Kalina Svetlana Nikolaevna
MBOU "Vad Secondary School"
Club program
"Ecological
local history"
Head of the circle
Kalina S.N.
Vad
ECOLOGICAL STUDIES
Explanatory note
Circle "Ecological local history" is part of the implementation of the program for continuous environmental education of students. The introduction of the “Ecological Local History” club into the system of additional education was dictated by a number of objective factors.
Firstly, the tasks that modern society sets for school education: the connection of learning with real life, focus on solving vital problems, the formation of an active life position and new value orientations. All this is directly related to the local history principle of teaching in education. " Local history allows you to see the world in a drop of water, switch from book rails to real life“- this is how the outstanding geographer of the last century N. N. Baransky figuratively defined the essence of local history - the connection of learning with life.
Secondly, the course “Ecological Local History” becomes the educational space within which one of the leading areas of school education is implemented - greening. The priority role of environmental education and local history as “the basis for studying real environmental problems” has made the local history principle one of the key ones in the formation of the environmental culture of schoolchildren.
Thirdly, members mugreceive general information about the nature of their region, the interconnections and interdependence of natural phenomena, and become familiar with modern issues of protection and rational use of natural resources in the context of the rapid development of science and technological progress. In the future, students can study more deeply certain areas of environmental activity, conduct experimental and research work.
The theoretical basis of the course was the research of F. M. Bakanina, N. F. Vinokurova, G. S. Kamerilova, G. S. Kulinich, V. V. Nikolina, V. M. Smirnova, L. L. Trube, B. I Fridman and others, carried out at the Faculty of Natural Geography of the Nizhny Novgorod State Pedagogical University.
The pedagogical basis of the course is the ideas of personality-oriented education and problem-based learning, which create conditions for the formation of a subjective experience of an emotional, value-based and activity-based attitude towards the nature of one’s region.
Purpose of the circle "Ecological local history"- formation of an ecological culture of PERSONALITY based on the involvement of students in various types of activities: cognitive, communicative, practice-oriented to study the unique territory of their native land.
Main objectives of the course:
1. Formation of a system of personally significant environmental knowledge that reflects the natural and socio-economic uniqueness of the NATIVE region.
2. Formation of a value-based attitude towards one’s socio-natural environment and man as a part of nature.
Z. Development of patriotic and civic feelings, responsible attitude towards one’s Motherland, native land.
4. Formation of subjective experience in making environmentally sound decisions at a specific territorial level.
The most important condition for the formation of ecological culture is mastery of the conceptual apparatus of ecological local history, which reflects the nature of the relationship between man and nature: environmental problem, environmental situation, ecological-geographical location, environmentally significant conditions and factors. Natural resource potential, environmental management, environmental quality, environmental safety (hazard), sustainable development, environmental forecasting.
Basic requirements for students to master the content:
Know the methods of researching your region; causes, manifestations, consequences, ways to solve environmental problems in the Nizhny Novgorod region; historical stages of the formation of the environmental situation in the region and the possibility of its optimization at different historical times, ideas for sustainable development of the Nizhny Novgorod region;
Be able to analyze the necessary data from various sources to study and solve environmental problems in your area; assess the natural resource potential of the territory of the Nizhny Novgorod region, the ecological state of individual components of NATURE in the region, as well as the environmental situation of specific territories and the region as a whole; apply knowledge in specific practical activities to improve the environmental situation of their area;
Express your attitude towards the ecological state of your area of residence, the natural and cultural values of your area, your health and the health of those around you.
The program lasts 3 years. The content of the program (68 hours for each year of study) includes theoretical classes (32 hours) and practical work (26 hours), time is provided for preparation and participation in various environmental competitions (10 hours).
Introduction. (2 hours). Introduction to the work plan mug, with public events in which members will take part mug. Conducting labor safety training.
Nature conservation in Russia, in the Nizhny Novgorod region and in the Vadsky district, its importance. Laws on nature protection, specially protected natural areas, the Red Book. The role of promoting knowledge on issues of protection and reproduction of natural resources.
Section 1
I'm learning to know my land(2 hours)
Topic 1. How does a person know his own land?. A person learns about the world around him. Ways of knowing. Culture: art, religion, science, forms of reflection of the relationships between nature, man, society. Reflection of the nature of the region in the works of writers and artists.
Topic 2 What does it mean to be a nature explorer? Nature Explorer - who is he? Qualities that a nature researcher should have. Outstanding researchers of the Nizhny Novgorod region in the past and present.
Section 2
(6 hours)
Topic 1 . The region where I live(history of the development and settlement of the territory of the Nizhny Novgorod region, Vadsky district). Geographical location of the territory, region (on the map of the country, world). Natural conditions as a factor in the development of the territory. Natural resources. Natural resource potential of the Nizhny Novgorod region. Nature management and its features in different historical eras.
Topic 2 Nature in legends, folk holidays and crafts of the Nizhny Novgorod region. The beauty and harmony of nature in the Nizhny Novgorod region. The importance of the uniqueness of local nature in the lives of people inhabiting the region. Features of life and culture of the local population. Pagan holidays. Mari, Mordovian tales and legends. Motifs of nature in the folk crafts of the region (Khokhloma, Gorodets painting, wood carving, Gorodets embroidery...).
Topic 3. Toponymy of the region about the past of the landscape. Toponymy as a source of information about the past of the region. Differences in toponyms of the northern and southern zones of the Nizhny Novgorod region. The role of L. L. Trube in the study of toponyms of the Nizhny Novgorod region. Toponymy of the Vad region.
Topic 4. Anthropogenic changes in the territory of the region in the past. Spontaneous nature management in the past of the region. The first environmental crises were the result of the activities of pastoralists, hunters, farmers (deforestation, extinction of animal and plant species),
Topic 5. Folk traditions of nature conservation in the Nizhny Novgorod region. Paganism is about the rules of the relationship between man and the environment. Folk forms of nature conservation, Pagan cults. Mari sacred groves in the region. Cult of plants. Cult of water. Russian folk traditions and beliefs. Orthodox Church and nature conservation. Natural and cultural heritage of the Nizhny Novgorod region.
Topic 6. My land today. Natural resource potential of the region at the present stage. Increasing economic impact on the nature of the Nizhny Novgorod region. The main types of modern environmental management. Growth of cities and population of the Nizhny Novgorod region.
Section 3
(14 hours)
Environmental situation in the Nizhny Novgorod region
Topic 1. Consonance is complete in nature. Carrying out photographs, sketches, writing poetry, essays that convey the features of the nature of the region, and the attitude of students towards it. Excursion to the local history museum.
Topic 2. Nature and man - unity or struggle? Diverse connections between man and society with the natural environment. The universal value of nature: environment-forming, economic, hygienic, scientific, aesthetic, ethical. Changes in the nature of the Nizhny Novgorod region by man. The consequences of these changes on human life and health.
Topic 3. Environmental problem - what do we know about it? Environmental problem. Classification of environmental problems. Their origins. The essence of environmental problems is a contradiction in the relationship between man and the environment. Consequences of environmental problems. Ways to solve environmental problems.
Topic 4. Ecological state of the components of nature in the Nizhny Novgorod region. Air quality in the Nizhny Novgorod region, Vadsky district. Sources of air pollution in the Nizhny Novgorod region. Damage from air pollution. The problem of protecting atmospheric air in the region.
Water resources, their significance. Assessment of water resources of the Nizhny Novgorod region, Vadsky district. Economic development of the region and water resources. Pollution and unsustainable use of water resources. Problems of the Volga and Oka, Lake Vad. Problems of small rivers in the region. Rational use and conservation of water resources. Measures to restore small rivers in the region.
Soil resources of the Nizhny Novgorod region, Vadsky district - their significance. Research of soil resources of the region by V. V. Dokuchaev. Soil fertility in the region. Economic development of soil resources in the region. Environmental problems of the land fund: pollution, loss of humus reserves, erosion processes. Measures to improve the region's land fund.
The uniqueness and diversity of biological resources of the Nizhny Novgorod region, Vadsky district. Recreational value. Forests and their meaning. Human economic activity and problems associated with the state of wildlife. Deforestation and its consequences. Depletion of flora and fauna of the territory. Measures to restore biological resources. Formation of a system of protected areas.
Topic 5. Chains of environmental problems(environmental problems of the world, Russia, Nizhny Novgorod region, Vadsky district). The scale of interaction between humans, society and the environment. Global environmental problems. Environmental problems of Russia. Environmental problems of your region, district. How are environmental problems of different scales related?
Topic b. Environmental situations in the Nizhny Novgorod region, Vadsky district. Ecological and geographical location. Ecological situations: features, types, formation factors, geography. Natural factors: convergence of three natural zones on the territory of the region, hydrological regime of the region, climatic features, western transport of pollutants. Anthropogenic factors. Identification of ecological zones: Volga-Oka zone, Trans-Volga zone, Right Bank zone.
Section 4
(4 hours)
Topic 1. Boomerang effect - what is it? Changes in the natural environment under the influence of human activity. Boomerang effect. The influence of a modified natural environment on human health. Types of health. Exacerbation of health problems. Possibilities of human adaptation to changes in nature. The state of health of the population in the Nizhny Novgorod region, Vadsky district. Major diseases associated with the environmental situation.
Topic 2. Environmental hazards and safety. Environmental hazard. Environmental safety. How to ensure environmental safety. Environmental safety all over the world, in Russia, in the Nizhny Novgorod region, Vadsky district. Prevention of environmental disasters and accidents. Preserving human health. A person's responsibility for his own health and the health of others.
Section 5
(4 hours)
Topic 1. General principles of sustainable development. Sustainable development of the Nizhny Novgorod region and Vadsky district. Sustainable development and school education.
Topic 2. My proposals for optimizing the environmental situation. Auction of ideas. Protection of copyright projects. How to ensure environmental safety.
Practical work.
Research activities:
Sociological survey of the population to determine people's attitude towards nature. Its processing and analysis.
Analysis of environmental publications in the local press.
Toponymy of the Vad region.
Identification of trees and shrubs in nature. Identification of layers and their composition in the nearest forest.
Determination of the diversity of meadow vegetation.
Observations of animals and birds in the autumn.
Primroses: which ones and where?
Reflection of the nature of the region in the works of Vad writers, artists, musicians.
Identification of erosion areas.
Rare and protected plants of the Vad region.
Ecologically hazardous areas of the region.
Determination of water quality in a local reservoir.
Analysis of sources of air pollution in the regional center.
Determination of air pollution in the vicinity of the school at different times of the day.
Determination of traffic load in the vicinity of the school.
Description of unauthorized dumps.
Determination of soil fertility.
Excursions to study the state and protection of the environment:
Fish farm.
Vad forestry.
Treatment facilities.
Local history museum (school and district).
Practical-oriented activities:
Collection of autumn leaves.
“Clean Coast” campaign; “Let's make the world cleaner”; "Planet without garbage";
"Leaf Fall";
"Feeder";
"Green Patrol"; "Plant a tree";
"Seeds."
Project activities to solve environmental problems.
Project activity “Small Rivers”.
Promoting respect for nature.
Presentation of student projects about folk crafts, protected areas, environmental organizations.
Reflection of seasonal changes in nature in students' creative works.
Carrying out photographs of native nature.
Essay on the topic “A corner of nature that is dear to me.”
Meetings with interesting people:
Kuleva N.V. – chief ecologist of the Vad region.
Representative of the Central District Hospital.
Scientific community on ecology of Vadsky Construction College.
Syllabus (total 68 hours)
Program sections
Number of hours
Introduction.
I'm learning to know my land
History of the region in which I live
Environmental problems of your area.
Environmental hazards and safety in the Nizhny Novgorod region
Me and environmental situations: studying, evaluating, improving
Practical work.
LITERATURE
1. Bakanina F. M. Protected places of the Nizhny Novgorod region / F. M. Bakanina, E. V. Lukina. - N. Novgorod, 1991.
2. Bakanina F. M. Natural monuments of Nizhny Novgorod / F. M. Bakanina, E. V. Lukina. - N. Novgorod: Chuvashia, 1997.
Z. Bakanina F. M. Lakes of the Nizhny Novgorod region / F. M. Bakanina, B. I. Fridman. - N. Novgorod, 2001.
4. Vinokurova N. F. Geoecology textbook. manual / N. F. Vinokurova, N. N. Koposova, V. M. Smirnova. - N. Novgorod: Publishing house of the Volgo-Vyatka Academy. state services, 2002.
5. Geography of the Nizhny Novgorod region: textbook. manual / ed. G. S. Kulinich, V. V. Nikolina. - N. Novgorod, 1991.
b. The concept of environmental education for students of Nizhny Novgorod in the context of ideas of sustainable development / ed. V. A. Gluzdova, N. F. Vinokurova, V. V. Nikolina. -N. Novgorod: Volgo-Vyatka Academic Publishing House. state services, 2002.
7. Trube L.L. How the geographical names of the Gorky region arose / L. L. Trube. - Gorky, 1960.
8. Ecological and geographical problems of the Volga-Vyatka region: interuniversity. Sat. scientific works / resp., ed. E. G. Kolomyts. - N. Novgorod: NSPU, 1994.
9. Environmental problems and their study at school / N. F. Vinokurova, A. A. Kasyan, V. V. Nikolina, etc. - M.: Prosveshchenie, 1997.
10. Ecology of Nizhny Novgorod: method. manual / ed. N. F. Vinokurova, V. M. Smirnova. - N. Novgorod: Publishing house of the Volgo-Vyatka Academy. state Services
Explanatory note.
Currently, the formation of an ecological worldview is of particular importance. The relevance of environmental education is caused by the current environmental situation in our region and on the planet as a whole. It is known from information sources that the environmental situation is gradually deteriorating due to the fact that most people violate the laws of nature; do not know the main sources of environmental deterioration in their region, and only a small part of the population systematically and consciously participates in practical environmental protection activities. Therefore, environmental education involves a pedagogically targeted impact on students, during which they acquire the scientific foundations of the problems of interaction between society and nature, acquire knowledge and practical skills, skills to optimize the impact on the environment in various types of activities.
Ecological local history is of great importance in environmental education and upbringing. Since it will help students really understand the nature of their region, identify the relationships of the population in the past and present with it, identify local environmental problems, search for and practically implement ways to solve them that are accessible to children. This direction has two interconnected sides - knowledge and transformation of the nature of the native land. It is this approach that will make it possible to implement the club program, which is designed for students in the 2nd grade of a four-year primary school and is designed for 136 lessons (4 hours per week).
Childhood is a joyful time of discovery. In the process of becoming familiar with nature and the surrounding reality, the child learns to speak, think, communicate, and master the norms of social and environmental ethics.
Now no one needs to be convinced of how important it is to instill in a child a love for his native land and its nature.
The attitude towards one's own region is largely determined by the impressions children receive from communicating with nature. Nature is the source of not only material, but also spiritual existence of man. The general process of mastering nature necessarily includes an element of understanding it, developing a humane attitude, and conscious behavior in the natural environment.
Many territories of Russia are unique natural formations and are unique due to their landscape and biological diversity. Kaluga region is no exception. It is important to introduce children to the plants of their native land, teach them to see their distinctive features, be able to replant, grow, and enjoy life next to them. The ABC of nature should be studied from childhood. Everything is connected to everything. Do no harm! You are not alone in this world, in this city! Man, you are smart!
Adults and children need to learn to maintain a person’s connection with nature and with the whole world, to show friendly, benevolent relationships with nature, consistent with the capabilities of nature.
One of the tasks of a modern school, as well as society as a whole, is to educate an individual for whom life would be the highest value. High rates of urbanization, the dominance of technocratic thinking, and our social conditions greatly increase man’s alienation from nature, making this task not only the most important, but also intractable. A set of special consistent measures is needed to form a special attitude towards nature as the main value of our planet.
In elementary school, in all systems and models there is a subject “The world around us”, in which children get acquainted with nature, but knowledge is given in a generalized form, the general laws of nature are studied. This is very good, but at the same time the most important thing is lost: behind the general we often do not see the separate, specific. Children often do not know the names of the trees and herbs that grow in our region. And therefore, we often cultivate an abstract love for nature in general, but it (love) should be concrete, arising only as a result of direct emotionally positive contact with a natural object.
This is not easy to do in urban environments. But it is still possible to organize classes in which children will get acquainted with specific plants of our region, learn to love them, know as much as possible about them, and make small discoveries.
The club will help students systematize basic knowledge of the world around them, master environmental culture, environmental literacy, and learn local history material.
Program Goals:
to educate children’s spirituality through the development of aesthetic and ecological culture;
nurturing a new environmental consciousness based on studying the nature of the native land and the conviction of the need to study and protect the nature of one’s region;
nurturing a positive emotional and value attitude towards the plant world; patriotic feelings; formation of the need to participate in creative activities in nature.
Tasks:
developing interest in studying the nature of the native land and the need to communicate with nature;
expanding the encyclopedic understanding of younger schoolchildren;
providing wider and more varied practical activities for students to study and protect the environment;
developing a sense of beauty through familiarization with the world of plants, cultivating the ability to see the unusual and surprising in the most ordinary;
deepening existing knowledge about the native land and mastering scientific knowledge about nature, which can be used to protect and increase its wealth;
study and explore with children specific natural objects of the Kaluga region;
mastering the norms of correct behavior in the natural sphere, fostering environmental responsibility;
formation of general educational skills: to perceive a problem, make generalizations and conclusions, develop oral and written speech;
formation of certain intellectual skills in children (analysis and assessment of environmental facts, establishment of cause-and-effect relationships, formulation of conclusions).
impact on the development of emotional-volitional, moral qualities of the individual; nurturing a sense of patriotism and love for the homeland, pride in one’s land.
General characteristics of the course
In general, the circle will make it possible to more fully realize the educational and developmental potential of natural history knowledge and provide a more reliable basis for environmental responsibility for junior schoolchildren.
The course uses a variety of methods and forms. Students observe nature, perform practical work, and simple experiments. Didactic games are held. This activity is complemented by coloring, drawing, watching videos, and practical activities. Classes can be held not only in the classroom, but also on the street, in the forest, in a park, or in a museum.
The program of classes in the circle adheres to the main methodological directions of modern science. It covers theoretical, laboratory, practical work, observations in nature, working with popular scientific literature, definitions, reference books, Internet resources, compiling reports, preparing reports, conducting research and excursions, and project activities.
The program is based on principles of construction general didactics:
The principle of connection with life
Systematic principle
The principle of consistency
Material availability
The principle of material repeatability
The principle of visibility
The principle of an individual approach to training
The principle of wide inclusion of work completed by children in the life of the school
The principle of careful and respectful attitude towards nature
Controllability principle
But the main principle of the program is excursion and practical, since ecology is a science in which the main place is occupied by observations and experiments in nature.
Basic forms of work: classes are designed for collective, group and individual work. They are structured in such a way that one type of activity is replaced by another. This makes children's work dynamic, rich and less tiring.
Pedagogical methods and techniques, used in the process of program implementation
1. Methods aimed at increasing the emotional activity of children: game techniques, surprise moments and elements of novelty, a method of evoking adequate emotions, a method of reviving children's emotions, a method of musical accompaniment.
2. Methods that increase the cognitive activity of schoolchildren: comparison, analysis, question method, repetition method, experimentation, verbal methods, search, problem-motivational, research methods.
3. Methods and techniques that promote meaningful mastery of tasks: survey method, visualization, “apprentice” method, practical method.
As a result of training in this program, students should learn to: reason logically, using techniques of analysis, comparison, generalization, classification, systematization; reasonably draw conclusions, prove; summarize natural history material; find different solutions to non-standard situations.
But the main indicator of the quality of mastering the program is the student’s personal growth, his self-realization, and determining his place in the children’s team. The leading task of the teacher is to encourage and support children’s independence in finding a solution. After all, according to the American writer, “the purpose of educating a child is to make him able to develop further without the help of a teacher.”
Description of the course's place in the curriculum
The program is designed for 1 year, a total of 136 hours. Classes are held 2 times a week for 2 hours (4 hours a week)
Description of value guidelines for the content of the academic subject
Nature as one of the most important foundations for a healthy and harmonious life of a person and society.
Ecological culture as a process and result of human life in all its diversity of forms.
Science as a part of culture, reflecting the human desire for truth, for knowledge of the laws of the surrounding natural world of one’s region and society.
A healthy lifestyle in the unity of components: physical, mental, spiritual, social and moral health.
Moral choice and environmental responsibility of a person in relation to nature, to the nature of his region, to himself and the people around him.
Planned results of mastering the program
The program provides for the achievement of the following educational outcomes:
Subject results:
Interest in understanding the natural world of your region;
The need to implement environmentally friendly actions;
Awareness of the place and role of man in the biosphere;
The predominance of motivation for harmonious interaction with nature from the point of view of environmental acceptability.
Personal results:
Students’ acceptance of healthy lifestyle rules;
Development of moral and ethical consciousness;
Students gain experience and a positive attitude towards the basic values of society, a value-based attitude towards social reality as a whole.
Meta-subject results:
Mastering the initial forms of research activity;
Experience of role interaction and implementation of a civil, patriotic position;
Experience in social and intercultural communication;
Formation of communication skills.
In the process of learning and nurturing their own attitudes, the need for significant motivation to comply with the norms and rules of a healthy lifestyle, a culture of health, cognitive, personal, regulatory, communicative universal educational actions are formed in students.
The meta-subject results of the program are the formation of the following universal learning activities (ULA):
Regulatory UUD:
Determine and formulate the purpose of the activity in the lesson with the help of the teacher.
Speak out the sequence of actions.
Learn to express your assumption (version) based on working with an illustration, learn to work according to the proposed plan.
The technology of problem dialogue serves as a means of forming these actions.
The means of forming these actions is the technology of assessing educational achievements (academic success).
2. Cognitive UUD:
Make a preliminary selection of information sources: navigate through additional literature
Gain new knowledge: find answers to questions using additional literature, your life experience and information obtained from other sources.
Process the information received: draw conclusions as a result of teamwork
Convert information from one form to another: compose stories based on simple models (subject models, drawings, schematic drawings, diagrams); find and formulate a solution to a problem using simple models (object models, drawings, schematic drawings).
3. Communicative UUD:
The ability to convey one’s position to others: to express one’s thoughts in oral and written speech (at the level of one sentence or a short text).
Listen and understand the speech of others.
The means of forming these actions is the technology of problem dialogue (inviting and leading dialogue).
Jointly agree on the rules of communication and behavior at school and follow them.
Learn to perform different roles in a group (leader, performer, critic).
The means of forming these actions is the organization of work in pairs and small groups
During the implementation of the program, students will achieve educational results and effects. Educational results are distributed across three levels:
the first is the acquisition of social knowledge;
the second is gaining experience and a positive attitude towards certain values, towards objects of the native land;
the third is gaining experience on your own.
Expected results:
Children have positive emotional manifestations, a steady interest in the flora of their native land, and a desire to participate in its protection and enhancement.
By the end of the year, students should have an understanding of:
About the diversity of plants in our native land.
The program “Ecological Local History” has an ecological and biological orientation, and is educational with a practical orientation.
Find out what “ecology and local history” is (6h)
Ecology is the science of the connections between living beings and their environment, between humans and nature.
Local history is the study of a particular area. The simplest elements of orientation.
Connections between nature and man.
Learning to recognize plants and animals of the immediate natural environment (8 hours)
Excursions and practical work on recognizing plants and animals found in a given area (trees, shrubs, herbaceous plants, insects, birds, animals, other animals). Explanation of the origin of the names of some species in order to better remember them.
Exercises (including playful ones) that consolidate knowledge of the names of the considered plants and animals.
Such unfamiliar familiar plants (100h)
Plants according to zodiac signs.
Birch is a symbol of Russia.
The sacred tree is oak.
The weeping tree is a willow.
Elm is a “sticky” tree.
Rowan - berry of bullfinches.
Alder is an early flowering tree.
Pine is a storehouse of vitamin C.
Project "Trees Around Us"
Excursion to the Birch Grove.
Roadside plants.
Poisonous plants.
Herbs, herbs, herbs...
Celandine is a swallow herb.
Herb Festival
Exhibition of drawings.
The world of flowers in our area.
Chamomile is a flower for fortune telling.
The bells are ringing!
Forget-me-not - “mouse ear”.
Flower Festival.
We study ways to protect nature (4 hours)
A mental journey through the national parks of the Kaluga region
Reasons for the decline in plant numbers and measures for their protection.
We find out the role of inanimate nature in the life of living things (5h)
Adaptations of animals to seasonal temperature changes.
Local minerals.
Plants and animals of forests, fields, meadows and reservoirs.
Ecological fairy tale.
Studying ecological connections in living nature (4 hours)
Ecological connections in wildlife using the example of an oak forest. (“Oak and everything around it”). The concepts of “direct connections” and “indirect connections”.
Making houses for birds (2 hours)
Learning to pass on our knowledge to other children (2 hours)
Making symbols for the rules of behavior in nature and environmental reminders for their younger comrades.
Preparation and conduct of KVNs of environmental content.
We identify the connection between the state of nature and human health (2h)
Ways of harmful substances entering the human body (with water, with food). Measures aimed at reducing the harmful effects of pollution on health.
Summing up our work for the year (1 hour)
Generalization of basic theoretical knowledge and summing up practical matters.
Student Achievement Assessment System
The results obtained can be entered into an observation sheet. Such a sheet can be filled out by both the teacher and the student himself (together with the teacher and under his control).
Children and the teacher can mark the skills they have mastered on the sheets using rulers or by coloring in a certain cell - completely or partially.
To assess each student's awareness of the development of his own learning process, it is most appropriate to use a method based on questions for self-analysis. This method is recommended for use in situations that require students to exercise strict self-control and self-regulation of their learning activities at different stages of the formation of key subject skills and course concepts, as well as their behavior, based on the conscious and purposeful application of what they have learned in real life situations.
Criteria for assessing knowledge, skills and abilities.
Low level: satisfactory knowledge of theoretical information on course topics, ability to use literature when preparing messages, participation in organizing exhibitions, basic understanding of research activities, passive participation in seminars.
Intermediate level: fairly good knowledge of theoretical information on the course, the ability to systematize and select the necessary literature, conduct research and surveys, have an idea of educational and research activities, participate in competitions, exhibitions, organize and conduct events.
High level: fluency in theoretical information on the course, the ability to analyze literary sources and research and survey data, identify causes, select research methods, conduct educational and research activities, actively participate in events, competitions, apply the information received in practice.
Methods for assessing program effectiveness:
Quantitative analysis: attendance (recording classes in a work log), practical materials, tracking results (observation, diagnostics)
Qualitative analysis: analysis of the success of activities and achievement of goals, formation of new skills, analysis of diagnostic material.
The form of summing up is a diagnostic examination of children.
Training Performance Assessment Forms:
Drawing up and defense of environmental projects and other creative works based on observations and experiments;
Design of albums, booklets, brochures, folders based on the results of classes;
Competitions, quizzes, exhibitions, conferences;
Testing;
Exhibitions of children's works;
At the end of the year, a final exhibition of works is being prepared.
The main forms of recording knowledge and skills: testing (carried out at the beginning and end of the academic year); participation in Olympiads and competitions at various levels; participation in educational and research competitions; participation in decades of local history, weeks of the surrounding world; participation in research and project activities.
Students should be able to, based on the results of the course studied,
Recognize some plants in nature, identify them;
Determine the characteristics of specific plants;
Identify plants;
Identify parts of plants;
Give examples of representatives of different groups of plants, reveal the features of their appearance and life;
Find out the most common medicinal plants of your native land;
Observe plants;
Caring for plants;
Follow the rules of caring for the plants of your native land;
Possess the following competencies: communicative, reflective, value-oriented, meaning-seeking and personal self-development competence.
Use acquired knowledge and skills in practical activities and everyday life to:
enriching life experience, solving practical problems through observation and comparison;
plant care;
compliance with the studied plant protection rules;
assessment of human impact on nature, participation in nature conservation;
satisfying cognitive interests, searching for additional information about their native land.
Know/understand:
The most typical representatives of the plant world of their native land;
Features of plant life;
Beneficial properties of some plants;
Some proverbs, sayings, riddles, signs about plants.
Calendar and thematic planning
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| practice |
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| Finding out what “ecology and local history” is | ||||
| Ecology is the science of connections in nature. | ||||
| Local history is the study of individual localities. | ||||
| The simplest elements of orientation. | ||||
| Learning to recognize plants and animals of the immediate natural environment | ||||
| Excursion to nature. We learn to see and observe. | ||||
| The origin of the names of some animal species and some plant species. | ||||
| Didactic game “We need nature, nature needs us.” | ||||
| Such unfamiliar familiar plants | ||||
| Amazing possibilities of indoor plants. | ||||
| Caring for indoor plants. | ||||
| Traveling with indoor plants. Plant nutrition. Practical lesson. | ||||
| Plants according to zodiac signs. | ||||
| Ornamental plants used in landscaping. | ||||
| Trees of the Kaluga region, their diversity. | ||||
| Birch is a symbol of Russia. | ||||
| The most beautiful autumn tree is the maple. | ||||
| Viburnum is an elegant tree all year round. | ||||
| Aspen is a tree that often changes clothes. | ||||
| The sweet tree of our forests is the linden | ||||
| The sacred tree is oak. | ||||
| The weeping tree is a willow. | ||||
| Elm is a “sticky” tree. | ||||
| Rowan - berry of bullfinches. | ||||
| “The tree stands curly, and the claws of a wolf” (Hawthorn) | ||||
| Alder is an early flowering tree. | ||||
| Bird cherry blossoms when it gets colder. | ||||
| The life of coniferous plants in our area. Correspondence excursion to a coniferous forest. | ||||
| The forest beauty is the common spruce. | ||||
| Pine is a storehouse of vitamin C. | ||||
| The role of trees in nature and human life. | ||||
| Diversity of shrubs in the Kaluga region. | ||||
| Project "Trees Around Us" | ||||
| Plant life in winter and characteristics of local plants in spring. | ||||
| Early flowering herbaceous plants of our region. Their security. | ||||
| Lungwort – “multi-colored” flowers. | ||||
| Dandelion is a weed and a healer. | ||||
| Lily of the valley is the beauty of the May forest. | ||||
| Excursion to the Birch Grove. | ||||
| Roadside plants. | ||||
| Plantain is a plant near the road. | ||||
| Poisonous plants. | ||||
| Herbs, herbs, herbs... | ||||
| Ivan da Marya is an unusual plant. | ||||
| Medicinal plants of the Kaluga region. | ||||
| The herb for ninety-nine diseases is St. John's wort. | ||||
| Nettle is a “biting” and “stinging” herb. | ||||
| Valerian and shepherd's purse are useful herbs. | ||||
| Celandine is a swallow herb. | ||||
| Unpretentious, unpretentious - pharmaceutical chamomile. | ||||
| Wild strawberries are a treasured treasure. | ||||
| Herb Festival | ||||
| Rules for collecting medicinal herbs. | ||||
| Protected plants of the Kaluga region. | ||||
| Exhibition of drawings. | ||||
| Dream grass is a decoration of a pine forest. | ||||
| Protection of plants in our region. Drawing up environmental projects for the protection of plants in our area. | ||||
| The world of flowers in our area. | ||||
| Chamomile is a flower for fortune telling. | ||||
| The bells are ringing! | ||||
| Field cornflower and meadow cornflower. | ||||
| Forget-me-not - “mouse ear”. | ||||
| Flower Festival. | ||||
| Photo competition "Flowers in our lives." | ||||
| Compiling albums, booklets, brochures “Flowers of our area”. | ||||
| Features of plants of local reservoirs and wet places. | ||||
| Weeds in our area. The use of such plants in medicine. Practical work. | ||||
| Environmental projects “Timely, harmless methods of weed control in agriculture and in the garden.” | ||||
| Economically valuable plants of the local flora. | ||||
| Vegetative and generative organs of plants. | ||||
| Practical work with a herbarium of local plants. | ||||
| Drawing competition "Flora world of the area." Exhibition of drawings and photographs. | ||||
| Game “Lucky Chance” Plants of the native land. | ||||
| Field of Miracles “Familiar Strangers.” | ||||
| Design of an album of drawings, photo albums, herbariums of plants growing in the Kaluga region. Preparation of presentations, booklets, brochures, folders and other creative works. | ||||
| We study ways to protect nature | ||||
| A mental journey through the national parks of the Kaluga region. | ||||
| Reasons for the decline in numbers and measures to protect them. | ||||
| Creative game “Live, Christmas tree.” | ||||
| We find out the role of inanimate nature in the life of living things | ||||
| The sun as a source of heat and light for living beings. | ||||
| Heat-loving and cold-resistant plants. | ||||
| Adaptation of animals to seasonal temperature changes. | ||||
| Local minerals. | ||||
| Plants and animals of forests, fields, meadows, ponds. | ||||
| Ecological fairy tale. | ||||
| Studying ecological connections in living nature | ||||
| Ecological connections in wildlife using the example of the “Oak Forest”. | ||||
| The concept of “direct connections”. | ||||
| The concept of “indirect connections”. | ||||
| Making houses for birds | ||||
| Practical work on making artificial nests for birds. | ||||
| Learning to pass on our knowledge to other guys | ||||
| Production of conventional signs, environmental reminders. | ||||
| Conducting KVN. | ||||
| We identify the connection between the state of nature and human health | ||||
| Ways of harmful substances entering the human body. | ||||
| Measures aimed at reducing the harmful effects of pollution on health. | ||||
| Let's summarize our work for the year | ||||
| Environmental event “Take care of the Earth! Take care! After all, there are many of us, but she is alone!” | ||||
Description of logistics
To carry out the educational process under the Ecology Program, the following supplies are required:
Methodological support of the program
Card indexes: poems, riddles, proverbs, sayings, signs about plants;
didactic games.
Technical training aids:
computer, projector, screen, speakers, camera
set of TsOR on the surrounding world
Benefits:
herbariums, plant products, crafts from plant material, illustrations, photos, videos depicting plants of their native land.
Literature
.“ABC of Nature” Reader's Digest.
Monthly scientific and methodological magazine “Primary School”, 2010/2.
Animal world: Entertaining stories about animals: designed. region A. S. Andreev. Compiled by: Yu. I. Smirnov. – St. Petersburg: IKF “MiM – Express”, 1995
Non-standard and integrated lessons for the course “The World Around us”: grades 1-4. M.: VAKO, 2008
From earth to sky: atlas - guide for students beginning. class/ A. A. Pleshakov. – 6th ed. – M.: Education, 2005.
Birds. What are they? A book for educators, tutors and parents / T. A. Shorygina. – M.: Publishing house GNOM and D, 2008
Exciting extracurricular activities in primary school / N, F, Dick. – Rostov n/a: Phoenix, 2008
Hinn O.G. "I'm exploring the world." Children's encyclopedia. LLC "Firm" Publishing house AST, 1998
Environmental education at school: classes, games, events / author-comp. I. G. Norenko. – Volgograd: Teacher, 2011
I explore the world: children's encyclopedia: Ecology.; - M.: Firma LLC " Publishing house AST " » 2012
Preschool department
Municipal educational institution of secondary school in the village of Konergino
Program “Tirkykey (Sun)”
environmental and local history education
Compiled by: Ostapchuk T.N., deputy. directors
on preschool education
Municipal educational institution of secondary school in the village of Konergino,
Iultinsky district, ChAO
2010
Introduction
- Justification of relevance
The concept of the Sun as a source of life, light, perhaps, is not as developed among earthlings as among the inhabitants of the North. The sun, good weather, which determines the work of a hunter or reindeer herder, was opposed by a long polar night with severe frosts and blizzards, when all supplies ran out. It was during this period that the courage and fortitude of a person, the generosity and responsiveness of his soul and heart were especially evident. The nature of the North determines the way of life of people, their economic activities, labor skills and culture of life.
The ecological and local history program “Tirkykei (Sun)” is aimed at developing a child’s emotional and positive attitude towards the places where he was born and lives, the ability to see and understand the beauty of life around him, the desire to learn more about the features of the region and nature, and to develop the desire to bring all possible help to people labor, native nature, your land. Introduces to the cultural heritage of its people; fosters respect for one’s nation, understanding of one’s national characteristics, self-esteem as a representative of one’s people and a tolerant attitude towards representatives of other nationalities.
Ecological and local history education of children, first of all, shapes the child’s moral position in relation to the world, his holistic perception. Knowledge plays a special role in the development of deep, conscious feelings in children. In solving these problems, we need to give children natural history ideas about Chukotka, the history of the region, the culture, and traditions of the peoples inhabiting it. National education gives a person originality, individuality, endows him with his mentality and spirituality. The principle of cultural conformity and regionalism in the social and moral education of children ensures the formation of various spheres of a child’s self-awareness based on the culture of his people, the immediate social environment, and on knowledge of the historical, geographical, ethnic features of the social reality of his region.
I would like to believe that when our children grow up, they will treat all living things with care and will retain their love for their native land throughout their lives.
- Goals and objectives
Fostering love for the native land and its nature;
Introducing children to national culture;
Introduction to the folk calendar; traditions and past of Chukotka;
Development of the child's creative abilities.
The program poses the following tasks.
1. To form the foundations of ecological culture, a humane attitude towards all living things.
2. To instill in the child a love for his home, the land where he was born; respect for your people, their customs and traditions.
Z. Form the need to study the history and culture of the Chukotka people; awareness of one’s “I” as part of one’s people.
4.Form artistic taste and love for beauty; develop creative abilities, introduce children to national culture
2. Main part
- Content
The program of environmental and local history education “Tirkykey” (Sun) is designed to work with children 3-7 years old; it is a partial program to any comprehensive preschool education program. The program consists of four sections, united by a common theme and having an integrated nature. The main participants in the pedagogical process are children, their parents and the teaching staff of preschool institutions. Solving the assigned tasks is carried out by teachers in all types of activities: both educational and free. The work is carried out frontally, in subgroups, taking into account the individual interests and capabilities of children, and is closely related to their everyday life.
1.Acquaintance with the nature of Chukotka.
2. Life, historical past of the indigenous people.
3.Indigenous culture.
4. Folk and applied arts of Chukotka.
In each age group, the tasks of familiarizing with the nature, culture, life and history of the indigenous peoples of Chukotka are specified.
Section 1. Introduction to the nature of Chukotka.
Tasks:
- expand ideas about the flora and fauna of Chukotka: knowledge about the nature of the immediate environment, the ability to observe characteristic features and seasonal changes;
- to form emotional responsiveness and a humane attitude towards nature; ecological culture of children
- classes,
- games,
- conversations,
- excursions, trips to the tundra, to the sea, etc.
Give a holistic idea of the “tundra” ecosystem (permafrost, environmental conditions, adaptation to it, the role of humans in conservation and rules of behavior in it). Continue to introduce objects of inanimate nature (rainbow, fog, northern lights, blizzard, blizzard). Develop the ability to observe characteristic features and seasonal changes in nature, expand and clarify ideas about the flora of the tundra. To form a figurative perception of nature using emotional influence: the endless tundra in bloom, the smell of herbs, an abundance of mushrooms and berries, the sound of the sea, the northern lights open up the richest opportunities for raising children. To form in communication with nature the best moral qualities of an individual: attachment to native places, sensitivity, responsiveness, kind attitude towards all living things. When conducting observations in nature, excursions to the tundra, targeted walks to the sea, help children develop a certain emotional contact with nature. Allow time for the child to communicate independently with nature; develop inquisitiveness and curiosity in children. Without suppressing the activity of children, during observations, excursions, conversations, teach them to notice and identify changes that have occurred in nature, compare phenomena, and select the right words to describe them. To introduce species of plants that are suitable for nutrition and have medicinal properties, to form a healthy lifestyle.
Continue to introduce the fauna of the tundra and the sea.
Use the works of writers and poets of Chukotka who describe the nature of their native land with great love (Yu. Anko “Living Pictures”, K. Geutval “River”, “Northern Lights”, A. Kymytval “Friends”, “Meeting with Umka”, P . Lamutsky “Little Deer”, etc.), bring the child closer to nature and its inhabitants.
Expand ideas about indoor plants in a corner of nature, the features of caring for them, cultivate a caring attitude and responsibility for the assigned task. Develop ecological thinking in the process of conducting elementary experiments.
Encourage children's desire to reflect their impressions in visual activities and design. Use natural materials (shells, pebbles, sand, stems and leaves, flowers, moss) to make various crafts.
Use paintings, photographs, illustrations, video materials about the nature of Chukotka.
Involve parents in the formation of children’s environmental culture, emotional responsiveness and humane attitude towards their native nature.
Section 2. Life, historical past of the indigenous people
Tasks:
- introduce children to the features of national identity in clothing, jewelry, household items and their purpose;
- introduce them to their native land, way of life, traditional housing;
- introduce the historical past of your people;
- introduce them to the everyday and family culture of their ancestors.
- conversations;
- conducting thematic excursions;
- visit to the mini-museum
Continue to acquaint children with the dwellings of the indigenous people (yaranga, its types and purpose), traditional means of transportation (sledges, snowshoes, whaleboats), types of national clothing and footwear (kamlika, kukhlyanka, kerker, torbas, siskins, fur mittens and hats, its purpose: men's, women's, children's; festive - ritual and everyday, etc.), with features of national identity in clothing and jewelry. Determine the types of materials used for the manufacture of clothing (reindeer skins, tanned leather, chintz, plastic film, etc.), features of the manufacture of Chukotka shoes, types of leather used, materials, purpose. Learn to distinguish pattern elements on national clothes and shoes.
Expand ideas about ancient household items and household utensils, their purpose - a wooden dish for food; wooden mallet; skin scraper; men's tool box; women's sewing bag; board for dressing and cutting hides, etc.
Involve in the everyday and family culture of ancestors, follow family traditions. Develop an interest in your ancestry; look at photographs of relatives, find family similarities. Teach to take part in household chores and respect the work and activities of other family members. Introduce recipes of national cuisine (yukola, kopalgyn, kykvatol, dishes made from seal liver, kidneys, leaves and herbs, deer meat, fat, etc.)
To introduce labor skills and productive activities to adults (boys from an early age were taught to look after the herd, fish, use a knife, lasso, firearms, set snares for hares, partridges, etc.). To cultivate hard work and endurance (from childhood, boys were taught to endure the cold, sleep in the open air, stay with the herd for days and days in snowstorms and rain; girls were taught to run a household associated with a nomadic lifestyle: they became their mother’s everyday helpers in the household: they looked after the younger ones, tanned skins, spun threads from sinew, sewed, embroidered, etc.; they learned to care for deer if there were no other helpers in the family). Form national character traits as you assimilate the cultural and historical experience of your immediate environment. To cultivate love and respect for adults: parents, educators - a sense of camaraderie, kindness and responsiveness to each other.
Give an idea of the origin of the Chukchi and Eskimos; about the reindeer and coastal Chukchi. To introduce the historical past of your people: archaeological finds, ancient tales and legends, the museum center in Anadyr “Heritage of Chukotka”.
Section 3. Indigenous culture.
Tasks:
- introduce to the folk calendar of Chukotka;
- cultivate a love for folk dances, traditional games and holidays; develop strength, agility, attention; a sense of kindness and responsiveness to each other;
- introduce the works of poets and writers of the North; folklore of the northern peoples: riddles, proverbs, sayings, conspiracies, amulets, fairy tales, etc.
Forms of organized children's activities:
- classes;
- a group for teaching dances of the peoples of the North;
- dramatizations of fairy tales and stories of northern peoples;
- folk holidays and entertainment: “Northern Lights”, “Kilvey”, etc.;
- folklore gatherings with grandmothers.
To acquaint children and familiarize them with the folk calendar of Chukotka, associated with economic cycles (among the reindeer Chukchi with the autumn and winter slaughter of reindeer, calving, migration of the herd to summer pastures and return). To cultivate love and a desire to take part in traditional holidays and games. Develop endurance, strength, agility, attention, accuracy; to cultivate courage, determination, feelings of camaraderie, kindness and responsiveness to each other through national games . To teach children the dances of the peoples of the North, various motor skills and abilities, and through folk dance to gain experience in creative understanding of music. Introduce national musical instruments for dancing (female and male yarar; vannyyarar - from the Chukchi language - “tooth tambourine”; Jew's harp; t e l i t e l - two-bladed turntable; vyutkunei, vyulgyn - an object imitating the sounds of a blizzard; a whistle made from a talnik with an internal slot; venivyrgyrgyn - rod rattles, etc.). Teach children folklore melodies (throat singing, imitating the voice of deer, birds) and songs, intonation perception.
To arouse interest in works of folk art, to give children of all ages a sense of the beauty of their native land and people (myths, fairy tales, where the main character is Raven Kurkyl; historical legends, tales and everyday stories). Expand and deepen knowledge about the folklore of the peoples of the North: introduce riddles, proverbs, sayings, signs, conspiracies, amulets.
Continue to introduce the work of poets and writers of the North: Yu. S. Rytheu, Yu. Anko, V. G. Keulkut, A. A. Kymytval, S. Terkigin, M. V. Valgirgin, V. Tyneskin, Z. Nenlyumkina and others Create a desire to dramatize everyday tales about animals, etc. Develop creative imagination and speech through artistic expression.
Introduce children to the flag and coat of arms of Chukotka, the city of Anadyr, the native village of Konergino, and famous and famous people of the Chukotka Autonomous Okrug.
Section 4. Folk and applied arts of Chukotka.
Tasks:
- introduce children to the types of Chukchi ornaments and their symbolism;
- teach basic practical skills: appliqué from fabric, leather, fur; beading; modeling from dough, plasticine;
- arouse interest in the products of craftsmen: artistic processing of leather, fur, bone;
- classes in visual arts;
- circle work: bead embroidery, paper design, drawing and appliqué of folk ornaments, etc.
Younger age
Nature of Chukotka
Folk applied art of the peoples of Chukotka.
Introduce children to the plant (trees, grass, flowers) and animal world (deer, wolf, bear; snow bunting, seagull); objects of inanimate nature (water, snow, rain; sand, pebbles); natural phenomena.
Give a general idea of the dwelling - yaranga; purpose of household items.
Expand ideas about national clothing and footwear.
Introduce children to Chukchi melodies and songs, fairy tales, action and role-playing
Games.
Introduce examples of folk applied art; types of national ornaments; applications made of paper, fabric; modeling from plasticine.
Middle age
Expand your understanding of the plant (dwarf birch; wild rosemary, blueberry, lingonberry, mushrooms) and animal world (polar bear, arctic fox, hare, fox; partridges, geese, ducks; features of their appearance, habitat).
Continue to introduce objects of inanimate nature (rainbow, fog, northern lights, blizzard, blizzard).
Give an idea of the tundra and permafrost. Develop the ability to observe characteristic features and seasonal changes in nature.
Shape
Introduce national clothing (kamlika, kukhlyanka, kerker, torbasa, siskin, fur mittens and hat), learn to distinguish the elements of the pattern on them.
Deepen ideas about the housing of the peoples of the North: yaranga; its structure and purpose. Give an idea of the means of transportation on reindeer, dog sleds, helicopters, snowmobiles, all-terrain vehicles
Introduce the historical past of your people
Continue to introduce the folklore of the northern peoples: memorize short poems;
tell northern tales;
riddles about animals and plants.
Take part in entertainment based on national material;
continue to introduce active and role-playing games
peoples of the North. Introduce children to the flag and coat of arms of Chukotka, their native village of Konergino.
Introduce the folk calendar of Chukotka.
Continue to introduce types of national ornaments and their symbolism.
Teach basic practical skills (appliqué from paper, fabric, beadwork; modeling from dough, plasticine).
Introduce the products of folk crafts masters.
Develop creative imagination and speech.
| Older age |
|||
| Nature of Chukotka | Life, historical past of the indigenous peoples of Chukotka. | Culture of the indigenous peoples of Chukotka. | Folk and applied art of the peoples of Chukotka. |
| Expand and deepen the understanding of the plant (trees and bushes; grass, moss, lichen) and animal world (seals, walruses, whales, sandpiper, crane, sea eagle), fish species (sockeye salmon, pink salmon, char, grayling). Give a holistic concept of the “tundra” ecosystem (about permafrost, environmental conditions, adaptations to it, the role of humans in preserving it and rules of behavior). Develop the ability to observe characteristic features and seasonal changes in nature. To form an environmental culture in children; emotional responsiveness and humane attitude towards native nature. | To introduce the features of national identity in clothing, jewelry, household items and their purpose. Learn to distinguish pattern elements on national clothing. Introduce traditional housing and way of life. Expand your understanding of household items. Introduce to the everyday and family culture of our ancestors. Introduce the historical past of your people. | Expand and deepen knowledge about the folklore of the peoples of the North: introduce riddles, proverbs, sayings, signs; with the works of poets and writers of the North. Tell and dramatize fairy tales (about animals, everyday stories, etc.). To introduce musical culture, folk musical instruments: yarar, etc. Teach children dances of the peoples of the North. Take part in national holidays. Introduce children to the flag and coat of arms of Chukotka, the city of Anadyr, native village of Konergino. Introduce to the folk calendar of Chukotka. | Continue to introduce types of national ornaments and their symbolism, clothing decoration. Teach basic practical skills (appliqué from fabric, leather, fur; beading; modeling from dough, plasticine). Introduce the products of craftsmen (artistic processing of leather, fur, bone). Develop creative imagination and speech. |
- Implementation plan
Thematic planning of work with children 3–4 years old.
| No. | Subject | Forms of work | Deadlines |
| Getting to know your native land | Classes, conversations, showing illustrations, videos, educational games | ||
| 2 | My home village Konergino | Excursions, conversations | |
| Fauna of the tundra | Showing illustrations, Fine arts classes, familiarization with the outside world. | ||
| 4 | Flora of the North | Excursions to the tundra, conversations, herbarium collection. | |
| 5 | Tales of the northern peoples. | Reading | |
| 6 | Northern folklore (riddles, proverbs, sayings) | Conversations, games, entertainment | |
| 7 | Songs and dances of the northern peoples | Music classes, entertainment | |
| 8 | We are agile and strong | Physical entertainment, outdoor games | |
| 9 | Getting to know the life of the indigenous peoples of the North | Excursions to the local history room, conversations, showing illustrations | |
| 10 | | Display of a didactic doll in national clothes, art classes, didactic games | |
| 11 | Introduction to the professions of indigenous peoples. | Excursions, conversations, role-playing games |
Thematic planning of work with children 5 – 7 years old.
| № | Subject | Form of work | Deadlines |
| 1 | Familiarization with the materials of the local history classroom. | Excursions, conversations. | |
| 2 | Acquaintance with the flag and coat of arms of Chukotka, the regional city of Anadyr | Classes, conversations, viewing illustrations | |
| 3 | My home village Konergino | Excursions, conversations. | |
| 4 | Acquaintance with famous and famous people of the village (V. Rovtytagin, P. Ettylin, S. Terkigina, A. Komchegirgin) and Chukotka. | Showing photos, albums, books | |
| 5 | Fauna of the northern region | Looking at paintings albums | |
| 6 | Flora of the North | Excursions to the tundra, to the sea, herbarium collection, classes | |
| 7 | Getting to know everyday life and housing indigenous peoples | Excursions to the local history office, conversations using illustrations | |
| 8 | Getting to know national clothes | Examination of national clothes, art classes | |
| 9 | Tales of the northern peoples. | Classes, readings, dramatizations | |
| 10 | Northern folklore (riddles, sayings, proverbs, amulets, legends). | Conversations, educational games, entertainment | |
| 11 | Folk calendar of Chukotka, calendar national holidays: “Northern Lights”, “Kilvey”, “Feast of the Young Deer”, “Rielen”. | National holidays, entertainment | |
| 12 | Songs and dances of the peoples of the North | Music classes, classes in the dance club “Severyata” | |
| 13 | Grandma's get-togethers | Meeting-celebration | |
| 14 | Holiday entertainment | Chukotka poems, dances, songs, round dances | |
| 15 | Getting to know the professions of indigenous people | Excursions, role-playing games, outdoor games | |
| 16 | Crafts of the peoples of the North | Display of folk arts and crafts, fine art classes, work of the “Skillful Hands” club | |
| 17 | Acquaintance with the museum center in Anadyr “Heritage of Chukotka”, archaeological finds, ancient tales and legends | Conversations, viewing photographs, paintings, videos. |
- Implementation mechanism
With teaching staff
By parents.
The conditions for the most effective solution of problems of environmental and local history education are:
Integrated approach;
The teacher’s knowledge of the natural, cultural, historical features of his region;
Properly selected material (according to the principle of accessibility and understandability);
Thematic structure of the material;
Creation of a subject-development environment;
Collaboration between kindergarten and family.
The role of the teacher in the environmental education of children is significant. Educators work with children in everyday life, in play activities, as well as in classes and in group work, activate and guide parents.
The teachers independently mastered a wide range of knowledge in ecology and local history. There are still many undisclosed opportunities to influence the comprehensive development of children and improve the methodological skills of the entire teaching staff.
The content and methodological components of this program are aimed at ensuring that the preschooler learns the moral values of goodness, an understanding of the importance of caring for nature and the world around him; mastered the rules of behavior that are adequate to the cultural values of the people. Could use the acquired skills and abilities in independent activities (labor, visual, gaming, musical, constructive, etc.). The basic stage in the formation of children’s love for their native land should be considered the child’s accumulation of socio-cultural life experience.
Planning activities with children in environmental and local history education
| Types of activities | Form of work | Security |
| Speech development | Classes Didactic games Display of illustrations, paintings, albums Excursions to nature and local studies classroom | Watching videos. Works of poets and writers of the North Albums: “Our Land”, “Chukchi Ornaments”, “The image of the mother in Chukchi poetry”, "National fur clothing." Scene pictures. Didactic game “Who lives where, what does he eat?” |
| Play activity | Conducting outdoor games and role-playing games Didactic games | Attributes for outdoor games: tug-of-war rope, snowshoes, running bags, leather balls, lassos, deer antlers, harness, sled. Kamleikas, headbands. Yaranga |
| Physical development | Outdoor games for children of the North Physical education sessions on a northern theme Sports events and entertainment | Card index of games. Scenarios for holidays and entertainment |
| Visual activities | Subject drawing of landscapes, animals and plants of Chukotka. Creation of national ornaments (in appliqué, drawing). Modeling of animals and birds in motion. Manual labor (beading, leather, fur appliqués) | Toys depicting animals, illustrations, albums with ornaments, landscapes. Stencils of animals, birds |
| Musical activities | Learning dances, songs, round dances of the peoples of the North Listening to the melodies of the peoples of the North | Music library. Costumes for national dances. Albums: “Ergyron”, “Chukotka” |
| Theater activities | Dramatizations of folk tales and stories | Attributes for heroes. Summaries of performances |
| Constructive activity | Creating a layout of a yaranga, sled. Construction from natural materials | Natural material (pebbles, shells, sand, twigs, grass) |
| Elementary natural representations | Getting to know the map of Chukotka Experiments with sand, water, snow, ice | Globe, map of Chukotka. Natural material. |
| Environmental education | Nature excursions Observing natural phenomena on walks Herbariums of plants of our tundra | Herbariums of plants. Indoor plants. Illustrations “Nature of Chukotka” |
| Local history | Excursions to the local history room (acquaintance with the exhibits of the mini-museum; materials for familiarization with the native land) | Exhibits of the mini-museum: model of a yaranga; sea hunters' sleds, sleds, cargo sleds, children's carriage; lasso; snowshoes; fatty, wooden food dish (kemen), knife for cutting meat and fish (pikul); sticks for tanning hides (vykvepoigyt); snow blower; fur pouch; covers for knives. Didactic dolls in national clothes |
Conclusion
- Expected end result
1. Children’s awareness of the moral value of goodness, understanding of the importance of caring for nature and the world around them; possession of rules of behavior that are adequate to the cultural values of the people.
2. Formation of interest in knowledge of a historical and ethnographic nature; ideas about the main occupations of the residents of Chukotka, their way of life and way of life; characteristics of work, national clothing, utensils, national cuisine, traditions and customs.
3.Development of creative imagination and speech through the means of artistic expression and folk arts. Mastering various methods of beading, fur appliqué, etc.
4. Mastery of various motor skills and abilities, as well as the experience of creative understanding of music through folk dance.
5.Use the acquired skills and abilities in specially organized joint and independent activities: labor, visual arts, gaming, musical, constructive, etc.
The implementation of program goals and objectives will allow:
Improve the methodological skills of the teaching staff;
Create an educational space to deepen knowledge.
- Performance evaluation criteria
Diagnosis of environmental and local history knowledge in older children.
| Section title | Grade |
|
| 1.Acquaintance with the nature of Chukotka. | 1 floor | 2nd floor |
| 1.Name the wild animals of the North and their young. (tundra - wolf, fox, bear, arctic fox, wolverine, eurasian eurasian, lemming, squirrel, hare; marine - seal, seal, walrus, whale; fish species - sockeye salmon, pink salmon, char, grayling). | ||
| 2.Name the birds of our region (geese, ducks, crane, seagull, partridge, sandpiper, snow bunting, owl, eagle, eider). | ||
| 3.Name the flora (trees and bushes; grasses, moss, lichen, berries, mushrooms). | ||
| 4. The landscape of our area (plains, depressions, hills). | ||
| 5. Seas and oceans that wash Chukotka (Arctic Ocean - Chukotka and East Siberian; Pacific Ocean - Bering Sea) | ||
| 6. The wealth of the subsoil of Chukotka (gold, copper, silver, coal, oil, gas, precious stones). | ||
| 2. Life, historical past of the indigenous people. | ||
| 1.Name your village, region (district), capital of Chukotka. | ||
| 2.What is the name of our kindergarten, the address of the kindergarten? (21 Chukotskaya Street). | ||
| 3.What northern peoples live in our district? (Chukchi, Eskimos, Evens, Koryaks, Chuvans, Yukaghirs and people of other nationalities: Russians, Ukrainians, Belarusians, Buryats, Tatars). | ||
| 4.What do the peoples of Russia have in common? (People of different nationalities help each other, work together; celebrate common holidays; take care of and protect nature). | ||
| 5.Know the seasons (sequence, months, main signs of each season, riddles and poems about the seasons). | ||
| 6.Transport: land, water, air (modern and traditional). | ||
| 7.What is the name of the dwelling of the indigenous people, what is it made of? (Yaranga). | ||
| 8.What is the name of national clothing, what is it made of? (Kamleika, kukhlyanka, kerker, torbasa, siskin, fur mittens and hat). | ||
| 19.Name ancient household utensils (a wooden dish for food; a wooden mallet; a scraper for dressing hides; a man’s toolbox; a women’s bag for sewing; a board for dressing and cutting hides). | ||
| 21.What traditional professions of the inhabitants of the North do you know? (Reindeer herders, sea hunters, hunters, seamstresses). | ||
| 22.Name famous, famous people of Konergino, Chukotka. | ||
| 3.Indigenous culture. | ||
| 1.Name the state symbols of Chukotka (coat of arms, flag, anthem). | ||
| 2.What national holidays of the residents of Chukotka do we celebrate? (Kilway, Festival of the Young Deer, etc.). | ||
| 3.What national games do you play? | ||
| 4. What folk musical instruments do you know? (Yarar, etc.). | ||
| 5.What folk dances do you perform? | ||
| 6.Name the writers, poets of the North, their works (Antonina Kymytval, Zoya Nenlyumkina, Sergei Tirkygin, Mikhail Valgirgin, Victor Keulkut, etc.). | ||
| 7.Name fairy tales, riddles, proverbs, sayings of the peoples of the North. | ||
| 4.Folk and applied art of Chukotka | ||
| 1.Name the types of decorative and applied arts (art processing of leather, fur, bone, wood; beadwork). | ||
| 2.What types of Chukchi ornaments do you know? | ||
| 3.What does their symbolism mean? | ||
| 4.Where and what are they used for? | ||
Grade: 0 – doesn’t know
1- knows uncertainly
Application.
As a result of the ongoing work on environmental and local history education, it was possible to improve the emotional and psychological state of children, awaken in them interest in the natural environment, their village, people, and enrich artistic and creative activities. The vocabulary of preschoolers has been enriched, speech has become more expressive and emotional.
The results obtained confirm the effectiveness of introducing environmental and local history areas into the educational process.
Employees and parents have collected materials for the mini-museum “Land of Chukotka” to introduce children to household items, clothing, housing, etc., in which, during excursions, the child “immerses” in the historical past of the northern people, gets acquainted with the traditions and culture of Chukotka . Didactic materials and albums were produced; attributes for games and dances: leather balls with patterns; headbands, etc. Collected literature in the Chukotka and Russian languages (stories, fairy tales, poems by poets of Chukotka) for acquaintance and study.
Instilling in children a love for their native land, educators introduce them to the wonderful world of Chukotka nature and teach them to take care of the world around them: plants, animals, water, land, air, people. They instill not only love for their native land, but also a tolerant attitude towards representatives of other nationalities, respect for the working person and the results of his work, defenders of the Fatherland, state symbols, state traditions and national holidays. Older children are introduced to the state symbols of the Chukotka Autonomous Okrug and Russia; peoples living on the territory of Russia and the region.
In our preschool department, systematic work is carried out with children and parents to familiarize them with the spiritual and moral values of the Chukotka people: studying the life, customs and rituals, traditions of the indigenous people. Educators introduce the historical past and culture of their native land, the works of Chukotka writers, the art of the peoples of the North, cultivate interest and respect for national culture, folk art, traditions, rituals, the folk calendar of their people and the peoples living nearby, cultivate love and respect for adults - parents, educators; a sense of camaraderie, kindness and responsiveness to each other. This knowledge provides a unique example of the harmonious relationship between man and nature and people with each other. Children get acquainted with the folk and applied arts of Chukotka:
artistic crafts (artistic processing of leather, fur, bone, wood; types of ornaments and their symbolism); They are trying to interest them in the products of craftsmen. In specially organized and independent activities, they learn practical skills in appliqué from paper, leather, and fur; modeling from dough, plasticine; beading. Through drawing, children get acquainted with folk patterns, decorate clothes, mittens, scarves, and torsos with national ornaments; sculpt figures of birds, animals, etc.
They develop an interest in the work of indigenous people - hunters, reindeer herders, fishermen. On excursions and walks to the sea, to the tundra, observations and conversations are held with children about their native nature and the work of adults. Employees create conditions for enriching children with impressions, and in role-playing games: “Hunters”, “Fishermen”, “Reindeer Herders” - children display this knowledge and impressions. Using these methods, we instill in children respect for people of these professions, the desire to be as strong, brave, dexterous and resilient; We develop balance, the ability to overcome negative qualities: irritability, resentment, greed, laziness.
For role-playing and outdoor games on a Chukchi theme, children are provided with paraphernalia: kamleikas, headbands; hats for outdoor games. In the older group, a yaranga has been made where you can retire and play. Game material in play corners in groups changes periodically and is updated depending on the interest, mood of the children, season, etc. Pupils enjoy taking part in national outdoor games: “European Eurasian and Owl”, “Vazhenka and Fawns”, “Hunters and Hares”, “Reindeer Reindeer”, “Running in Snowshoes”, “Bunting and All-Terrain Vehicle”, “Hares and Wolf” , “Mice and the Fox” and others.
Traditionally, in the spring we hold the “Kilvey” holiday and entertainment using games and dances, songs, round dances, artistic words: poems in the Chukchi language, poems by poets of the North, proverbs and riddles about the North, etc.
The kindergarten has collected a music library of Chukchi melodies, songs for listening, dancing, round dances, which is used for entertainment and holidays based on national material.
As a result, children of all age groups have an understanding of the main types of traditional labor, household items, costumes, folk holidays and customs. They show empathy and sympathy for the heroes of folk tales and stories; interest in works of folk art, strive to participate in national holidays (they perform folk songs, dances, dance in circles, read poems by national poets). Through artistic expression, children develop an idea of good and evil; obedience and disobedience; the ability to think and analyze one’s actions. Acquaintance with folklore works makes them feel the beauty of their native land and people.
For a long time, people have accumulated experience in establishing connections between nature and the human world. This experience took the form of signs, sayings, riddles, songs, fairy tales and legends. Riddles, for example, are used to test knowledge, observation and intelligence, in festive communication. Work on familiarization with folklore is carried out simultaneously with expanding children's knowledge about the world around them, nurturing the need to communicate with nature and come to its aid, and participate in work activities. Older children take care of plants and participate in putting things in order in their immediate environment.
Drawing, modeling and applique classes contribute to solving problems of children's speech development: accumulation and enrichment of vocabulary, development of coherent speech, correct pronunciation, ability to describe what they see, talk about the created image. In the process of preparing and conducting classes, favorable conditions are created for the formation of such personality qualities as inquisitiveness, initiative, mental activity and independence, and the development of creative imagination. Enriching a child’s mind with various ideas and some knowledge means providing abundant food for children’s creativity.
Purposeful work on the introduction of environmental and local history helps to expand and enrich the volume of children’s knowledge about the world around us, affects their emotional sphere, promotes the manifestation of accumulated knowledge in various types of productive activities: drawings, applications, making crafts from various materials, objects and decorations of national life of the peoples of Chukotka.
The integrating potential of works of folk culture, with its characteristic unity of verbal, poetic, musical, choreographic, visual and applied arts, allows us to build a holistic process of teaching and upbringing, uniting with a single meaning the work of educators, children and parents, starting with spiritual, moral, aesthetic development and ending with the physical.
Literature used
| No. | Name | Author, year and place of publication of literature |
| 1 | Development program and educational program of preschool educational institutions: technology of compilation, concept | N.V. Miklyaeva, Iris press, Moscow, 2007 |
| 2 | Development of original educational programs | GOU CHIRO and PC, Anadyr, 2006 |
| 3 | The Arctic is my home | Z.P. Sokolova, Moscow, Northern expanses, 2001 |
| 4 | Chukotka. History and culture | Team of authors, Moscow, 2005 |
| 5 | Geography of ChAO | Y.N.Golubchikov, Moscow, 2003 |
| 6 | Severyata (poems, poems, fairy tales) | Team of authors, State Institute of Industrial Enterprise "Omsk House of Printing", 2000 |
| 7 | To a rural teacher about folk artistic crafts of Siberia and the Far East | Comp. Metlyanskaya, Moscow, Enlightenment, 1983 |
| 8 | Folk choreographic art | M.Ya.Zhornitskaya, Moscow, Publishing House. "Science", 1983 |
| 9 | Chukchi dance culture. | E. A. Rultynet, Magadan, 1989 |
| 10 | Holidays and rituals of the peoples of Chukotka | Comp. M.K. Takakawa, Magadan, 1990 |
| 11 | Festival of the Sun | L.A. Savelyeva, Magadan Institute, 1995 |
- Introduction………………………………………………………………………………… 2
- Goals and objectives………..…………………………………………………….... ..3
- Content……………………………….………… ……………………. .. .3
- Section 1. Familiarization with the nature of Chukotka…………………………….3
- Section 2. Life, historical past of the indigenous people………………….4
- Section 3. Indigenous culture………………………………………..5
- Section 4. Folk and applied arts of Chukotka………………………. 6
- Contents of work according to age…………………………………….7
- Thematic planning of work with children 3 – 4 years old…………………..9
- Thematic planning of work with children 5 – 7 years old…………………..10
- Planning of activities………………………………………….11
- Expected final result……………………………………………………….13
- Questions of diagnostics of ecological and local history knowledge
- Application………………………………………………………………… . 15
- Used literature…………………………………………………………….. 17
- Contents……………………………………………………………………………….18
MUNICIPAL AUTONOMOUS EDUCATIONAL INSTITUTION BASIC EDUCATION SCHOOL
(KNEVITSKAYA BASIC SCHOOL)
Approved Agreed Reviewed
School Director Deputy director for educational work at a meeting of the school methodological association
________ (I.S. Kalinina) _________ (K.A. Talvik) Protocol No. _____
from “__”__________2013
“___”__________2013 “___”__________2013 Chairman of the ShMO
__________ (N.V. Ulanova)
LESSON PLANNING
in German
for VIII class
for the 2013/2014 academic year
Compiled by teacher
Talvik F.H. ,
German teacher
Explanatory note on lesson planning of the German language course for grade 8
Lesson planning in the German language for grade 8 is compiled on the basis of the Model program of basic general education in a foreign language - 2005, the basis of the federal component of the state educational standard - 2004, the basic educational program of basic general education of the municipal autonomous educational institution of the basic secondary school in the village of Knevitsy and author's program for general educational institutions in the German language for grades 5-9 I. L. Bim M.: Education -2006. Lesson planning is designed for 102 hours at the rate of 3 hours per week, 34 academic weeks, 5 hours are allocated for tests.
The educational and methodological kit includes:
German. Steps 4. Textbook for educational institutions / Bim I.L. Sannikova L.M. Kartova A.S. etc. Book for reading / comp. E.V. Ignatova - 7th ed., revised - M., Education 2007.
German. 8th grade. Audio course for the textbook.
Further reading:
Collection of exercises on German grammar for grades 5-9 of educational institutions / I.L. Bim, O.V.Kaplina. - 4th edition, revised. – M.: Education, 2005.
German grammar tests./ E.N. Bolshakova. St. Petersburg, Publishing House "MiM" - 1998.
Lesson planning of the German language course for 8th grade
№ Lesson topic
It was wonderful in the summer. (23 hours)
1 Repetition of vocabulary on the topic “How I spent my summer”
2 Composing dialogues: How I spent the summer.
3 Where and how do German children spend their summer? Reading. Listening.
4 My hobby. Repetition of vocabulary on the topic: Hobbies.
5 Our summer impressions. Monologue: How I spent the summer.
6 Youth tourist centers. Reading.
7 Reading. At the camping site.
8 Writing a letter: How I spent my summer.
9 Listening. Weather forecast.
10 Repetition of the past tense of the verb.
11 Introducing the pre-past tense in German
12 Pre-past tense. Securing the topic.
13 Introducing subordinate clauses of time.
14 Use of wenn, als, nachdem in subordinate clauses.
15 Meeting friends after the holidays in the school yard. Listening.
16 The holidays are over (repetition of lexical and grammatical material).
17 Where and how do Germans prefer to spend their holidays? (Introduction to Statistics)
18 Introduction to the work of G. Heine “Lorelei”
19 Repetition of lexical and grammatical material.
20 Home reading. Schwanki.(Smart donkey)
21 Home reading. (Sunken Bell)
22 Test work on the topic "Summer holidays".
23 Test work on the topic “Summer holidays”.
And now it’s school. (20 hours)
24 Introduction to the education system in Germany.
25 School teacher. How do children want to see him? Reading.
26 Education system in Germany. Repetition of vocabulary.
27 Waldorf schools are stress-free schools. Reading with understanding of the main content of the text.
28 Waldorf schools - schools without stress. Reading.
29 Repetition of lexical and grammatical material.
30 School exchange. What is it for?
31 The importance of a foreign language in our lives? Composing a monologue statement.
32 Listening on the topic "School".
33 Future tense in German.
34 Definitive clauses.
35 Reading the dialogue "Before the lesson."
36 Repetition of vocabulary on the topic “School subjects”.
37 Repetition of lexical and grammatical material.
38 Test on the topic "The education system in Germany."
39 Working on mistakes. Regional studies. Facts, documents "Education system in Germany".
40 Introduction to the German classic "The Pied Piper of Hamelin". Reading.
41 Regional studies "German Street of Fairy Tales".
42 Reading. "Sundial" J.P. Hebel.
43 Regional studies. Christmas in Germany.
We are preparing for a trip to Germany (28 hours)
44 What do we know about Germany? Repetition of regional studies material.
45 Who do young people travel with in Germany? Statistics.
46 We choose the goal and path of travel.
47 Choosing the goal and path of travel. Learning to give advice.
48 What will we take on the journey? Repetition of vocabulary on the topic “Transport”.
49 Introduction to vocabulary on the topic “Clothing”.
50 Choosing clothes for the trip. Accusative case in German.
51 Repetition of vocabulary on the topic “Food”
52 We buy small things. Dialogue in the store.
53 Reading on the topic “Preparing for a trip to Germany.”
54 We make rules for travelers.
55 Listening on the topic “Preparing for a trip to Germany.”
56 Weather forecast in Germany.
57 Repetition of lexical material.
58 Use of the indefinite personal pronoun man.
59 Relative pronouns when describing people and cities.
60 Relative pronouns when describing people and cities.
61 German friends are preparing to receive guests from Russia. Repetition of vocabulary on the topic “Apartment”.
62 Drawing up a program for your stay in Germany.
63 Repetition of lexical material. Composing dialogues “In the store.”
64 Repetition of lexical material. Filling out an application when traveling abroad.
65 German monetary unit. Regional studies.
66 Repetition of lexical material “Party before the trip.”
67 What can happen on a trip? Repetition of subordinate clauses.
68 Repetition and systematization of the studied material on the topic “Preparing for a trip to Germany.”
69 Protection of projects “Travel Plan”.
70 Let's rest before the journey. Reading “The Traveling Bird” by H. Fallada.
71 Introduction to the biography and some of the works of B. Brecht.
Travel around Germany (31 hours)
72 Repetition of regional studies material about Germany.
73 Traveling around Berlin. Regional studies.
74 Getting to know Bavaria. Reading.
75 Travel around Munich. Reading.
76 Travel along the Rhine. Reading.
77 Travel along the Rhine. Reading.
78 Compiling a dialogue – question “Excursion”.
79 Compiling the dialogue “In a restaurant.”
80 Repetition of vocabulary on the topic “Station”.
81 Getting to know the types of trains in Germany.
82 Compiling the dialogue “Purchase a ticket”.
83 Drawing up a travel program.
84 Repetition of ways of forming nouns in German.
85 Repetition of vocabulary on the topic “Travel”.
86 Listening on the topic “Travel”.
87 Repetition on the topic “Adverbial qualifying clauses.”
88 Introduction to Passiv.
89 Introduction to Passiv.
90 Compiling the dialogue “Excursion around Cologne.”
91 Manners and customs, holidays in Germany. Repetition of regional studies material.
92 My favorite holiday. Monologue speech.
93 Repetition of lexical and grammatical material. Preparation for project defense.
94 Defense of the project “Travel to German Cities.”
95 Defense of the project “Travel to German Cities.”
96 Introduction to the biography of J. S. Bach.
97 Reading “Mignons Lied” by I.V. Goethe.
98 Repetition of lexical and grammatical material.
99 Repetition of lexical and grammatical material.
100 Annual final test. Listening. Letter.
101 Annual final test. Reading. Speaking.
102 Analysis of test work.
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