads in Biology		Head cabinet
	During a year	Head cabinet
Preparing and holding a subject week		Head cabinet
Safety
Conducting safety briefings	September, throughout the year	Head cabinet

I approve

Director

MBOU "ChSSh No. 1"

T.I. Moiseichenko

"_____" __________________ 2016

Biology office hours

for 2016/2017 academic year

Days of the week
Monday




	Individual work

		Working with gifted children
		Working with gifted children

Head of the Cabinet S.Yu. Zavgorodnyaya

Perspective work plan of the biology cabinet

Target: creation of conditions for improving the quality of the educational process.

Tasks:

Improving the material and technical base of the classroom, the introduction of ICT in the educational process.

Formation of a database of control and measuring materials, including on electronic media.

	Name of events	Responsible
	Events based on the cabinet
	Design and research activities of students	teacher, students
	subject week	teacher, students
	The work of the circle on the subject
	Individual work with students
	Extracurricular work on the subject: conducting biological evenings, quizzes	teacher, students
	Consultations and additional classes on the subject
	Updating the educational and methodological base of the cabinet
	Replenishment of the bank of educational resources (supporting notes, educational and methodological material on the subject, presentations, videos)
	Replenishment of the base of control and measuring materials in the subject (intermediate and final certification, preparation for the OGE and the Unified State Examination)
	Acquisition of educational equipment in the subject	teacher, administration
	Design of information stands, demonstration tables and posters on the subject	teacher, students
	Designing thematic folders for the biology classroom: "Occupational Safety and Health" "Regulations" "Programs and planning of the teacher's work" "Work on self-education of the teacher" "Working with Gifted Children" "Measuring the educational standard" "Extracurricular work in biology" "Modern educational technologies"
	Updating the material and technical base of the cabinet
	Acquisition: computer desk Demonstration table multimedia projector interactive whiteboard copier printer	teacher, administration

List of typical teaching and visual aids, educational equipment

	Name of typical teaching and visual aids, educational equipment	Quantity
	A set of tables in biology demonstr. "Botany 1" (12 tablets, form A1, lam.)
	Set of micropreparations "Anatomy"
	Set of micropreparations "Zoology"
	Set of micropreparations "General biology" (Type 1)
	A set of tables in biology demonstr. "Botany 2" (18 tablets, form A1, lam.)
	Microscope Levenhuk 25ng monocular
	lung alveoli model
	stomach model
	Model of the circulatory system
	Model nervous system
	Model of the digestive system
	Model of the lumbar vertebra with spinal cord and nerves of the cauda equina
	plant stem model
	DNA structure model
	ear model
	Human skull with painted bones
	pigeon skeleton
	frog skeleton
	Herbarium for the course of the basics of general biology (20 sheets)
	Urinary system (bas-relief model)
	Liver (bas-relief model)
	Portraits of biologists (26 pieces, A4 form)
	Set of fake mushrooms
	Set of models of vegetables
	Set of models of fruits
	Herbarium "Morphology of plants" (6 topics, 30 species)
	eye model
	Cutaway Brain Model
	Sectional model of a kidney
	Heart model (laboratory)
	Relief table "Stomach of a ruminant animal" (form. A1, matte lam.)
	Model-application “Cell division. Mitosis and meiosis” (laminated)
	Demonstration table "Soils, plants and animals natural areas» (vinyl, 70×100)
	Internal structure earthworm (bas-relief)
	The internal structure of the rabbit (bas-relief)
	The internal structure of the beetle (bas-relief)
	Internal structure of a frog (bas-relief)
	The internal structure of the hydra (bas-relief)
	The internal structure of a dove (bas-relief)
	The internal structure of the dog (bas-relief)
	The internal structure of the lizard (bas-relief)
	Herbarium "Plant Communities"
	Herbarium "The main groups of plants" (52 sheets)
	Wet preparation "Internal structure of fish"
	Wet preparation "Internal structure of a frog"
	Wet preparation "The internal structure of the rat"
	Wet preparation "Internal structure of a bird"
	Wet preparation "Internal structure of a gastropod mollusk" (bas-relief)
	Root structure
	Cell structure sheet (bas-relief model)
	Plant cell (bas-relief model)
	The structure of a lizard (bas-relief model without frame)
	Microscope MP-900

List of textbooks and teaching aids

			quantity
	L.N. Sukhorukova, V.S. Kuchmenko, I.Ya. Kolesnikov. Biology. Living organism. – M.: Enlightenment, 2011.
	L.N. Sukhorukova, V.S. Kuchmenko, I.Ya. Kolesnikov. Biology. Diversity of living organisms. – M.: Enlightenment, 2011.
	L.N. Sukhorukova, V.S. Kuchmenko, T.A. Tsekhmistenko. Biology. Man and culture of health. – M.: Enlightenment, 2011.
	L.N. Sukhorukova, V.S. Kuchmenko. Biology. Living systems and ecosystems. – M.: Enlightenment, 2011.
	L.N. Sukhorukova, V.S. Kuchmenko, T.V. Ivanova. Biology. – M.: Enlightenment, 2011.
	Sukhorukova L.N. Biology. Work programs. Subject line of textbooks. Spheres, grades 5-9. Manual for teachers of educational institutions / L.N. Sukhorukova, V.S. Kuchmenko. - M. Enlightenment, 2011. - 144 p. in the course "Biology".

Learner-centered learning The theory and practice referred to as learner-centered learning has a long history and several other names, each of which stands for a certain view of learning and upbringing - humanistic pedagogy, neopragmatism, free education (USA and Europe in the 70s years), pedagogy of cooperation (80s, USSR). All these concepts, close in many respects to each other, can be united by the name liberal pedagogy, which opposes authoritarian and technocratic pedagogy. , - humanistic pedagogy, neopragmatism, free education (USA and Europe in the 70s), pedagogy of cooperation (80s, USSR). All these concepts, close in many respects to each other, can be united by the name of liberal pedagogy, which opposes authoritarian and technocratic pedagogy. Sh.A. Amonashvili wrote: The goal of personality-oriented education is not to form or even educate, but to find, support, develop a person in a person and lay in him the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for becoming original personal image and dialogical and safe interaction with people, nature, culture, civilization. Sh.A. Amonashvili wrote: self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image and dialogical and safe interaction with people, nature, culture, civilization.

School risk factors Stress pedagogical tactics. Stress pedagogical tactics. Intensification of the educational process. Intensification of the educational process. Inconsistency of teaching methods and technologies with the age and functional abilities of schoolchildren. Inconsistency of teaching methods and technologies with the age and functional abilities of schoolchildren. Irrational organization learning activities.Irrational organization of educational activities. Functional illiteracy of a teacher in matters of health protection and promotion. Functional illiteracy of a teacher in matters of health protection and promotion. The lack of a system of work on the formation of the value of health and healthy lifestyle life (including the prevention of bad habits, sex education and sexual education, insufficient use of physical education and sports, etc.). and sexual education, insufficient use of physical education and sports, etc.).

Health-saving educational technologies. The purpose of the school: the creation of such an environment for teaching, educating, developing, which contributes to the most complete disclosure of the inclinations of the child, provides him with the conditions for the formation of interest in learning, maximum creative independence, activity. The purpose of the school: the creation of such an environment for teaching, educating, developing, which contributes to the most full disclosure of the inclinations of the child, provides him with the conditions for the formation of interest in learning, maximum creative independence, activity.

Health-saving technologies V.A. Sukhomlinsky wrote: “Care for human health, especially the health of a child, is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.” V.A. Sukhomlinsky wrote: “Care for human health, especially the health of a child, is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.”

Directions for using the FTZ: The right organization cognitive processes: competent schedule, study load optimization, outdoor activities, etc. Proper organization of cognitive processes: competent schedule, study load optimization, active recreation, etc. Ensuring optimal hygiene conditions: cleanliness, noise level, lighting control, temperature, air humidity in the classroom. Ensuring optimal hygiene conditions: cleanliness, noise level, control of lighting, temperature, air humidity in the classroom. Individualization of educational technologies: in particular the appeal to student-centered learning Individualization of educational technologies: in particular the appeal to student-centered learning

The natural intellectual potential of the student is sensory or intuitive; sensory or intuitive; extrovert or introvert; extrovert or introvert; left hemisphere or right hemisphere type; left hemisphere or right hemisphere type; sanguine, choleric, melancholic, phlegmatic; sanguine, choleric, melancholic, phlegmatic; what is the level of his cognitive need (CCP); what is the level of his cognitive need (CCP); what degree of motivation to study your subject what degree of motivation to study your subject

Hygienic criteria for the rational organization of a lesson (according to N.K. Smirnov): Lesson factors A hygienically rational lesson Lesson density Not less than 60% and not more than 80% Number of types of educational activities 4-7 Average duration of various types of educational activities Not more than 10 minutes types of activity Change not later than in 7-10 minutes Presence of emotional discharges 2-3 Place and duration of application of TCO In accordance with hygiene standards Alternation of posture The posture alternates in accordance with the type of work. The teacher observes the landing of students Physical education minutes Two per lesson (of three exercises, 3-5 repetitions). Psychological climate Positive emotions predominate The moment of onset of fatigue of students Not earlier than after 40 minutes

I differentiate tasks into three levels: I differentiate tasks into three levels: I. basic, normative, corresponds to the assessment satisfactorily; I. basic, normative, meets the assessment satisfactorily; II. competent - corresponds to the assessment well; II. competent - corresponds to the assessment well; III. creative - corresponds to the assessment excellent.III. creative - corresponds to the assessment perfectly. The tasks of the basic level should ensure the assimilation of educational material, which constitutes an educational minimum in biology. As a rule, these are tasks for the reproduction and understanding of this material. Basic level tasks should ensure the assimilation of educational material, which constitutes an educational minimum in biology. As a rule, these are tasks for the reproduction and understanding of this material. The tasks of the competent level are aimed at developing the skills to summarize the studied material, analyze, apply according to the algorithm. Tasks of the competent level are aimed at developing the skills to generalize the studied material, analyze, apply according to the algorithm. Tasks of the creative level are aimed at developing independence, critical thinking, research skills, creative understanding of the studied material. Tasks of the creative level are aimed at developing independence, critical thinking, research skills, and creative understanding of the studied material.

Creating a Situation of Success In education, more than anywhere else, a situation of success is always needed. It will be the engine of the development of the student's intellect. But it is very important to compare the success of the student with his previous achievements, and not with the achievements of classmates. This is how an objective self-esteem is formed, and it encourages the child to improve himself. After all, each person can do the same job in different ways. It is easy for someone to put it in writing, someone to draw, draw up a table, a diagram, and someone just to tell. Everyone should be allowed to express himself fully, and as it is acceptable for him. This will develop the talents of children. If the student sees his progress, it stimulates him. In a word, it is necessary to monitor the development of the student's cognitive abilities. And this is necessary not only for the teacher, but also for the student himself. In education, as nowhere else, a situation of success is constantly needed. It will be the engine of the development of the student's intellect. But it is very important to compare the success of the student with his previous achievements, and not with the achievements of classmates. This is how an objective self-esteem is formed, and it encourages the child to improve himself. After all, each person can do the same job in different ways. It is easy for someone to put it in writing, someone to draw, draw up a table, a diagram, and someone just to tell. Everyone should be allowed to express himself fully, and as it is acceptable for him. This will develop the talents of children. If the student sees his progress, it stimulates him. In a word, it is necessary to monitor the development of the student's cognitive abilities. And this is necessary not only for the teacher, but also for the student himself. Then the student will not be offered an unbearable, uninteresting, in form task. He will work with interest at the level available to him. It is impossible to force what a person cannot do. Then the student will not be offered an unbearable, uninteresting, in form task. He will work with interest at the level available to him. You can't force someone to do what they can't.

Differentiated tasks Part of the simple material is proposed to be studied independently and arranged in the form of a table, diagram, reference abstract, text notes, messages (conducted individually or in pairs, in class or at home). For weak children, instruction cards are issued indicating the source and sequence of work. It is proposed to study part of the simple material on your own and arrange it in the form of a table, a diagram, a supporting abstract, a text summary, a message (conducted individually or in pairs, in a lesson or at home). For weak children, instruction cards are issued indicating the source and sequence of work.

Independent work on folding known information into diagrams, tables, supports, crossword puzzles For example: For example: 11th grade. Topic Fundamentals of genetics Grade 11. Topic Fundamentals of genetics Task: "3" Write down the signs of modification and mutational variability. "4", "5" Compare and draw a conclusion about their difference and similarity. Task: "3" Write down the signs of modification and mutational variability. "4", "5" Compare and draw a conclusion about their differences and similarities.

Fill in the comparative table Questions for comparison Modification variability Mutational variability Under the influence of what factors does it occur? 2. What effect does it have on the phenotype? 3. What effect does it have on the genotype? 4. Is it inherited or not? 5. What is the importance for the body? 6. What is the significance for evolution?

Filling "empty supports". They help the children to highlight the main thing, to correctly arrange the educational material. Such supports can be used in an oral answer, this helps the development of logical thinking. They help the children highlight the main thing, correctly arrange the educational material. Such supports can be used in oral response, it helps the development of logical thinking. For example, when studying the topic “Auditory analyzer” in grade 8, the supports of the following type are offered: For example, when studying the topic “Auditory analyzer” in grade 8, supports of the following type are offered: – Outer ear: (structure and function) Outer ear: (structure and function) Middle ear: (structure and function) Middle ear: (structure and function) Inner ear: (structure and function) Inner ear: (structure and function)

Independent work with concepts. It can be organized in the form of playing Lotto, compiling and solving crossword puzzles, drawing dictations, oral pair dictations, individual work with punched cards, etc. The repeated repetition of concepts leads to their memorization, especially in children with low memory capacity. It can be organized in the form of a Lotto game, compiling and solving crossword puzzles, drawing dictations, oral paired dictations, individual work with punched cards, etc. The repeated repetition of concepts leads to their memorization, especially in children with low memory capacity. Finding an encrypted biological term or concept in a meaningless combination of letters written on a blackboard. For example, RFOOARMOZ - AROMORPHOS. Finding an encrypted biological term or concept in a meaningless combination of letters written on the board. For example, RFOOARMOZ - AROMORPHOSIS. In grades 5-7, a similar task is acceptable: make a word from letters, find its explanation in the text of the paragraph. The work can be organized both in pairs, groups, and individually. In grades 5-7, a similar task is acceptable: make a word from letters, find its explanation in the text of the paragraph. Work can be organized both in pairs, groups, and individually.

Independent work on the development of logical thinking. 7th grade. Topic: Mushrooms Grade 7. Topic: Mushrooms Task: distribute the mushrooms in the table into groups. Explain the answer. Task: distribute the mushrooms in the table into groups. Explain the answer. butter dishpenicillin smut mucorsoreshuskchampignon tinder fungus gray mold black leg

Training workshop The course of the workshop can be as follows: The course of the workshop can be as follows: attunement (creating an atmosphere) - the inductor here can be a story, film frames, poems, music, etc.; attunement (creating an atmosphere) - the inductor here can be a story, film footage, poetry, music, etc.; group or individual work with information material; group or individual work with information material; group socialization - comparison of the results of work with other participants; group socialization - comparison of the results of work with other participants; socioconstruction - construction of a group model; socioconstruction - construction of a group model; intergroup socialization: presentation of models, expression of opinions, expansion of information; intergroup socialization: presentation of models, expression of opinions, expansion of information; self-construction - individual work (creation of an individual model, writing a mini-text, essay, etc.); self-construction - individual work (creation of an individual model, writing a mini-text, essay, etc.); advertising of works (on a stand, board, etc.); advertising of works (on a stand, board, etc.); reflection, self-control (work with test tasks). reflection, self-control (work with test tasks).

Creative tasks General biology Grade 11 topic "Fundamentals of Cytology": General biology Grade 11 topic "Fundamentals of Cytology": Suppose that a cell has a surface apparatus that completely isolates its contents from the external environment. What are the benefits and what are the challenges? What consequences would this event have for the cell itself? Why? Let us assume that the cell has a surface apparatus that completely isolates its contents from the external environment. What are the benefits and what are the challenges? What consequences would this event have for the cell itself? Why? How can one explain the fact that mitochondria and plastids have their own DNA, while other cell organelles do not have it? How can one explain the fact that mitochondria and plastids have their own DNA, while other cell organelles do not have it? Botany 6th grade topic: "Breathing of the roots": Botany 6th grade topic: "Breathing of the roots": Houseplant pelargonium (geranium) was watered abundantly for 10 days. The plant stunted and died. Explain why this happened? Houseplant Pelargonium (geranium) was watered abundantly for 10 days. The plant stunted and died. Explain why this happened? Anatomy Grade 9 topic "Structure of bones": Anatomy Grade 9 topic "Structure of bones": The human tibia can withstand a load of 1500 kg in an upright position. What features in the structure and composition of bones provide such strength? The human tibia can withstand a load of 1500 kg in an upright position. What features in the structure and composition of bones provide such strength?

“Every child is an artist. The difficulty is to remain an artist after coming out of childhood". (Pablo Picasso) Like the perfection of heaven and earth Like the perfection of heaven and earth Spring cranes dance, Spring cranes dance, Brilliant ballet among swamps, Brilliant ballet among swamps, Harmony and grace flight. Harmony and grace flight. The one who could see this miracle, The one who could see this miracle, Is no longer just a man, but a god, No longer just a man, but a god, Accidentally received a thread in his hands Accidentally received a thread in his hands The ability to maintain harmony. Ability to maintain harmony.

The use of video films in biology lessons. Physiologists say that: Physiologists say that: our knowledge is based on temporary connections that arise in the cerebral cortex; our knowledge is based on temporary connections that arise in the cerebral cortex; the strength of these connections largely depends on the strength of the processes of excitation and inhibition in the cerebral cortex; the strength of these connections largely depends on the strength of the processes of excitation and inhibition in the cerebral cortex; in turn (in relation to learning), the processes of excitation and inhibition are associated with the experience of students, with their activity at the time of obtaining knowledge; in turn (with regard to learning), the processes of excitation and inhibition are associated with the experience of students, with their activity at the time of obtaining knowledge; however, the resulting connections will quickly fade if they are not reinforced and strengthened. However, the connections received will quickly fade if they are not consolidated and strengthened.

The main teaching functions of videos in the classroom: Telling students new knowledge for later comprehension and consolidating them in the lesson, as well as visual reinforcement of the teacher’s words. Telling students new knowledge for subsequent understanding and consolidating them in the lesson, as well as visual reinforcement of the teacher’s words. Generalization of the studied on the topic. Generalization of the studied on the topic. An integrated approach to the studied objects of nature. An integrated approach to the studied objects of nature. A link that helps to move from ordinary knowledge of the external world to the perception of processes hidden from the ordinary view with the help of a television camera. A link that helps to move from ordinary knowledge of the external world to the perception of processes hidden from the ordinary view with the help of a television camera. Opportunity to follow the setting and progress of a biological experiment, make a teleexcursion. Possibility to follow the setting and progress of a biological experiment, make a teleexcursion. Showing the practical significance of the phenomenon under study. Showing the practical significance of the phenomenon under study. Acquaintance with modern achievements and discoveries. Acquaintance with modern achievements and discoveries.

The main educational functions of videos in biology lessons. Enriching students with specific knowledge of the environment, observing plants and animals in nature, in their natural environment. Enriching students with specific knowledge of the environment, observing plants and animals in nature, in their natural environment. Acquaintance with the diversity of the organic world, including those areas where they have never been. Acquaintance with the diversity of the organic world, including those areas where they have never been. Increasing cognitive activity, the quality of assimilation of the material. Increasing cognitive activity, the quality of assimilation of the material. Introduction to content beyond the scope of the textbook. Introduction to content beyond the scope of the textbook.

Implementation of the pedagogical principle: “To teach is to do”. Write questions on the board that students will get answers to while watching. Write questions on the board that students will get answers to while watching. Work actively with the plan written on the left side of the board and in the notebook. While viewing on the right side, make notes, draw up diagrams. Actively work with the plan written on the left side of the board and in a notebook. While viewing on the right side, make notes, draw up diagrams. Solve problematic tasks set before watching a movie.Solve problematic tasks set before watching a movie. Analyze a video fragment, prepare a conference on its material, reports on the material viewed, perform creative tasks. Analyze a video fragment, prepare a conference on its material, reports on the material viewed, perform creative tasks.

Grade 9 lesson "Fundamentals of selection." Questions for the video: What is the practical significance of genetics? What is the practical significance of genetics? Name the scientist who first developed the scientific foundations of selection work. Name the scientist who first developed the scientific foundations of selection work. What methods do breeders use? What methods do breeders use?

Grade 7 lesson "Insects" The variety of insects, their habitat. The variety of insects, their habitat. General signs of insects. General signs of insects. Origin of insects. Origin of insects. Reproduction of dragonflies.Reproduction of dragonflies. How insects see. How insects see. How they make sounds and hear. How they make sounds and hear. Ways of communication of insects. Ways of communication of insects. Methods of protection. Methods of protection. Life of social insects. Life of social insects. Types of oral apparatus. Types of oral apparatus. The role of insects in nature, the importance in human life The role of insects in nature, the importance in human life

Conclusions: Applying a variety of means, techniques and methods of activating the activity of students, alternating them according to the requirements of the SSP, using knowledge of the natural potential of the student, including all channels of perception (auditory, visual, kinesthetic), we not only preserve the health of our students, but also contribute to development of their intellectual capabilities. Using a variety of means, techniques and methods to enhance the activities of students, alternating them according to the requirements of the SSP, using knowledge of the natural potential of the student, including all channels of perception (auditory, visual, kinesthetic) in the work, we not only preserve the health of our students, but also contribute to the development of their intellectual capabilities. This approach to learning contributes to the inclusion of each child in the learning process, making learning comfortable and successful. This contributes to the formation of the child as a person, as a subject of the educational process, capable of self-learning. The child develops not only knowledge, but also a system of skills to acquire knowledge. This approach to learning contributes to the inclusion of each child in the learning process, making learning comfortable and successful. This contributes to the formation of the child as a person, as a subject of the educational process, capable of self-learning. The child develops not only knowledge, but also a system of skills to acquire knowledge.

Biology class- This is a specially equipped room for the organization of the educational process in biology.

It is possible to identify several functions of the biology cabinet: educational, scientific and methodological, placement of educational equipment, reference, accounting.

1. Educational role of the cabinet. In the biology classroom, the process of teaching, educating and developing students takes place. There should be comfortable desks and chairs, a large and well-lit blackboard, chalk, and a dampened sponge for wiping the board. The teacher's table and blackboard are used to demonstrate visual aids in the classroom. A screen is placed on the wall, a TV, a projector is placed on the side.

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

The classroom, as a rule, is equipped with a small library containing various literature for the teacher and students. Permanent and changing exhibitions are organized in the office, 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 prominent scientists: Ch, Darwin, Oparin A.I. and others. Thematic exhibitions of students' works (posters, photographs, etc.) can be presented as interchangeable expositions.

2. Scientific and methodological role of the cabinet. The classroom is the workplace of a biology teacher. 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 of 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, herbaria, skeletons, etc.); images of natural objects (tables, diagrams, diskettes, etc.); handouts and didactic cards; devices for demonstrating technical means (projector, TV, computer, etc.); laboratory equipment and tools for laboratory (practical) work in nature 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. Reference cabinet function. To quickly obtain information about the availability of this or that equipment in the biology room, the place of its storage should be a reference card index for the main sections: literature, instruments, technical equipment, catalogs of educational films, disks, tables, preparations, collections, herbariums, etc.

5.Cabinet accounting and scheduling function. The biology teacher, as the head of the office, is obliged to keep a book of records and a passport for the office. IN accounting book in alphabetical order by sections it is necessary to write down material values (laboratory glassware, reagents, visual aids etc.), regularly record newly acquired equipment and materials, note the fact that obsolete equipment has been decommissioned. Once a year, an inventory is carried out in the office, the report is handed over to the head of the school. IN office passport basic information about the cabinet should be recorded.

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

Acquisition of the material base of the biology cabinet . The list of educational equipment for teaching biology includes natural objects, models, dummies, printed manuals, screen manuals, etc. Usually, equipment is purchased taking into account the actual occupancy of the classes, 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.

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