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study of local lore with paleontological collections). Spring in nature life. Wood and
reservoir as natural ecosystems. Park as an example of artificial biogeocoenose.
Environmental assessment.
Excursions in the 10-11th grades program
Natural ecosystem (wood, meadow, reservoir). Agroecosystem (field, garden).
he anthropogenic impact on the natural biogeocoenosis. Visit of treatment facilities or
enterprises for processing of a waste. Ways of reproduction of plants in the nature.
Variety of plants grades and animals breeds (selection station, or breeding farm,
agricultural exhibition). Visit of the enterprise of industrial biotechnological
production. The spring phenomena in the nature. he biological diversity of the living
world. Natural and anthropogenic impacts in nature.
Preparation for the excursion. The success of carrying out an excursion in
many respects depends on preparation of the teacher and pupils.
It is necessary to define problems of excursion accurately. At a lesson prior to
excursion, the necessary connection with the maintenance of a studied subject is
established, questions which need to be resolved during excursion are offered, tasks
for supervision and collecting a material between pupils are distributed.
It is impossible to conduct an excursion on the district unknown for the teacher.
In a day or two before excursion the teacher surely passes on the planned route as
even for a short period there could be considerable changes, examines the district,
plans objects of attention - stops for explanations, independent work, collecting
material for a generalizing conversation. Develops the route of excursion, places of
transitions, stops and rest.
During the preliminary studying it is important not only to establish the quantity
of objects and choose a concrete place for the acquaintance with them, but also to
consider work methods at this or that stop. Methods should be various depending on
the contents and an excursion place. If the teacher is a little familiar with flora and
fauna of this territory, it is necessary to watch available herbariums, collections,
reference books and determinants of plants and animals. Such preliminary work will
help the teacher to make the plan of carrying out excursion.
Pupils should be provided with the corresponding equipment: notebooks and
pencils, boxes for material collecting, magnifying glasses, nets, blades and the other
equipment, depending on the content of excursion. Absence or shortage of equipment
leads to that the part of pupils cannot accept participation in independent work, and
being idle, they can be switched to other object which is not relating to the content of
excursion. The discipline is broken, interest to work decreases, the planned tasks are
not carried out. All this is reflected in a course of excursion and material assimilation.
It is very important to prepare pupils for the excursion. It is necessary to
concentrate their attention on certain objects, to explain, how it is necessary to carry
out their observation. Previously the teacher can acquaint children with an excursion
route that they could be guided on districts, and with the requirements of carrying out
the excursion.
Both for a lesson, and the excursion a teacher develops the plan of its carrying
out and makes the summary. They are defined as follows:
Excursion topic, its purpose and tasks.
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Excursion route. It is necessary to notice that the route is not the way of the
pupils’ movement, but the logically connected "objects of attention", observation
stops for the natural subjects and phenomena studying.
Excursion equipment: the necessary equipment for the teacher, for the pupils’
independent work and for the natural material collecting; cards with the tasks for
individual or group activity during excursion prepared in advance.
Introduction conversation on a subject of excursion and distribution of tasks (5-7
minutes).
Independent work (20 minutes).
Reports on the tasks performance, observation discussion, their generalization
(10-15 minutes).
The final talk on tour (3-5 minutes).
Inspection of territory and bringing it into order.
The general conclusion on excursion (in nature).
Processing the material (in a class, at home) collected by pupils (at excursion)
and preparation of the report, the message.
Excursion should not be very long and resemble a lesson or especially an open-
air lecture with demonstration of the natural objects meeting on a way. The content of
excursion should follow its topic and the purposes.
Excursion usually begins with the introduction to a problem - a story or
conversation. Then the teacher explains pupils the purpose and individual tasks,
defines the place and time (no more than 20 minutes). Tasks can be general for the
whole group or different for separate groups of two or five pupils.
It is necessary to emphasize that the direct communication with the nature, its
independent observation by each pupil, finding the necessary objects among their
huge variety leaves indelible impressions on pupils.
During the independent work the teacher bypasses all the groups, helps to find
the necessary objects, to characterize observations, to prepare the material for its
further processing after the excursion.
At the scheduled time pupils gather to discuss the done work. Observance of a
certain sequence in reports on independent work helps the teacher to open the
maintenance of the excursion topic. The teacher supplements and generalizes the
children messages, helps to spread the collected for herbarium or collection (personal
or for school) material out correctly, recommends to let animals go, and plant the
roots in the places of their gathering. The teacher allows taking some plants and small
animals (insects, worms) for a wildlife and landing corner at school.
Raykov B. E. has given the teacher a number of good advice on carrying out
excursions which are now actual. They are known as “Ten precepts of excursion
business” in the biology training technique:
Remember that excursion is not a walk, but obligatory part of studies.
Study the place where you conduct an excursion, find the theme and make the
plan.
Maintain the excursion theme, do not distract casual questions.
Tell only what is possible to show at excursion.
Avoid long explanations.
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